NIE

Exploring Science series for key stage 1 is developed Exploring

Science
by a joint effort of both Cambridge University Press
and National Institute of Education. This intends
to achieve the vision of New National Curriculum
“Every child is prepared for life”.

The series enables to accomplish the vision by

3
adopting the pedagogical and assessment approaches
highlighted in the National Curriculum where students
are required to become self-directed learners.

Exploring Science 3
It requires the collaboration of parents, teachers and
the whole community to work hand in hand in building
the society with young people who are responsible and
productive with a firm belief in Islam and strong sense
of self and National Identity.

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Exploring Science
3
A joint publication of National Institute of Education, Maldives
and Cambridge University Press, India

This book belongs to

Class

© Cambridge University Press

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© Cambridge University Press 2015
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First published 2015
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 Preface
Exploring Science Series for Key Stage 1 is written to meet
the requirements of new National Curriculum. This intends
to cover the contents of the Science Syllabus.
The series consists of three books, for grades 1, 2 and 3.
The series enables students to acquire knowledge, skills
and attitudes so as to develop an informed and critical
understanding of, environment, science and technological
issues.
The series aims to cultivate humane and responsible
attitudes and an appreciation of the world in accordance
with Islamic principles and values.
It is envisaged that teachers use this series as an aid to
teach science adopting inquiry approach where students
are encouraged to be actively involved in the learning
process.
We extend our sincere thanks to Cambridge University
Press for partnering with us in this endeavour.
We are beholden to the members of the NIE Curriculum
Team for the support rendered.

Aminath Ismail
Education Development Officer Coordinator
Gulfishan Shafeeu
Education Development Officer
Aminath Mohamed
Education Development Officer

© Cambridge University Press

 Table of Contents
1. Living and Non-living Beings 1

2. Habitats of Animals 15

3. Habitats of Plants 34

4. Humans and their Health 48

5. Energy 62

6. Force and Motion 77

7. Magnets and Electricity 83

8. Light and Sound 95

9. Materials 109

10. Change and Variation 122

11. Earth, Sun and Moon 137

12. Air and Water 155

13. Weather 174

14. Resources from the Environment 189

© Cambridge University Press

 Chapter 1
Living and Non-living Beings

Warm Up
Mark the things as living (L) or non-living (NL).

Assalamu Wa’alaikumussalam.
‘alaikum Aslam. Its doing fine.
How is your cat I feed my cat three
doing? or four times a day.
How often do you Living beings need
feed your cat? food, water and
air to live.
Do you Yes. Animals,
know that plants and
living beings human beings
are called are called living
organisms? organisms.
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 Chapter 1 Living and Non-living Beings

Living beings
Plants, animals, insects and human beings, are all
living beings. Living beings have life in them.

Living beings

Non-living beings do not have life in them. Chairs,

tables, swings, stones are all examples of non-living
beings.

Non-living beings

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 Living and Non-living Beings Chapter 1

Activity
Nature walk!
Go for a nature walk. Make a list of 4 living and 4
non-living beings.
Living beings Non-living beings
1. _________________ 1. _________________
2. _________________ 2. _________________
3. _________________ 3. _________________
4. _________________ 4. _________________

Key Competency: Relating to people

Team work

Life processes in living beings

There are many life processes that take place in living
beings. These help them to stay alive. They are:
Life processes in living beings
Nutrition Movement
Growth Sensitivity
Breathing Excretion
Reproduction

Key Competency: Making meaning

Understanding the processes which
make a living thing to stay live

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 Chapter 1 Living and Non-living Beings
Chapter 1 Living and Non-living Beings

Nutrition
Nutrition
All living beings need water and nutrition to live.
All living beings need water and nutrition to live.
Food gives them energy and helps them grow.
Food gives them energy and helps them grow.
Different living beings eat different types of food.
Different living beings eat different types of food.

Horses eat grass and leaves. Whimbrels (Bulhi thun’bi)

Horses eat grass and leaves. Whimbrels (Bulhi thun’bi)
eat small crabs. Butterflies feed on juices of flowers.
eat small crabs. Butterflies feed on juices of flowers.
Human beings eat vegetables, fruits, eggs and meat.
Human beings eat vegetables, fruits, eggs and meat.
What happens when you do not eat something for a
What happens when you do not eat something for a
long time?
long time?

When you are hungry or thirsty, do you have enough

When you are hungry or thirsty, do you have enough
energy to work or play?
energy to work or play?

Can we live without food or water?

Can we live without food or water?

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 Living and Non-living Beings Chapter 1

Plants are living beings. They need food and water

to grow.
How do they get their food? Plants are special as they
are the only living beings which can make their food
on their own.
Discuss in your class, how are artificial plants
different from real plants.

Key Competency: Practising Islam

Do they not see the birds above them with
wings outspread and [sometimes] folded in?
None holds them [aloft] except the Most Merciful.
Indeed He is, of all things, Seeing
(Quran 67:19)

Movement
All living beings can move from place to place on their
own, except plants. Living beings move to find food,
take shelter or escape from danger.

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 Chapter 1 Living and Non-living Beings

Activity
Movement in animals and plants
Observe a bird, a cat and an insect. Do they all move?
How do they move?

Do they remain at the same place always?

Now, observe the plants. Do they move?

Now, look at the wall, bench or any other object in

your classroom. Do they move?

Activity
Plants show movement

Materials required: Seeds that can easily grow,

2 similar trays with soil, 2 shoe boxes with a lid
(same size) and water.

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 Living and Non-living Beings Chapter 1

Procedure:
Cut a hole at one end of a shoe box and keep the
other shoe box as it is.

Plant the seeds in the soil trays.

Keep the trays in the shoe box.
Cover the shoe box (having a hole) with the lid.
Leave the other box open. Do not cover this box.
Water both the trays regularly and keep them at a
place receiving adequate sunlight.
Observe what happens and record your observations
in the table below.
Tray 1 Tray 2
Day 1

Day 4

Day 7

What can you conclude from this activity? Discuss.

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 Chapter 1 Living and Non-living Beings

Non-living beings do not move on their own. A rabbit

moves on its own but a teddy bear cannot move on
its own.
Circle ( ) the things which move around. Are they all
living beings?

Car
Ant Hammer Baby

Cloud Air Banana Cat

Growth
Living beings get nutrition from the food they eat.
They grow in size. Some living beings also undergo
change in their appearance.

A tadpole grows into a frog A kitten grows into a cat

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 Living and Non-living Beings Chapter 1

Look at the growth of the hen. Write a line about it.

Sensitivity
Plants and animals too respond to the conditions in
their environment, as you do.

You can feel hotness A tortoise goes back in Plants grow

and coldness. its shell the moment it towards
senses danger. sunshine.

Breathing
All living beings such as human beings, plants,
animals, birds and even insects need air to live.

Activity
Breathing for Life!
Look at the pictures and discuss how each of these
living beings breathe.

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© Cambridge University Press
 Chapter 1 Living and Non-living Beings

Human beings breathe through

Birds breathe through

Fish breathe through

Plants breathe through

Do non-living beings need air to live?

Excretion
All living beings remove waste materials from their
bodies in the form of faeces, urine or sweat.
The process of removing wastes from the body is
known as excretion. This process is important for
living beings to stay healthy and fit.

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© Cambridge University Press
 Living and Non-living Beings Chapter 1

Reproduction
All living beings have young ones.
Just like human beings, animals also have young ones.
The process of producing young ones is known as
reproduction.

All living beings have young ones

Reproduction in animals
Some animals lay eggs and do not give birth to
the young ones. These eggs are hatched and the
young ones come out of it. Sparrows, crocodiles,
fish, frog and chicken are some examples of animals
that lay eggs.

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 Chapter 1 Living and Non-living Beings

Activity
Classify the animals!
Classify the following into two groups.

Elephant Duck Tortoise Eagle

Horse Butterfly Crab Parrot

Key Competency: T
 hinking critically
and creatively
Classifying living things using their own criteria

Lay eggs Give birth

Key Competency: U
 sing technology
and the media
Gather information from various sources

12
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 Living and Non-living Beings Chapter 1

Reproduction in plants
Plants produce seeds. The seeds are formed either in
flowers or in the fruits of the plants. Baby plants grow
from these seeds.

Seed from a fruit grows into a plant

So, is
everything No, look around
around in and you will see
this garden both living and non-
living? living beings in this
garden.

Circle ( ) the non-living beings in the above picture.

13
© Cambridge University Press
 Chapter 1 Living and Non-living Beings

New Words
Nutrition: t he process of providing or obtaining
the food necessary for health and
growth
Reproduction: t he process of producing young
ones
Excretion: t he process of removing wastes from
the body

Explore Deeper
Read the following sentences and say if it’s a living
or a non-living being?
1. A toy car moves on its own. Is it a living or a
non-living being? Give reasons.
2. A car needs fuel for energy. Is it a living being?
Why?
3. When you blow air in a balloon, it expands and
becomes big. Is it a living being? Why?

14
© Cambridge University Press
 Chapter 2
Habitats of Animals

Warm Up
Our Earth is home to different kinds of animals.
These animals live in different habitats.

There are so many different types of animals around

us. Each animal is unique which means that each
animal has special features which helps it to survive.
Each animal lives at a specific place. For example, fish
lives in water, cats live on land and earthworms live in
the soil. The natural home of an animal is known as its
habitat.

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 Chapter 2 Habitats of Animals

On the basis of common characteristics, we can divide

animals as:

Fish
•• Lives in water
•• Breathe with gills
•• Body is covered with scales
•• Lay eggs in water
Examples: goldfish, catfish,
seahorse

Classification
of Animals

Reptiles Mammals
•• Live on land and swim in the •• Live on land and can swim
water in water
•• Breathe with lungs •• Breathe with lungs
•• Body is covered with scales •• Body is covered with hair
or have a scaly skin •• Give birth to babies and
•• Lay eggs feed them on milk
Examples: lizard, tortoise, Examples: cat, tiger, human
snake and crocodile beings, whale and bat

16
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 Habitats of Animals Chapter 2

Amphibians
•• Live both on land and in water
•• Breathe under water through tiny
holes in the skin. Also breathe on
land with lungs
•• Lay eggs in water
•• Body is covered with moist skin.
Examples: frog, toad and newt

Birds
•• Live on land, swim in water and
fly in air
•• Breathe with lungs
•• Body is covered with feathers
•• Lay eggs in nests
Examples: parrot, sparrow and
pigeon

17
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 Chapter 2 Habitats of Animals

Mammals
Mammals have some common characteristics like:
•• Their body is covered with fur or hair.
•• They give birth to young ones.
•• They nurse their young ones with milk.
These are some mammals.

Cat Horse Seal

Some animals live on land, and some live in water.

Marine mammals
Mammals which live in water are known as
marine mammals. Marine mammals have following
features:
•• Most marine mammals live in salt water
•• Breathe air
•• Have babies
•• Feed young ones with their milk

18
© Cambridge University Press
 Habitats of Animals Chapter 2

These are some marine mammals.

Whale

Dolphin
Seal

Reptiles
Animals like snakes, iguana and lizards are called
reptiles.
Reptiles are covered with scales all over their body.
Reptiles lay eggs and the young ones hatch out of it.

Iguana

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 Chapter 2 Habitats of Animals

Activity
Understanding reptiles
Can you name these reptiles?

1.

2.

3. 4.

1.
2.
3.
4.

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 Habitats of Animals Chapter 2

Amphibians
Look at the picture of
this frog. Tick ( ) the
correct option.
Where does a frog live?
Land
Water
Both land and water
Some animals like frog, live both on land and in water.
They are known as amphibians.
Amphibians have moist skin. They breathe through
this moist skin when underwater. On land, amphibians
breathe through their lungs.
Amphibians lay eggs surrounded by a jelly-like
substance in water.

Key Competency: Making meaning

Understanding the unique features
of animals which makes their habitat
a suitable place for them to live

21
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 Chapter 2 Habitats of Animals

Activity
Life cycle of a frog
Label the life cycle of a frog. Use words from the box.

1.
5.
2.

4. 3.

Word Box

Tadpole Eggs Young frog

Adult frog Tadpole with legs

Fish
Fish live in water. They have special adaptations to
live in water.

22
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 Habitats of Animals Chapter 2

Activity
Fish and its organs
Match the organs of fish with their function.
Organs Functions
Gills to swim easily
Scales to breathe
Streamlined body to keep them waterproof
Fins to move faster through water

Label the different body parts of the fish shown in the

picture.

Fish lives in water. Where do you think a fish lays

its eggs? .

Birds
Birds are unique as they have feathers, wings and
beaks. Birds lay eggs. Eggs are covered with a
thick shell.
Most of the birds can fly.

23
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 Chapter 2 Habitats of Animals

Activity
Identify these birds and write their Dhivehi as well as
English names.

English name: English name:

Dhivehi name: Dhivehi name:

English name: English name:

Dhivehi name: Dhivehi name:

24
© Cambridge University Press
 Habitats of Animals Chapter 2

Body parts of a bird

Read aloud the body parts of a bird.

Head Eye

Beak
Wings

Tail
Feathers
Legs

Wings and feathers help a bird to .

Beaks helps the birds to catch and eat their food as
they do not have teeth to bite and chew.

Activity
My investigation on birds
Name some common sea birds.
1. 2.
3. 4.
5. 6.
What do they eat?
Which part of their body do they use to catch food?

25
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 Chapter 2 Habitats of Animals

Seabirds also help fishermen in catching fish. Find

out how.

Key Competency: U
 sing technology
and the media
Gather information from various places

Birds and their adaptations

The special characteristics which make an animal
better suited to its environment is known as its
adaptations.
Birds have adaptations which make them suitable to
live in their environment. Birds have a light body to fly
in the air. They also have special claws to catch their
food and to hold on to branches of trees.
Birds have different types of beaks which differ in
shape and size. The beak has been adapted to help
the bird in its way of feeding.

An owl and its claws An eagle and its claws

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© Cambridge University Press
 Habitats of Animals Chapter 2

A duck and its webbed feet A penguin and its webbed feet

Why do you think birds such as penguin which lives in

snow has webbed feet? Discuss.

A pigeon and its claws A woodpecker and its claws

Why do birds which sit on trees have curved claws?

Discuss.

A heron and its beak An eagle and its beak

Why do some birds such as eagles, which eat flesh

have curved beaks? Discuss.

27
© Cambridge University Press
 Chapter 2 Habitats of Animals

Insects
Insects are small and tiny creatures. The body of an
insect is divided into three parts—head, thorax and
abdomen.
Insects have a pair of feelers on their head. They
have six legs.
Some of the insects have wings to fly. Others crawl on
the ground on their legs.

The body of insects is covered with a hard covering.

Insects lay many eggs at a time.

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© Cambridge University Press
 Habitats of Animals Chapter 2

Vertebrates and Invertebrates

An
earthworm No, an
looks like earthworm
a snake. is an
So, is it a invertebrate. It
vertebrate? does not have
a backbone like
the snake.

Animals can also be classified as vertebrates or

invertebrates.
Living beings which have backbone are called
vertebrates. Mammals, birds, fish, reptiles and
amphibians are vertebrates.
Living beings which do not have a backbone are called
invertebrates. Earthworm, crabs, lobsters, spiders
and snails are invertebrates.

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 Chapter 2 Habitats of Animals

Special sense organs

Animals use their sense organs to survive and live
in their environment. Some animals have certain
defence mechanisms to protect themselves.
What happens when you try to touch a cat?

What does a tortoise do when you try to touch it?

What happens when you try to catch a butterfly?

Some animals have special features to detect sound

from a distance.
Do you know what an echo is? It is when a
sound .
So, echolocation, means using echo to locate
something. Many animals have this special ability.
Bats use echolocation to locate food. Dolphins
also use echolocation underwater to find food and
directions.

Caring for animals

All animals are created by Allah (SWT).

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 Habitats of Animals Chapter 2

We should never hunt or tease any animal.

Discuss how we can take care of the animals in our
environment.

Activity
Care for pet animals
Do you have a pet animal?

If not, think of an animal you would like to keep as a pet.

How would you care for your pet?

What would you do if your pet falls sick?

Key Competency: Practising Islam

Why do they not reflect on the camels
and how they are created? (Quran 88:17)

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 Chapter 2 Habitats of Animals

New Words
Habitat: the natural home of an animal or a plant
Amphibians: animals which live on both land and
in water
Vertebrates: animals which have a backbone
Invertebrates: animals which do not have a
backbone
Echo: a sound heard after it has been reflected
off a surface

Explore Deeper
1. Animals like bats, dolphins can detect changes
more effectively, research and find what special
ability do these animals have.
2. Select an animal of your interest and find out
its adaptation features.

Present to the class.

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 Habitats of Animals Chapter 2

Project Idea
Adaptations in birds
In groups, select a land and a sea bird. Find out how
they are adapted to their environment. You may look
in to beaks, claws, feet and its feathers.
Give a presentation to your classmates on the project.

Key Competency: Thinking critically

and creatively
Understanding how birds are adapted
to their way of life

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© Cambridge University Press
 Chapter 3
Habitats of Plants

Warm Up
Plants are living beings. They make their own food.
They breathe, grow and reproduce. But, plants are
very different from other living beings.
Draw a plant and an animal of your choice. Label
its different parts.

A plant An animal

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 Habitats of Plants Chapter 3

Plants
Plants are present all around us. Some plants like trees
are tall and strong. They have woody hard trunks. For
example, coconut tree, mango tree and banyan tree.
Some plants like shrubs are short and bushy, such as
cotton plant or sea lettuce (magoo).
Very small plants are called herbs, like grasses.

Activity
Herbs and trees
Tick ( ) in the correct column to find out how grass is
different from a tree.

Have soft stem

Have many branches

Is very tall

Birds make nest on it

Produces fruits

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 Chapter 3 Habitats of Plants

Activity
Field trip!
Take a walk around your school and observe variety
of plants.
Draw some of the plants you observed. Now, classify
these plants into herbs, shrubs and trees.

Discuss
How is a herb different from a shrub?
What makes a tree different from a shrub?

Flowering and non-flowering plants

Have you noticed that some plants have flowers while
others do not? Plants that bear flowers and produce
seeds are called flowering plants.
Plants that do not bear flowers or produce seeds are
called non-flowering plants.

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 Habitats of Plants Chapter 3

Abdullah is looking at this plant and

wondering where are the flowers.
It is a fern. It is a non-flowering
plant.

Activity
My investigation on plants!
Go to a nearby park. Observe any three plants in the
park and fill in the observation table.
Name of Is it a herb Bears Bears Draw the shape
the plant or a shrub? flowers? fruits? of its leaf here

Parts of a plant
If a plant is a living being, how does it eat and drink?
A plant gets water and nutrients from the soil with
the help of its roots. A plant also has a stem. Stem has
many branches which bear buds, leaves, flowers etc.

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 Chapter 3 Habitats of Plants

Look at this picture of a plant.

Flower
Leaf

Fruit

Stem Bud

Root

Think and discuss the function of each part of a plant.

Write the function of each part.
Parts Function
Leaf

Flower

Fruit

Bud

Stem

Root

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 Habitats of Plants Chapter 3

Activity
Investigation on flowers
Choose 3 different flowers for this study and observe
the following features.
Features of the flower Flower 1 Flower 2 Flower 3
________ ________ ________
Does it have a
fragrance?

What is the colour?

Does it have small

grain like structures?

Do you see any insects

near the flower? If yes,
write their names.

Any other observation

Discuss
Why do you think insects are present near these
flowers?
Do you think that insects get attracted to colourful
and scented flowers? Why?

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 Chapter 3 Habitats of Plants

Plants in various habitats

Plants are not only present on land but in water too.
A variety of plants grow underwater.

Adam is a diver. He has dived deep under the sea.

Look what he has found.
He saw a coral reef. Coral reefs are made up of plants,
fish and many other creatures. It is their home! They
get food and shelter from the corals.
Corals may be hard or soft.

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 Habitats of Plants Chapter 3

Collecting the corals

Go to a nearby beach and observe different types
of corals. Observe them carefully and complete
these observations.
1. Are they hard or soft? ___________________
2. What are their colours? __________________
3. What are their shapes? __________________
4. Are they tree-like or leaf-like? _____________
5. Are they mushroom-like? _________________

Draw any three corals that you have observed.

Key Competency: Thinking critically

and creatively
To understand the physical properties of corals

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 Chapter 3 Habitats of Plants

Plants near the water

Have you seen these plants growing near sandy
beaches?

We can also see sea birds like

herons and gulls near the beach.
From where do they find food?

A crab is crawling slowly near the grass. How do you

think these grass bushes are useful to him?

Sea-grass meadows
Do you know that
long grasses grow
under water? These
are called sea-grass
meadows. Sea-grass
meadows are long
stretches of rich
grass growing under
the sea.

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 Habitats of Plants Chapter 3

How do these plants grow without soil? They have a

flexible hollow stem which allows the plant to bend
along with the flow of the water current.
They have leaves with a waxy coating which prevents
them from getting decayed. Pond weeds, sea
weeds, tapergrass and hydrilla are some common
underwater plants.

Activity
Sea-grass meadows as the home
Sea-grass meadows are home to many sea animals.
Can you name these animals found near sea-grass?

Plants growing in a desert

Plants growing in a desert or sandy areas need less
water. These plants have modified leaves and stem.
It helps them store more water and grow in scarce
water conditions.

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 Chapter 3 Habitats of Plants

Activity
Water or no water!
To study whether water (moisture) is necessary for
growth of seeds.
Materials required: two empty jars,
cotton and seeds
Procedure:
A B
1. Place cotton in both the jars.
2. Put some seeds on the cotton in each jar.
3. Label the jars as A and B.
4. In jar A, keep the cotton dry. Let there be no water.
5. In jar B, keep the cotton wet.
6. Keep both jars in the same place.

Observe the growth of seeds in each jar for five days.

Write your observations.
Jar A Jar B
Day 1

Day 2

Day 3

Day 4

Day 5

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 Habitats of Plants Chapter 3

Did the seeds in jar A grow? Why or why not?

_________________________________________
_________________________________________
_________________________________________
Did the seeds in jar B grow? Why or why not?
_________________________________________
_________________________________________

What do you conclude from this activity?

Care for plants

We should protect plants and trees. They are our
friends. They give us so many things. We use different
parts of plants as food and raw material for making
other things.

Key Competency: Practising Islam

In Quran (Quran 2:22) have stated that
the fruits (plants) as a source of sustenance which Allah
(SWT) has given to people and animal for their life.

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Activity
Trees are useful!
Make a list of the things that we obtain from plants
and complete the table.
Item Part of the tree from which Uses
it is obtained

We should plant more trees and

protect animals and birds.
Plants help us in many ways. We
depend on them.
Plants give us oxygen that we
breathe in. Human beings and other
animals cannot live without oxygen.

Key Competency: Using sustainable practices

Planting trees is important for us as well as
other animals

New Words
Reproduce: to give birth or produce young ones
Nutrient: substance which provides nourishment or
helps in growth

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Explore Deeper
1. Discuss the differences between the features of
plants found on beach and plants found inland.
2. Can we live without plants? Why or why not?

Project Idea
Identify a place where you can grow some plants near
your home or in school.
Plant some seedlings of fruits or vegetables in the
specified area.
Take duties to water the plant everyday and take care
of them.
Note down the changes in its size and appearance.
Let each group do a presentation on their work.

Key Competency: Using sustainable practices

Relating to people
Planting trees and working in groups

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Humans and their Health

Warm Up

Sing this song in the class

A song for the seashore
Feel sand in my toes.
Smell the ocean with my nose.
See the children splash and play on a hot day.
Hear the ocean waves go ROAR as they crash
into the shore.
Taste the salty sea.

We have five senses that help us feel and understand

our environment. These senses are:

Sight Hearing
Touch Smell

Taste

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Activity
My sense organs
Name the organs associated with each sense and one
thing you do with that sense.
Sense Organ I can do with this sense
Sight
Smell
Touch
Hear
Taste

Key Competency: Practising Islam

“Eat of the good things which we have provided
for you.” (Quran 2:172)
“Eat of what is lawful and wholesome on
the Earth.” (Quran 2:168)

Sana is going to a park with her friend, Suha.

Look at this picture.
Why is Sana helping Suha to walk?
__________________________
Some of us may not have all the five senses.
But, we should always be thankful to Allah
(SWT) for providing us with everything we have.
One should be kind and helpful to those who have
limited functioning of the five senses.

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Activity
Use of aids!
Many people use aids to assist them. Look at the
pictures and complete the blanks.

A B C

In picture A, the boy is using __________________

because __________________________________
In picture B, the boy is using __________________
because __________________________________
In picture C, the girl is using __________________
because __________________________________

Organs of our body

Our body is like a machine. It has many external and
internal parts.
External organs
External organs are the ones which can be seen from
the outside. For example, hand and eyes.
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Activity
Locating the external organs
Label these external organs of our body.

Word Box
Chest Thigh Leg Foot Neck
Face Hair Hand

Internal organs
Internal organs are the ones which are present inside
our body. We cannot see them.
Keep your hand on left side of your chest. Can you
feel the heartbeat?
________________________________________
Your heart is present here.
Our body is made of many internal organs which help
our body to function well.

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Activity
Name the organs!
Dr. Rashid has visited a classroom today. He has
shown the chart of main internal organs of human
body. Can you complete the names?

H _ a_ _ _u__s _r_i_ St _ m _ _ _

Internal organs

The skeletal system

Feel the joints in your finger. Do you feel the bones?
________________________________________
Are they hard or soft?
________________________________________
What about your knees, elbow or hands?
________________________________________
Our skeletal system is made of bones. There are
206 bones in our body. These bones are of different
shapes and sizes.

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Activity
Skeletal System!
Touch and feel the different bones in your body like
your face, fingers, hand, knee, ankle and nose. What
can you say about these bones.
What role do these bones play in our body?

Muscles
Hamid is exercising these days. Look at his muscles in
his hands.
Muscles are present with bones. They also give the
body its shape and strength. Muscles help the bones
to move and control their movements too.

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Activity
Tug of war
Play tug of war in teams in the presence of your teacher.
After playing, answer these questions.
Did you feel any pressure in your arms?

Can you feel your muscles?

Do you see any redness in your hands?

Do you feel any stiffness in your arm?

What do you conclude from this activity?

Activity
Testing the muscles!
Materials required: a heavy or a thick book, clock with
seconds count and paper
Procedure:
1. Take a book and hold it keeping it in your hand
straight in front of you.

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2. Keep the other hand down.

3. For how many seconds are you able to hold the
book? Give three tries.
4. Record your observations in the sheet below.
For how many seconds?
Book lifted by First try Second try Third try

Which part of your body starts hurting when you lift

any heavy object? ______________
These are your muscles.

Respiratory system
Ayesha has just come back after jogging.
She is breathing heavily. When you
breathe heavily, your chest goes in and
out rapidly.
Look at the organs involved in breathing.

Trachea
Nose

Lungs
Mouth

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Can you answer?

The air that we breathe in, enters through _______.
The air then enters a pipe called ______________.
Air enters into two spongy air-filled bags. They are
called _________.
Lungs help us to __________________________.

Circulatory system
Rashid just fell from the
bicycle. Oh, he is hurt!
His leg is cut and you
can see the blood
oozing out.
Blood is circulated
in our body through
arteries and veins.
Our heart is the main
organ of circulatory system. It constantly pumps
blood to the different organs of the body.

Digestive system
Faraha is eating an apple.
What happens to the food once you
eat it?

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Once the food enters our body, it breaks down into

smaller parts and is digested to give us energy. This
process is known as digestion. Undigested food is
removed out from the body.
Digestion happens in the mouth, stomach and the
intestines.

Journey of food in our body

The food starts its journey from the mouth.

Mouth Oesophagus

Stomach

Large intestine

Small intestine

Anus

The digestive system

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How can you help your digestive system?

Our digestive system takes different time and effort
to digest different kinds of foods.
We can keep our digestive system healthy and in
proper working conditions by
• drinking more water
• eating more fruits and vegetables
• eating less of spicy or oily food
• exercising everyday.

My food
Food gives us energy to work and play. Different food
items give us different types of nutrients.
The food pyramid helps you to identify which foods to
eat more and which foods to stay away from.
The food pyramid shows the kinds and amount of
food to eat each day. More should be taken from the
bottom and less from the top of the pyramid.

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A balanced diet contains correct proportions of food

items from each group.

Oil and sweets

Milk, yogurt and Meat, poultry, fish, dry

cheese group beans and nuts group
Vegetables
group Fruits group

cereal, bread Rice and pasta

Eating right amount of food is important as it gives

nutrients to our body and keeps us healthy and fit.
Think and write three changes which you can make in
your diet to make it balanced.

1. ______________________________________

______________________________________

2. ______________________________________

______________________________________

3. ______________________________________

______________________________________

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Activity
Making a healthy diet plan
Study the food pyramid and make a diet plan for
yourself.
Food items to eat Drinks
Breakfast
Lunch
Dinner
Snack

Is your food too oily? Too much oil is not good for your
digestive system.

Good eating habits

Khadeeja came back after playing. She
started eating her meal.
Is it healthy to eat food without washing
hands? Why?

What do we need to do before and after having food?

Key Competency: M
 anaging self
Learning good eating habits

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Activity
Complete the table and find out if you are eating
healthy food or not. Write the names of the food
items you eat every day.
Day Foods taken Healthy/Unhealthy
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday

New Words
External: present outside our body
Internal: present inside our body
Skeleton: the frame of bones supporting our body
Digestion: process of breaking down of food

Explore Deeper
1. How does eating pizza and burger daily affect
our health? Discuss.
2. An adult requires about 6-8 glasses of water
daily. What could be the purpose of this?

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Energy

Warm Up
Match these things with what they need to keep
working.

Car Gas cylinder

Bulb Petrol

Gas stove Electricity

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We need energy to work and play. We get this

energy from the food we eat. In the same manner,
other living beings and even machines need energy to
do work.
Energy is the ability or capacity to do work. Energy is
all around us. We can sometimes see energy as light,
hear it as sound and feel it as heat. Even electricity
and sunlight are types of energy.

Activity
Types of energy around me!
Look around in your classroom. Identify items which
require energy to work.
Object Type of energy
Tube light: gives off light and electricity
heat

Observe a school building or a nearby street. You

will notice that energy is making things do work. For
example, you might see cars running on fuel, birds
flying in the air, etc.

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List down five things around you where you see

energy being used.

Where do we get the energy from?

The Sun is the main source of energy on the Earth.
It gives us heat and light energy. Sun’s energy is
called solar energy.
Sunlight is also needed to grow fruits and vegetables.
Plants make their own food using the Sun’s energy.

Sunlight is used by plants to make food

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Safety when going out in the Sun

Stand outside in the Sun for five minutes. What do
you feel?

Now, stand in the shade for five minutes. What do

you feel now?

Rashid is at a beach with

his friends and the Sun is
shining overhead. Rashid is
feeling very hot.
What can happen if Rashid stays for a long time on
the beach under the Sun?

What precautions should we take while going out on

very hot days?

.
Too much of Sun’s heat can burn our skin and cause
skin diseases.

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Key Competency: U
 nderstanding
and managing self
Understanding the side effects of
prolonged exposure to the Sun and
taking precautions

Heat and light energy

Rub your hands at a fast pace. Now
feel your palms on your cheek.
What do you feel?

What is this energy called?

Keep your hand near a hot cup of

milk. You will be able to sense the
heat coming out from the cup. Be careful! Do not touch
the cup, you might burn your hand.

Key Competency: Making meaning

Understanding the use of energy
in our everyday life

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Activity
Things we use every day!

Name one appliance in your home which

•• Helps you to see things:
•• Gives you warmth:
•• Helps you to cook food:
•• Helps you to heat food:
•• Helps you to iron clothes:
•• Heats up water for you:

These days, we use electricity to run these

appliances. Electricity helps these appliances to
generate heat and light energy.
Hamid wants to iron his clothes. He switched on the
iron and went outside to play with friends.
Do you think he is wasting energy?

What do you suggest him to do?

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Precautions to be taken while using electric

appliances
We should be careful while using these electric
appliances.

We should always be careful while using electrical

appliances.
We should not keep them switched on for a long
time, if not in use. Not only that they waste a lot of
electricity, but if these appliances are over-heated,
they may cause short-circuit or fire.

Energy from fuels

We also get heat energy by burning fuels.
A substance which burns to give out energy is called
a fuel.

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Do you light a
candle or a bulb
when it is dark?
In ancient times,
humans used to
light fire with
wood or stone
to get heat and
light energy.
In addition,
people used to An ancient man lighting fire with wood
light fire to see
things around, to get warmth, to cook food and even
ward off wild animals.

Activity
Look at the pictures shown here.

Which of these fuels is used

•• for cooking:
•• in cars:
•• in boats:

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Petrol, diesel and natural gas are the main fuels

that we use in our vehicles for transportation. Long
back, when there were no vehicles, how did people
travel?
Look at the pictures and write a sentence on how
people are travelling.

Man in a wooden Woman on a Man in a bullock

boat horse cart

1.

2.

3.

This is how people used to travel in ancient times.

Wind and water energy

Do you know that wind is also a source of energy?
Windmills use wind energy to grind grains, to draw
out water and to generate electricity.

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Keep your hand under the water flowing out of a tap.

Do you feel the pressure of running water?

Water also has the energy to do things. Water energy

is used to generate electricity.

Generating electricity

Mechanical and stored energy

Energy present in moving things is called mechanical
energy. When you hit a ball, it moves to some
distance. It has got mechanical energy.
Mechanical energy helps us to do our work.
Give three examples of mechanical energy.
1.
2.
3.

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Activity
Energy to move things
Look at the pictures and write which energy is making
them move.

1. The car is moving because of energy.

2. The flag is blowing because of energy.
3. The fan is moving because of energy.
4. The bicycle is moving because of energy.
5. The boat is moving because of energy.

Stored energy
Many objects also have stored energy. This energy is
used when the object is moved.
For example, if you wind a toy car, energy is stored
and transferred in it.
Similarly, batteries or cells have stored energy in
them which is utilised later.
Name five devices which use cells or batteries.

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What is the use of stored energy in batteries?

Saving energy, saves money.

Activity
Which bulb?
Shaiha wants to buy a new bulb for her home.
Look at the new bulbs shown to her by the
shopkeeper.
Bulb A
Bulb A is used widely. It is low on cost but
consumes more electricity.
Bulb B is a new type of bulb in the market.
These bulbs are priced a bit higher than bulb
A but consume half the electricity.
Which bulb should Shaiha buy? Bulb B
.
Why?
.
What is the use of energy-saving devices?
.
Today, we have many energy-saving devices available
in the market. We use many electrical appliances at
home. These devices have energy gradings to ensure
that they consume less electricity and save energy.

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Activity
Energy saving devices
Find out some of the energy saving devices used in
homes, schools and any other place of your choice.
How are these different from normal devices?
Home School
Name of the device

Where is it being
used?

Any special feature

which makes it
energy efficient?

Key Competency: U
 sing sustainable practices
Understanding the role of technology in
saving energy

How much energy do we have?

Do we have endless resources of fuels? Fuels are
limited in nature. It takes millions of years to form
fuels. If not used efficiently, they will run out
someday. They are called non-renewable sources
of energy.

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Energy from the Sun, wind or water is infinite.

They create less pollution. These sources are called
renewable sources of energy.

Activity
Discuss to save energy!
Work in groups. Discuss and give a presentation on
how we can save energy.

Key Competency: Relating to people

Working in teams

Key Competency: Practising Islam

“The world is beautiful and verdant, and verily
Allah (SWT), be He exalted, has made you His
stewards in it, and He sees how you acquit
yourselves.” (Muslim Sharif)

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New Words
Mechanical: working with machines
Conserve: to save or protect
Infinite: anything without limits

Explore Deeper
Electricity at Work Code
Light =
Electricity can provide light, Heat =
heat, or mechanical energy.
Write the symbol under each Mechanical =
object to show which kind or
kinds of energy it uses.

1. 2. 3.

4. 5. 6.

7. 8. 9.

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Force and Motion

Warm Up
Identify who is pulling and who is pushing.

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Push and Pull in everyday life

with Shahdhy and Arzan
Hey Shahdhy,
can you
Wa’alaikumussalam
remove that
Shahdhy. I am fine.
stone from my
Assalamu I am going for a walk
way?
‘alaikum with my sister in
Arzan. the pram.
How are
you?

Should I
push the
pram as
well?

I better keep
it aside so
that nobody Yes please.
gets hurt. Thank you
Shahdhy.

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What is force?
A push or a pull is required to move an object. This
push or pull that we use to move an object is called
force. For example, to make a ball move quickly
through the air, you throw it or push it hard.

Activity
Tick () the pictures which show use of force?

Key Competency: Making meaning

Recognising pull and push
as a part of life

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Motion
A change in the position of an object, as it is moving,
is known as motion.
Objects move faster or slowly depending on the
surface they move.

Activity
Racing the cars!
Use a toy car to investigate the
motion on different surfaces.
Take a toy car and try to move
it on a rough surface, such as, a
wooden table.
Again, try to move the same car
on the smooth glass table with
same force.
What do you observe?
Surface My prediction My observation
Wooden table (Rough)

Glass table (Smooth)

What do you conclude from this activity?

A smooth surface makes the object move

A rough surface makes the object move

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Force in everyday objects

We use forces several times in our everyday life. For
example, opening a door, wind up a toy.

Activity
Move the boat!
Make a paper boat and put it
in still water.
What do you observe?

Now, put your boat in moving water. What do you

observe?

Key Competency: Thinking critically

and creatively
Understanding that forces help us in our everyday life

Key Competency: Practising Islam

Verily, Allah grasps the heavens and the Earth lest they
should move away from their places and if they were to
move away from their places, there is not one that could
grasp them after him. Truly, He is Ever Most Forbearing,
Oft-Forgiving [Quran 35:41].

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New Words
Force: pushing or pulling to move an object
Motion: c hange in the position of body due to force
applied

Explore Deeper
1. Give three examples from day-to-day life,
where you use force to change the direction of
objects.
2. Why is it easier to move a wheelbarrow on a
pave road than on the grass?

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Magnets and Electricity

Warm Up
Circle ( ) the things which you think will stick to
the magnet.

What is a magnet?
Be very careful
in picking them
up Abdullah, What are you
otherwise they doing Abdullah
will prick you! and Ali?
Oh Ali! What
do I do, all
the pins have
fallen down!

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Abdullah was
opening the packet Don’t worry!
of pins and they all I have a See the
fell on the floor and magic trick magic. Now,
our task is to pick for you! all the pins
them up. will come
together.

Which
trick?

This is called a
magnet and it
attracts iron. The
pins are made of iron,
so they all will get
What is attracted towards
this? the magnet.

Wow!
Magnet is
so useful!

Activity
Do all materials get attracted to magnets?
Some materials are attracted to magnets but some
are not. Let’s investigate and find out.
Materials Required: a magnet, record sheet and a
variety of objects.

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Procedure:
1. Using your collected objects, predict which of
them will be attracted to the magnet. Record your
prediction in the sheet.
2. Now, use the magnet and see if these things are
actually attracted to magnet or not.
3. Record your findings and see how many you
predicted correctly.
Object My prediction Is this object
attracted to magnet?

Paper

A steel ruler

Eraser

Keys

Pencil

Scissors

Spoon or fork

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Observations

Key Competency: T
 hinking critically
and creatively
Understanding that the ability of
materials to get attracted to a magnet
depends on its property

Types of magnets
Sana – Madeeha! Look I found this
magnet.
Madeeha - I also got a magnet.
Sana – Let’s stick them on the iron
cupboard.
Madeeha - Oh! Both of us are having
magnets but their shapes are different.
Most of the magnets we use today, are
made of iron and steel. Some magnets are
straight. They are called bar magnets. Bar magnet

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Other magnets are shaped like

a horse-shoe. They are called
horse-shoe magnets.

Poles of a magnet
Horse-shoe magnet
Have you ever wondered
whether two magnets attract each other or not?
Take two bar magnets. Bring one end of a magnet
closer to the other magnet. Are they attracted to each
other?

Now, try doing it from the other end. What

happens now?

A magnet has two

poles—north pole and
south pole. Attract
Like poles of two
magnets repel each
other, whereas unlike
Repel
poles attract.

The compass needle

A compass needle is a device which
always points out towards the north–
south direction.
A compass needle
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The compass helps us to find the north pole of a

magnet.

Activity
Research and make your own compass!

What are you going to make?

How will you use it?

Materials required

What are the challenges you

faced?

How will you overcome these

challenges?

Observations

Key Competency: U
 sing technology
and the media
Gathering information from various
sources to make a device

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Electricity
Circle ( ) the things which use electricity to work.

Electricity is a type of energy that we use to make

appliances and other machines work.
For example, when we switch on the light, electrical
energy from the power supply reaches the lamp,
making it lit.

Activity
Think and write five things you would not be able to
do in a day if there is no electricity.
1.
2.

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3.
4.
5.

Battery
A battery (cells) generate electricity
without an electric power supply.
Look at the picture. It is a simple battery.

Electrical circuit
The diagram below
shows a simple
electric circuit.
The battery is
connected to the
bulb by wires.
Current flows
through wires and A simple electric circuit
lights up the bulb.
Take an electrical cell. Look at both the ends of a cell.
What signs do you see?

How do you think a torch works?

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Activity
Battery or no battery!
Circle the appliances that use batteries with green
and the appliances that use electricity with blue.

Washing machine Fan Calculator Mixer grinder

Microwave oven Lamp Robot Torch

Activity
Making circuits!
You are provided with wires, batteries and simple
bulbs. Build your own circuit and make the bulb lit.
Think of different ways to build a circuit.

Conductors and insulators

Does electricity flow through all the materials?

Electricity needs a pathway to flow through. Materials

which allow the electricity to flow through them are
called conductors. Copper, iron and zinc are some
conductors.

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Some materials like plastic, rubber wood do not allow

electricity to flow through them and are called insulators.

Activity
Investigating insulators and conductors!
You are provided with iron nail, plastic ruler, eraser,
metallic spoon, hair clip, safety pin.
Procedure:
Make a simple circuit and show to your teacher.
Using the circuit, identify conductors and insulators
from the given materials.

Key Competency: Practising Islam

(And among His Signs is that He shows you the
lightning, for fear and for hope, and He sends down
water (rain) from the sky, and therewith revives the
Earth after its death. Verily, in that are indeed signs for
a people who understand.) Quran [30:24]

New Words
Magnetic force: push or pull that magnets exert
Conductors: materials that allow electricity to
flow through them
Insulators: materials that do not allow electricity
to flow through them

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Explore Deeper
Why do electricians
wear rubber gloves when
they work?

Project Idea
Make a battery operated toy for yourself. Look around
and find materials which can help you make the toy.
My invention
I am going to make a

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It would look like this (draw it)

Things I need are

1. ______________________________________

2. ______________________________________

3. ______________________________________

4. ______________________________________

5. ______________________________________

6. ______________________________________

How good was my invention?

How could I improve it?

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 Chapter 8
Light and Sound

Warm Up
Look at these pictures. Tick (ü) the objects which
make soft sound and cross (û) which make loud
sound.

Horn of a car

A child whispering in
another child’s ears

A phone ringing

A cat meowing Sound from a loudspeaker

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Sound can be soft or loud. Listen carefully.

Do you hear any soft sound? What is it?
Do you hear any loud sound? What is it?

Activity
Feel the sound!
Materials required: Balloon, speaker, guitar, fork,
bowl of water, cymbal, drum or guitar
Try the following activities and record your
observation.
Task Observations
Hold a balloon
next to a
speaker of a
radio when it
is on. What do
you notice?

Pluck the
strings of a
guitar. What do
you notice?

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Tap the spoon

or the fork
rigorously on
the side of the
table and on
the bowl of
water. What do
you notice?

What do you conclude from all the above actions?

Sound needs a medium to travel

Sound travels through air, water and solid.

Activity
Sound travels through solid
Choose a wooden door. Ask one of your friend to
stand on the opposite side of the door. Knock on
the door.
Ask your friend, how loud the sound is. Now, instruct
your friend to place his/her ear against the surface of
the door.

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Knock on the door again.

Ask your friend to describe how loud the sound is
through the door.
When was the sound loudest?

What do you conclude from this activity?

Key Competency: T
 hinking critically
and creatively
Relates that sound travels better
through solids

Activity
Sound travels through water !

What are you going to

investigate?

Materials required

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What procedure did you

follow?

What are the challenges you

faced?

How could you have

improved your investigation?

Is there any other method

which you could have
followed to test your
investigation?

What is your conclusion?

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We produce sound
when we talk. We When we are in a
should not speak doctor’s room, we
very loudly. should maintain silence.

We should not We should

play very loud honk only when
music. required.

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Light
Light helps us see
things and the
environment around
us. Source
The light comes to
the Earth from the Eye
Sun which is a natural
source of light.
We also have some Object
artificial sources of
light, such as light
bulbs.
We can see an object when the rays of light fall on it
and then reach our eyes.
This is why we can’t see things in the dark.
Circle ( ) the objects that are sources of light.

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Key Competency: Making meaning

Understanding the artificial and
natural sources of light

Light and shadow

When we stand out in the sunlight, we see a dark
shape similar to our body on the ground. This dark
shape is called shadow. It is formed on the opposite
side to the source of light on that object.
When an object blocks the path of light, a shadow is
formed.

Shadow Shadow of hand on wall

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Transparent or opaque
Yes, see
Rafiu, see I have a net
I can see and I can
through this also see
sheet. through it.

Oh ! but I Yes, even

cannot see I cannot
through this see through
book. that book.

Transparent objects are those that allow light

to travel through them. We can see clearly through
transparent materials, such as, clear water and
glass.
Opaque objects are those which do not let light
to travel through them. These objects create
shadows.
Light can pass through transparent objects like
glass but cannot pass through opaque objects
like wood.

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Activity
Things around me
Observe things around you and make a list of
transparent and opaque objects.

Transparent objects Opaque objects

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Rainbows

It looks so
nice when Yes, everything
it rains. looks so fresh.

Oh! Look at the

sky. There’s a
rainbow. It looks
so beautiful.

Yes it is made of
seven colours.

Rainbow in the sky

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Activity
My rainbow !

Materials required:
•• A glass of water (about three quarters full),
a torch light
•• White paper

Procedure:
1. Take the glass of
water and paper Flash
near the window light
of the room where Tape
sunlight reaches Glass full
easily. of water

2. Hold the glass of

water (be careful
not to spill it) above
the paper and
watch as sunlight
passes through the White paper
glass of water.
3. Try holding the glass of water at different heights
and angles to see if it has a different effect.

What do you observe?

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What are the seven colours you see in the rainbow?

.
Can rainbow be formed in other situations other than
rainfall? Discuss and write.

Activity
Making my own rainbow
Make a rainbow for yourself using light and water.

What am I going to make?

My investigation is named as

What will I use?

What are the challenges I

am facing?

How will I overcome these

challenges?

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Key Competency: T
 hinking critically
and creatively
Analyzing their own investigation

Key Competency: Practising Islam

“Did you see how God created seven heavens one above
another and made the Moon a light therein and made
the Sun a lamp?” (Quran 71:15-16)

New Words
Vibrations: producing motion or waves

Explore Deeper
1. What is echo? Have you ever experienced
echo?
2. Find out how people who cannot speak or
hear, communicate with each other.
3. Does artificial light also create rainbow?
Find out.

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Materials

Warm Up
This is Shahid’s room. Identify the materials of
which different objects are made from.

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Objects around us are made of different materials.

Some materials are natural and some are human-
made or processed.
We make many things using these materials to fulfil
our needs.

Natural materials
There are varieties of natural materials present
around us. Allah (SWT) has created all the natural
materials for us.
Sources of natural materials

Plants Animals Rocks

Think and write the names of three things we get from:

Plants Animals

1. 1.

2. 2.

3. 3.

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Key Competency: Making meaning

Appreciating plants and animals for
providing us with different materials

Research and find out:

Leather Silk and wool

Which animal gives us wool?

_________________________________________

Which animal gives us silk?

_________________________________________

Which animals’ skin is used to make leather?

_________________________________________

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Write the names of two items made from the

following materials.
Silk
Cotton
Leather
Wool
Jute

Minerals from the Earth

Look at the picture. It shows a man working in a mine
and he digs out precious metals and minerals from the
Earth.

Metals are strong and shiny. Steel, aluminium and

copper, are some metals that we use in everyday life.
We also use rocks and stones from the Earth. These all
are natural materials.

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Human-made or processed materials

We use natural materials to make processed or
synthetic goods. These materials are processed in
factories or industries to make them more durable and
stronger.

Synthetic materials
Faraha is out in the rain to enjoy with her friends.
But, she is not getting wet. Look at the picture and
write three things which are protecting her from
getting wet.
1. ____________________
____________________
2. ____________________
____________________
3. ____________________
____________________
These things are made of
synthetic or waterproof
material. They do not absorb
water and keep us dry.
 ynthetic materials like plastic, cement or glass are
S
human-made or processed.

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Now, look at Faraha’s friend, Shifa.

Do you think Shifa’s boots will
protect her from muddy water?

What about Shifa’s dress? Is it

waterproof?

Discuss the properties of materials of the objects

used by Shifa and Faraha.

Key Competency: Thinking critically

and creatively
Relates the properties of materials
with their use

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Activity
Processed materials around you
Look around and make a list of processed materials
around you. Observe their properties and fill in
the table.
Item Material Texture(rough/ Colour Hard/ Shiny/
smooth/grainy) Soft Dull
Plastic

Glass

Ceramic

Metal

Elastic

We use materials according to our needs. For example,

we use raincoats in rainy season and cotton clothes
on sunny days. Similarly, we use paper or plastic cups
when going outdoors or on a picnic.

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Activity
Grouping materials
Shazia has made a long list of objects made of
different materials around her house. Let’s help her
group these materials.

Thread Bricks Saucepan

Cement Glass Clothes

Needle Mortar Plate

Bowl Wood Scissors

Sewing materials Building materials Cooking materials

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Activity
Exploring the objects
Look for different objects around your school.
Object Uses Made from Why that material
is a good choice?

Activity
Picnic time!
Asma is going for a picnic with her friends. But, she is
confused what to carry with her. Help Asma to choose
the right things to carry with her.
She wants to sit on the grass with her friends. Which of
the things shown here should she carry with her? Why?

Foldable wooden Cotton bedcovers Plastic sheet

table and chairs

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She is also carrying hot tea with her. In which of

these should she carry the tea? Why?

Which of these following plates should she take to the

picnic? Why?

Plastic Metal Paper Glass

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Shazia wants to make kitchen towels to

dry the wet utensils and slabs. She knows
that plastic is a waterproof material. She
made towels of plastic.
Will she be able to wipe off water from
utensils using plastic towels?

Is cloth a good option? Why?

Key Competency: Making meaning

Classifying materials based on their
properties and use

Project Idea
My stationery organiser!
Materials required: Cereal boxes, colours of your
choice, scrapbook paper or old magazine books
ribbons, scissors, pen or pencil, ruler, tape or glue.

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Key Competency: Using sustainable

practices
Making useful objects from different
materials around us and appreciating the
benefits of recycling

Use the materials given above and design a stationary

organiser.

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Think and suggest another material which can be used

to make the organiser.

Why did you choose the above mentioned material?

Key Competency: Practising Islam

We said: O fire! Be a comfort and peace to
Ibrahim (Quran 21:69)

New Words
Processed: man-made or modified artificially
Durable: long-lasting
Synthetic: made of artificial material

Explore Deeper
1. Research on materials used to make suits that
firefighters wear.

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Change and Variation

Warm Up
Match these animals with their young ones.

Duck Tadpole

Butterfly Caterpillar

Frog Chick

Hen Duckling

Living beings change their size and shape as they

grow with time.

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Activity
Looking at the change in me!
Find and paste your pictures as mentioned.

When born 2-year old Recent one

What are the changes that have taken place in you

since birth?

When born When 2-year old Today

Height

Weight

Teeth

Hair

Hand span

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Activity
Life cycle of a hen !
Fathimath is studying the life cycle of a hen. A chick
hatches out from an egg. Label the different stages in
the life cycle of a hen.

1. 2. 3.

What are the changes seen as a chick grows into a hen?

_________________________________________
Do they resemble each other?
_________________________________________

Key Competency: Making meaning

Understanding that all living beings
undergo change as they grow

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Some living beings do not show much change as they

grow.

Man and child Cat and kittens Horse and colt

Some living beings completely change in their

appearance as they grow.

Butterfly and Frog and Honeybee and

caterpillar tadpole pupa

A butterfly lays eggs on a leaf. Caterpillar grows from

the eggs.
The caterpillar changes its shape and grows inside
a cocoon. After a few days a butterfly flies out of it.

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egg
larva or
caterpillar

adult
butterfly
pupa

chrysalis

Life cycle of a butterfly

Does the butterfly resemble any of its young stages?

_________________________________________
_________________________________________

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Activity
My favourite animal !
Paste a picture of your favourite animal and its
young ones.

Do they resemble one another or are they different?

___________________________________________
___________________________________________
___________________________________________

Changes in plants
Plants also grow and change their appearance and
size. Most plants look more or less similar as they
grow up. Seeds germinate into a seedling and then
gradually, they grow into big plants or trees.

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Activity
Plants grow !
Number the pictures from 1 to 4 to show the growth
pattern in plants.

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Plants need some basic things which help them to

grow. They are sunlight, water and air.

Activity
What plants need to grow!
Let us do a simple experiment to show that sunlight is
important for plants to grow.

Key Competency: Understanding

and managing self
Conducting experiments and making
observations

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Take 2 potted plants. Keep one plant in the dark such

as in a cupboard and the other one in sunlight. Water
both the plant daily.

A B

Plant Kept My prediction

A Inside the house, in
a cupboard
B Outside in the
sunlight

Observe the plants for a week. Record the changes in

each plant on the day 4 and day 7. Fill the observation
chart.
Observation Chart: Day 4

Plants My observation

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Observation Chart: Day 7

Plant My observation

My conclusion:

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Changes over millions of years

The animals and plants you see today are very
different from the ones which were present on the
Earth millions of years ago.

Dinosaurs were present on the Earth millions of

years ago.

Key Competency: Making meaning

Understanding that change is not a
sudden process, it is a process which
happens with time

A few other prehistoric animals were:

Mammoth Saber-tooth cat

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Changes on the Earth

Our Earth has undergone many changes. Some of
these changes are due to human activities such as
construction of roads, buildings and factories.
Natural events like earthquakes, floods and storms
also bring changes.
Look at the two pictures.

Animals are happy in their natural habitats. They get

food, water and other important things there.

Key Competency: Making meaning

Understanding that home of the
animals is their natural habitat

Changes in their natural environment lead to the

decline of animals.

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What would happen if the forests are cut?

Where would the animals go?

Animals which no longer exist, like dinosaurs are

called extinct animals.
Animals which are in the danger of extinction are
called endangered animals.

Activity
Endangered animals in Maldives
Research and find out the names of five endangered
or protected animals in Maldives.
1. _______________________________________
2. _______________________________________
3. _______________________________________
4. _______________________________________
5. _______________________________________

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People across the world

Mariyam has a British
friend.
Do both of them
look alike?

What differences do you

find between them?
_________________________________________
People look different
from each other due to
inherited features.
Number of people
living in a place is
called population.

Key Competency: Making meaning

Understanding that diversity exists
all around the world

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Key Competency: Practising Islam

Exalted is He who created all pairs - from what the
Earth grows and from themselves and from that which
they do not know (Quran 36:36)

New Words
Prehistoric: belonging to very ancient time
Survive: a
 bility to live in changing environmental
conditions
Extinct: no longer existing
Germinate: growing into seedling from a seed

Explore Deeper
Take an inventory of easily observable features
of yourself. For example, dimples, straight hair,
etc. Observe how your features differ from
others. Record your observations and make
bar graph to show the most and least common
features.

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Earth, Sun and Moon

Warm Up
Our Earth is not the same everywhere. It has many
different landforms and water bodies on it. There
are different kinds of places on the Earth.
Tick ( ) the places you have seen.

Mountains Forest

Island Desert

Plains Valley

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Which of the shown places is the highest?

________________________________________
Which of these have land filled with sand?
________________________________________
Which of these is a piece of land surrounded by water?
________________________________________
Which of these is a large area of land covered with
trees?
________________________________________

Where do you live? Which of the places look like where

you live?
Draw it here and name it.

Maldives
An archipelago is a group or chain of islands clustered
together in a sea or an ocean.

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Water bodies
There are different types of water bodies on the Earth.

Ocean Waterfall River Wetland

Which of these is the deepest?
_________________________________________
Which of these is a slow-moving water body?
_________________________________________
Which of these falls from a height?
_________________________________________
Look at the globe. It shows water bodies and landforms.
We have seven big landmasses called continents.
They are:
1. Asia
2. Africa
3. North America
4. South America
5. Europe
6. Antarctica
7. Australia

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Do you see more of land or water?

_________________________________________
Do you know that more than three-fourths of our
Earth is covered with water?
The blue areas on the globe show water. We have five
big oceans in the world. They are:
1. Arctic Ocean
2. Atlantic Ocean
3. Pacific Ocean
4. Indian Ocean
5. Southern or Antarctic Ocean

Activity
Using an atlas!
Atlas is a book of maps. Look at the map of the world
and identify
• Seven continents
• Countries of interest to you
Which continent do these countries belong?

Key Competency: M
 aking meaning
Uses maps and globes

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Map showing different continents of the world

A R C T I C O C E A N

EUROPE
NORTH ASIA
AMERICA N O RT H
ATLANTIC
OCEAN PA C I F I C
OCEAN

PA C I F I C AFRICA
OCEAN

SOUTH SOUT H
AMERICA ATLANTIC
OCEAN INDIAN
OCEAN AUSTRALIA

Republic of Maldives
SOUTHERN OCEAN

ANTARCTICA

Republic of Maldives on the world map

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Do you know that Maldives is an island nation? Almost

99% of the country is covered by sea.
Look at the world map and try to locate Maldives on it.
Maldives is a country located in South Asia, in the
Indian Ocean.

Activity
Look at the location of Maldives.
What kind of land-form is it?

Which continent is Maldives a part of?

Atolls
An atoll is a ring-shaped
coral reef or a string
of closely spaced small
coral islands, enclosing
or nearly enclosing a
shallow lagoon.
People live on different
atolls.
Find out how many
atolls does Maldives Atoll
have?
_________________________________________

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Which atoll do you live on?

_________________________________________
What makes your atoll special?
_________________________________________
Name any five atolls of Maldives.
_________________________________________
Have you ever been to another atoll? How is it
different from the atoll that you live on?
_________________________________________
Do you know how people travel from one atoll to
another? They go through sea channels or sea routes
which connect one atoll to another.
Broad channels between atolls are called ‘kandu.’
There are 20 main kandu in Maldives.

Activity
Mark the Kandu!
Look at the main sea channels (kandu) of the Maldives
on the map.
Mark your atoll and the nearest kandu on the map.
Write their names.
_________________________________________
Māmalē Kandu (also known as Maliku Kandu) is the
northernmost channel. It was also known as Eight
Degree Channel. Can you name the neighbouring
country lying near this channel?
_________________________________________
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Kuda Kaashidhoo Kandu is the

channel south of Kaashidhoo
island. Can you spot it?
Huvadhu Kandu or Suvadiva
Channel is the broad channel
that separates the northern
and central Maldives from
the southern atolls. It is one
of the broadest channels
between the atolls of
Maldives.
Mark it on the map too.

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Activity
Tourism in my atoll!
Ali is going to visit the nearest atoll.
Make a list of five things you would like to tell Ali so that
the beauty of these atolls is not spoilt!
1. Do not throw rubbish into the sea. Always use bins.

2. ______________________________________

3. ______________________________________

4. ______________________________________

5. ______________________________________

What can we do to maintain the natural beauty of our

islands.

Movements of the Earth

Our Earth is very beautiful and unique.
It is one of the eight planets of the solar system. Our
Earth is the only planet which is known to support life.
The Earth is never stationary. It is always moving in
two different ways:
1. On its own axis (rotation)
2. Around the Sun (revolution)

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Movement of the Earth on its own axis causes day and

night. It completes one rotation in 24 hours.
The Sun is in the center of our solar system. All the
planets, including the Earth, revolves around it in
fixed paths called orbits.
The Earth completes one revolution in 365 and ¼
days. This is one year.
The revolution of the Earth causes seasons.

Activity
Identify the planets
Name the planets shown.

Which planet is closest to the Sun?

_________________________________________

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Which planet is farthest from the Sun?

_________________________________________

Activity
Rotation of the Earth
Take an apple. Consider
it as Earth. Hold it in your
hands and slowly turn it
around.
Are you rotating it?
____________________
____________________
This is how the Earth
rotates.
1. Now take an orange and
consider it as the Sun.
2. Keep the orange on
the table.
3. Roughly mark the
continents on the apple.
4. Now, move the apple around the orange.

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Do you notice that different parts of the apple are

facing the orange at different positions.
_________________________________________
_________________________________________
_________________________________________
This is how Earth revolves around the Sun.
Do you know that the Moon also revolves around
the Earth?

Moon
Sun

Earth

Phases of the Moon

The Moon has a rocky surface and doesn’t have light
of its own. It gets its light by reflecting sunlight. The
Moon has phases because the Moon travels around
the Earth, different parts of its bright side are seen
from Earth.

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Full New
moon moon
Earth

The Moon has eight main phases. These phases are

named depending on the appearance of the Moon.
New moon phase is when the Moon is not visible to us.
Sickle-shaped Moon is called crescent.
Half moon and little more than half is gibbous moon.
When the Moon appears as a disc or round shaped it
is called full moon. The size of the Moon again appears
to be decreasing every day after full moon phase.
This happens because the Moon revolves around the
Earth. At different positions the Earth blocks light
coming from the Sun. The part of the Moon which
receives sunlight is visible to us.

Activity
Let’s talk about the Moon!
What does the new Moon actually mean?
_________________________________________
Does the size of the Moon appear to increase or
decrease after gibbous moon?
_________________________________________

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Activity
Moon record sheet
Let’s see how many phases of the Moon are you able
to draw. Start from the new moon.
Draw the new phase of the Moon when you spot it and
write the date.

Movement of the Moon and the Earth causes day and

night and even change in seasons. Allah (SWT) has
created the Sun, the Moon and the Earth for us.

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How big is the Earth?

Which is the biggest—the Earth, the Moon or the Sun?
To us, it looks as if the Earth is bigger than the Sun.
But it is not true. The Sun is the biggest, hottest and
largest of all the three.
The Moon is the Earth’s satellite . It is many times
smaller than the Sun and the Earth too.
The Moon is nearer to the Earth than the Sun.
Therefore it looks bigger in size than others.

What makes the Earth unique?

Our Earth is unique because it is the only planet
known, so far, which has ideal conditions for living.
Let’s find out how.
The Earth is the only planet found to have water
and air. This is the reason why it can support life.
It is also just at the right distance from the Sun to
get suitable heat and light. It is neither too hot like
Mercury nor too cold like Neptune.

Activity
Fun with globe
Look at the model of the Earth
and answer these questions.
What is the shape of the Earth?
____________________
____________________

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Can you locate land and water?

_________________________________________
Can you see clouds as white patches?
_________________________________________
Why do you think that these things are important for
living beings?
_________________________________________
How does the Sun help to support life on the Earth?
_________________________________________
Is our Earth very cold or very hot to support life?
_________________________________________

How can you help?

Our Earth is unique. We should take care of the Earth
and keep it clean and green. All of us should use
resources available on the Earth wisely. We should
plant more trees to make our planet greener. At home
also we should use energy-efficient appliances and
bulbs which help us save energy. We celebrate Earth
Day on 22nd April every year.

Key Competency: Using sustainable

practices
Appreciating Allah (SWT) for creating
the Earth and taking care of our planet

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New Words
River channel: broad stream or river connecting
other bodies of water like sea
Sea channel: a long narrow, U- or V-shaped
shallow depression of the sea floor
Orbit: fi
 xed path on which planets move around
the Sun
Axis: a
 n imaginary line on which the Earth
rotates

Explore Deeper
Try and find out the relationship between the
Moon and the tide.

Key Competency: Practising Islam

He created the heavens and the Earth with truth. He
wraps the night around the day and wraps the day
around the night, and has made the Sun and the Moon
subservient, each one running for a specified term. Is
He not indeed the Almighty, the Endlessly Forgiving?
(Quran, 39:5)

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Project Work
Hamid is making posters for the Earth Day to
suggest ways to keep the Earth clean. Can you help
him? Write a line related to the given word. Make
a colourful poster to display based on the points
identified below.

Do not litter! Water

Always throw _______________

garbage in bins! _______________

Air Land

_______________ _______________
_______________ _______________

Plants Animals

_______________ _______________
_______________ _______________

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Air and Water

Warm Up
Name these sources of water bodies.

Three-fourths of our Earth is covered with water.

Water is essential for life. We use water for
various daily activities. Human beings, animals and
plants cannot live without water.
Think and write five uses of water.
1.

2.

3.

4.

5.

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Key Competency: U
 sing sustainable
practices
Understanding the uses of water and how
it is important for all of us

Properties of water
Water has many interesting properties. Carry out the
task and record your observations.
Task Observation
Smell it

Look at its colour

Add some sugar in water and taste it now

Add a few drops of ink and write its colour

Does the water have its own colour?

Does the water have any taste?

Does the water have any odour?

What is the shape of the water?

.

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Activity
To understand the shape and volume of water

Volume is the capacity of a container to hold a liquid.

Materials required: 500 ml of water in a jug, two
containers of 250 ml each, five glasses of 100 ml each
and a bucket (with capacity of more than 1000 ml)
Procedure:
1. First note down the shape and quantity of water in
the jug.
2. Now, pour the water in the two containers of
250 ml each.
3. Again, pour the water in glasses of 100 ml each.
4. Finally, pour all the water in the bucket.

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Conduct the following and record your observations.

Water stored in Shape of water Volume of water
Jug

Containers of 250 ml

Glasses of 100 ml

Bucket

What do you conclude about the shape of water?

.
What do you conclude about the amount of water?
.

Water as a solvent
Add some salt in water and mix it properly. What do
you notice?
What happened when we mixed salt with water?
Could we see the salt?

Now, mix some sugar in water. What do you notice?

What happened when we mixed sugar with water?
Could we see the sugar?

Water is a good solvent. It has a property of

dissolving different substances.

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Activity
What dissolves in water!
Take a glass of water and try adding these things.
Complete your record sheet by putting a tick ( ) or
a cross ( ).
Material My prediction Dissolved or not
Flour

Sand

Sugar

Coffee powder

Chalk powder

Detergent

What do you conclude from this activity?

.
Discuss about impurities in water.
Since many substances can easily dissolve in water,
sometimes certain things which are harmful for us can
also be present in water.

Forms of water
Have you seen snow and ice?

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What is it made of?

Have you seen steam?

How is it made?

Water exists in different forms. These are:

Solid (ice) Liquid (water) Gas (steam)

Water changes from one form to another easily.

It can exist in all the three forms:
Ice Solid
Water Liquid
Water vapour/Steam Gas
Let us observe these inter-changing forms of water.

Water changes from ice to liquid

Keep an ice cube out on a table for some time. What
had happened?
The ice cube melts into water. The temperature at
which water changes from solid (ice) to liquid is called
its melting point.
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Ice (solid) Heat Water (liquid)

Solid (ice) Liquid (water)

Water changes into vapours

When water is heated, it changes Vapours
into water vapour. This process is
called evaporation.
Ask your mother to keep some water
in any utensil on gas flame. Let it
boil.
What do you see after some time?

In which form is the water now?

The temperature at which water starts boiling is

called its boiling point.

Water vapour changes back into water

The process of cooling down of water vapour back
into drops of water is called condensation.

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Water vapour Cooled Water drops

Key Competency: T
 hinking critically
and creatively
Understanding how water changes
into different forms

Evaporation with the Sun’s heat

The Sun heats the water and turns it into water
vapour. Water is a liquid and water vapour is a gas.

Activity
Let’s see how Sun’s heat causes evaporation.
Procedure: Take two handkerchiefs of the same size.
Dip both of them in water and hang out to dry at
different locations.

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Handkerchief 1 is kept out in the Sun.

Handkerchief 2 is kept in shade.
Record Sheet:
Now, record the time taken by each handkerchief
to dry.
Handkerchief 1: hours
Handkerchief 2: hours
Why do you think that handkerchiefs took different
times to dry?

Which handkerchief dried faster?

Where do you think the water went?

Activity
Design your own experiment to investigate
evaporation of water.
Do you think handkerchiefs of different sizes would
dry at different times?
How would you investigate this?

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Make a plan to investigate evaporation of water

using handkerchiefs.
My hypothesis
Things I keep the same
Things I change
Things I measure/observe
My conclusion

Water cycle
There are different sources of water on the Earth,
such as oceans, seas, waterfalls, rivers, lakes etc.
We get water from these sources.
The amount of water on the Earth remains the same.
There is a cycle of events that help to keep the
balance of water on the Earth.

Water from clouds fall on

W to

the Earth as rain.

at fo
er rm
ev cl

The h
ap ou

evap eat from

or ds

orate the S
at .

wate s water fr un
es

r bod om
ies.

Rain water goes back into

rivers and other water bodies.

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This cycle involves three main processes—

evaporation, condensation and precipitation.
The water from the water bodies evaporates. Water
vapour in the air gets cooled down and changes back
into liquid, forming clouds. This is called condensation
and when the clouds get heavy, water falls back to
the earth in the form of rain, hail, sleet or snow.
Snow, hail, dew, frost and fog are other forms of
precipitation.
This cyclic movement of water is known as
water cycle.

Air around us
Take a piece of newspaper or a thin book. Fan
yourself with it. Can you feel the air?

Air is all around us. Our Earth is covered by a thick

layer of air. Air is also present in water in dissolved
form.

Key Competency: Thinking critically

and creatively
Understanding how different forms of
water exist in nature

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Uses of air
Air is used in many things.

Breathing Playing a flute Inflating tyres

Look around and make a list of things where air is
being used.
1.

2.

3.

4.

5.

Properties of air
Air is present all around us. Can you see air?

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Can you smell air?

Can you taste air?

Can you feel air?

Key Competency: Relating to people

Working together as a team

Activity
Feel the air
Take a straw. Hold it in your
mouth from one end. Now,
blow air in it from your mouth.
Move your hand closer to the
other end of the straw.
Can you feel the air?

When did you feel the air?

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How do you feel the air at home?

Moving air is called wind. We can feel the wind

blowing near the beaches.

Air occupies space

When you blow air in a balloon or a tyre, it inflates
and expands. This shows that air takes up space.
Does air take up space? Let’s find out.

Activity
Air occupies space !
Materials required: Crumpled newspaper or
handkerchief, glass, tub of water
Procedure:
1. Stuff the handkerchief or newspaper inside
the glass.
2. Now, hold the glass in inverted position and put it
inside the pot of water.
3. Hold it there for a minute or two,
4. Pull the glass out of water.

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Is the handkerchief partially dry?

Why do you think so?

Air has weight

Lift an empty ball. Again, lift a ball filled with air. You
will feel that ball filled with air feels heavier. This
shows that air has weight.

Activity
Air has weight
Materials required: two balloons, a thin stick about
30 cm long (you can also use a long plastic scale),
string or thread, a sharp pin.

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Procedure:
1. Inflate the two balloons equally and tie them with
the string.
2. Tie the balloons to the two ends of the stick.
3. Hold the stick up at the centre.
4. Carefully prick one of the balloons.

Diagram 1 Diagram 2

What did you notice?

Towards which balloon is the stick tilted?

Why do you think so?

Air being used in daily life

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Air is needed for burning

Oxygen is a gas present in the air. It is important
for the process of burning. Without oxygen, no fire
can burn.

Activity
Air for fire !
Material required: two candles, a jar, matchbox
Procedure:
1. Your teacher can light both the candles.
2. Put a jar over one of the candles.
My prediction Observation Conclusion

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What happens to the candle with jar over it?

What happens to the other candle?

What is your conclusion?

Note: This activity should be carried out under the

supervision of your class teacher.

Key Competency: Making meaning

Understanding the use of air in
burning of fire

Key Competency: Practising Islam

It is Allah who sends the winds, and they stir the clouds
and spread them in the sky however He wills, and He
makes them fragments so you see the rain emerge from
within them. And when He causes it to fall upon whom
He wills of His servants, immediately they rejoice
(Quran 30:48)

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New Words
Precipitation: rain or water drops falling down on
the Earth
Condensation: process of changing water vapour
into water drops
Oxygen: living organisms breathe this gas to live.
It also helps in burning.
Snow: t he condensation of water vapour into ice
crystals
Hail: s mall balls of ice falling down from the sky with
rains
Dew: d
 roplets of water formed on grass on a cold
morning
Frost: when dew drops condense, they form frost
Fog: white mist found in winter season

Explore Deeper
1. As time goes by, water goes through the water
cycle again and again. Does the amount of water
on the Earth remains the same, increase or
decrease?
2. Why do you find dew drops on surfaces such as
leaves of trees in early morning?

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Weather

Warm Up
Read this conversation.
Yes!
Oh! It’s
Yesterday it was
too hot today.
hot. But it was a bit
Weather is
windy!
bad.

Hopefully,
Yes! They
in the coming
say that sunny
month, we might
weather will
get some rain.
continue for
another week.

What type of weather are the children talking

about? Discuss.

Weather
Weather is the condition of the sky at a particular
time. Weather of a place tells us about the sunshine/
sunlight, wind, rain, clouds and coldness. It affects
our daily life and we make changes according to the
weather conditions.

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Activity
Name the weather
Look at the pictures showing different weather
conditions. Name them.

Which of the weather conditions are ideal to go out

and why?

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Activity
My favourite weather
Which is your favourite weather? Draw it here.

Why do you like this weather condition?

_________________________________________
_________________________________________
What do you like to do in this weather?
_________________________________________

Weather keeps changing

Weather may change from day-to-day or within a
week. It also changes during the day.

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Activity
Weather detective!
Observe and record the weather for a week. Colour the
box which shows the weather on that particular day.

Day

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

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Has the weather remained the same throughout

the week?
_________________________________________
What changes have you observed in the weather?
_________________________________________

Elements of weather
There are four main things which affect the weather
of a place. They are
• temperature/sunlight
• wind
• rainfall
• clouds
These affect the daily weather.
What kind of weather do you predict at your place
today?
_________________________________________
Would you like to go out today? Why?
_________________________________________

The amount of sunlight affects the temperature. It

gets hot, if the Sun shines bright.

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Clouds bring rain. When we see dark clouds in the

sky, we can predict rain.
Rainfall brings the temperature down.
Wind also lowers the temperature of a place.
Weather forecast helps us know about the weather
conditions for the forthcoming days or weeks.

Measuring weather
We can use thermometer to record/check the
temperature on a particular day.

Activity
My weather station
We can use many tools to record weather conditions.
Record the temperature at your place for two days.
Take readings at three different times each day.

Day Time Temperature

Day 1

Day 2

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Has the temperature remained the same?

_________________________________________
Is there a difference between morning, afternoon or
evening temperatures on the same day?
_________________________________________
Has it changed?
_________________________________________

Key Competency: Using technology

and the media
Analysing change in weather using
various sources such as media

Clouds
How do you feel when it gets cloudy?
• On a very hot afternoon:
________________________________________
________________________________________
• On a cold evening:
________________________________________
________________________________________

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We see different types of clouds in the sky, at

different times. There are three main types of clouds.

Cumulus clouds Stratus clouds

Cirrus clouds
Cumulus clouds are puffy clouds that look like puffs of
cotton. They indicate fair weather.
Stratus clouds are thin and wispy. They may predict
an overcast.
Cirrus clouds are
high in the sky
and look feathery.
They may contain
ice particles.
Look outside the
window and draw
the clouds as you
see them.

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Seasons
Have you noticed that you experience almost the same
type of weather condition for weeks? When same
type of weather remains for a long time, it is called a
season. Seasons stay for a few months.
There are four main seasons around the world:
• spring
• summer
• autumn
• winter
We wear different clothes and eat different food in
these seasons.

Spring season Summer season

Autumn season Winter season

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Seasons in Maldives
In Maldives, there are two main seasons—Hulhan’gu
and Iruvai.
Hulhan’gu is the season of southwest monsoon. Strong
winds blow in this season from the southwest.
There is also a lot of rain. The season starts from
April and extends up to November.
Iruvai is the season of northeast monsoon. Average
winds blow during this season.
The season starts from December to the starting of
April. Strong winds blow in the beginning of the season.
It has moderate clear sky. For rest of the season, it is
marked with frequent thunders or storms.
Within each season, there is clear-cut marked
period of 13 - 14 days, when the weather remains
consistent. It is called nakaiy. The year is divided into
27 nakaiy: 9 for the dry northeast monsoon and 18
for the wet southwest monsoon (known as Hulhan’gu)
the other eight months of the year.
Locals used nakaiy calendar to determine their
activities like fishing, travel or planting crops.

Hulhan’gu Iruvai

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Activity
Observing the nakaiy
Refer to a local nakaiy calendar and complete the
information.
Which season is going on right now in Maldives?
_________________________________________

Nakaiy Nakaiy Weather condition Main

period name description activities

Which nakai does your birthday fall?

_________________________________________

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Seasons affect our life

Changing weather or seasons affects our life.
Agriculture depends a lot on seasons. Different
types of crops and fruits grow in a particular season.
Therefore, we do not get all kinds of fruits and
vegetables throughout the year.
People plan their holidays, activities and other things
according to the changing seasons.
Find out the fruits and vegetables grown/found
during these seasons.
Fruits and Vegetables

Hulhan’gu season Iruvai season

Hibernation
Seasons also affect plants and animals.
Many trees shed their leaves in autumn season. It is
also called fall season in some countries.

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Many animals sleep for 3-4 months in winter to save

their energy. This is called hibernation. Bears, skunks,
chipmunks are some animals which hibernate in
winter. Frogs, snakes and turtles also hibernate with
changing seasons.
Similarly, many birds and animals go away to very
faraway places to escape extreme heat or cold
conditions. This is called migration.
Many birds like Arctic Terns fly almost half of the
Earth’s distance to reach the other end in winters.
Dragonflies are also seen during iruvai season in
Maldives.
Whales, sharks, dolphins, eels, crabs and deer also
migrate from one place to another.

Climate

I am going
to visit my uncle Why? Do
in Canada. I they have
need to buy winter season
woollens. now?

Canada is a Climate? I
cold country. have never
Its climate is heard about
cold. climate!

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Climate is the average weather conditions of a place,

observed and recorded over many years.
How are weather and climate different?

New Words
Temperature: degree of hotness or coldness
Thunderstorm: violent storm with lightning and
thunder
Forecast: to predict before

Explore Deeper
1. Why the weather in your country remains the
same throughout the year?
3. Find out how the location of a country affects
its climate.

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Key Competency: Practising Islam

It is He who shows you the lightning, as a fear (for
travellers) and as a hope (for those who wait for rain).
And it is He who brings up (or originates) the clouds,
heavy (with water). (Quran 13:12)

Project Idea
Choose an animal of your choice, which migrates to
Maldives. Research on that animal and provide the
information in the table.
Name of the Where does it When is it seen in
animal come from? Maldives?

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Resources from the Environment

Warm Up
Discuss the natural resources that you see in the
pictures.

Soil is the top layer of the Earth. It is very important

for all living beings.
Plants need soil to grow on and small animals like
ants, bugs and earthworms live in it.
Humans use soil for various purposes like planting
trees.

Different layers of soil

Soil is made up of many layers. Main components of soil
are sand, clay, pebbles and dead plants and animals.

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Activity
Which soil is better?
Materials required: some garden soil, water, clean
transparent jar

Procedure:
1. Take a clean glass-jar and fill it with one-third soil.
2. Add water to three-fourth level in the jar.
3. Take a stick and stir it well.
4. Now, leave the jar undisturbed for 2-3
hours.
5. After 2-3 hours look at the glass jar
without disturbing it.

What can you see in the jar?

_________________________________________
Can you see different layers?
_________________________________________

Soil for plants

Most of the plants cannot grow without soil. It
provides the nutrients and water to the plants.
Mostly, plants grow in the topmost layer of the soil.
This topmost layer is called topsoil. It contains humus
and is most fertile.

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The middle layer is called subsoil. It contains clay,

mud and sand.
The lowermost layer contains small and big stones
and pieces of corals.
Label the different parts of soil.

Activity
Which soil is better?
Materials required: two pots, two plants, layer of top
soil, layer of subsoil

Procedure:
1. Put the top soil in pot one. Label it as A. Put a
plant in this pot. Give it some water.
2. Put the subsoil in second pot and label it as B. Put
a plant in this soil. Give it some water.
3. Keep both the plants where they get adequate
sunlight.
4. Water them daily.

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5. Observe their growth for 3-4 weeks. Draw the

plants in pot A and pot B as they appear after
3-4 weeks.

Pot A Pot B

How is the plant growth in pot A?

_________________________________________
_________________________________________
How is the plant growth in pot B?
_________________________________________
_________________________________________
Which of the two soils do you think is more suitable
for the growth of plants? Discuss.

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Activity
My soil chart!
Look at the soil chart.
Study the soil chart.
Look at the layers.
Colour each box in the key using
different colours.
Colour the soil chart to
match.

Key
Layer 1 - H
 umus mixed with
sand and clay
Layer 2 - M
 inerals washed down
from top layers
Layer 3 - W
 eathered rock

Layer 4 - Bed rock

Read each sentence.

Colour the circle green if it is true and red if it is false.
Use the key and chart to help you.
1. Plant materials are not present in Layer 1.
2. Layer 1 is not very deep.
3. Sand and clay are in Layer 2.
4. Layer 2 has plant material.
5. Layer 3 has minerals from top layers.
6. Layer 4 has large pieces of rock.

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Properties of soil
Different types of soil is found at different places.

Activity
Soil types
Collect different samples of soil as mentioned:
•• Garden soil
•• Sandy soil
•• Clay soil

Put each type of soil in a jar.

Observe the properties and complete the table
given below.

Garden soil Sandy soil Clay soil

Texture

Colour

Particle
size

Special
features

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Garden soil is porous. It can retain water for longer

time. Thus, the garden soil is best suited for growing
plants.

Uses of soil
Can you imagine living without plants? Most plants
grow in soil. They get water and minerals from the
soil. Animals eat these plants. Soil is home to variety
of animals too. Thus, all living things need soil for
their survival.
Different types of soils have different uses.

Garden soil is Clayey soil is Sandy soil is used to

best for growing used for making make mirrors and
plants pottery jars

Resources from environment

A natural resource is any material found on or
in the Earth that is used by living things. The
Earth has provided us many resources to meet our
needs.

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Activity
Write the main uses of each of these resources.

Air Soil

Uses of
resources

Water Minerals

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Renewable and non-renewable resources

We get many resources from environment. Sources
of energy such as wind and sunlight are sources of
power that quickly replenish themselves and can be
used again and again. These are called renewable
sources of energy.

Sources of energy like coal and petrol, which are

being used as fuels, are not formed continuously.
They take millions of years to replenish. If not used
wisely, these resources will run out. They are called
non-renewable sources of energy.

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Conservation of resources
Rashid has left the light
and fan on, while going
to another room. He is
wasting energy. Do you
waste energy too?
Write down three ways
in which people can save
energy at home.
1. ______________________________________
2. ______________________________________
3. ______________________________________

Ayesha is fond of writing.

She writes only on one side
of the paper. Is this right?

How can you save the paper?

_________________________________________
Soil, paper, water, electricity, trees and petrol are
precious resources. We should take care of them.

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Activity
Save the resources!
For each of the given resources, write two ways
in which they can be conserved or utilised in a
better way.

Water
1.
2.

Soil
1.
2.

Electricity
1.
2.

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New Words
Humus: dark layer of top soil made of leaves,
dead plants and animals
Conservation: p
 rotection of living things or
resources

Explore Deeper
What are the main benefits of using renewable
sources of energy rather than the non-renewable
sources?

Project Idea
Recycling means using the resources again.
Prepare a ‘thank you’ card for your teacher using
reusable material at your home.

Material required:

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Procedure:

Present the prepared card to your teacher in the

class.

Key Competency: Practising Islam

“verily all things have We created in proportion and
measure” (Quran 54:49)

Key Competency: Using sustainable practices

Understanding the need to save renewable
resource

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