TEACHER’S MANUAL Year 4

Matthew Cole
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iv
 UNIT 1
Living and
Non-living Things

Learning Outcomes
• Recognise that living things are
different from non-living things
and infer that living things
have the following basic life
processes: movement, feeding,
growth, reproduction and
response to changes.

• Recognise that all organisms

have basic needs: animals need
food, air and water; plants need
air, water and light; and that they
depend on the environment for
these needs.

• Explain the
difference between cell,
tissue, and organ.
• Identify and name
the major internal organs of
the human body.

Engagement
The following activities could be used to engage pupils in this topic:

(a ) Use the photographs on pages 2 and 3 of the textbook to start a general

discussion about living and non-living things. Have pupils come up with
other examples of living and non-living things and collate a list on the
blackboard/whiteboard.

(b) Bring pupils into the school compound to observe the living and non-living
things. Have pupils name some of the living and non-living things they can
see.

At this juncture, it is not necessary to discuss the formal characteristics of living

things. These will be covered later in this unit.

1
 Explanation
To assist in your explanation, a
live animal and a plant could be
brought to class to allow pupils
the opportunity to observe the
differences between living and
non-living things.

Sci-notes
Living things:
fish, plant, lizard and kitten

Non-living things:
fish bowl, water, plant pot,
four teddy bears, basket,
soccer ball and toy car.

Vocab. Check
living thing
non-living thing
organism

Background
In order to live and carry out life
3 processes, all living things need
air, food and water.

Living things get the things they

need from the environment they
live in. Living things meet their
needs in different ways.
Engagement
The following activity could be Land animals take in oxygen from
used to engage pupils in this topic: the air. Aquatic animals take in
dissolved oxygen in water. Most
‘How do people get the air,
Use the photographs on pages animals drink water and get the
food and water they need?’
4 and 5 of the textbook to start food they need by eating plants
a general discussion about the and/or other animals.
• People take in air using lungs.
needs of living things.
People eat plants and animals
Plants use the energy from
for food.
sunlight to make food through
the process of photosynthesis.
• People get the water they
During photosynthesis, plants
need by drinking. Some water
take in water and carbon dioxide.
also comes from the food
Oxygen and water are produced as
people eat.
by-products. During respiration,
plants take in oxygen and give out
carbon dioxide.

2
 Engagement
The following questions could
be raised to assess pupils’ prior
knowledge and start a class
discussion on this topic:
bird flying
• What do plants need to survive?
cheetah running

• Where do plants get their food

Living things move
Living things can move. Most animals can move from
Sci-notes
place to place. Find out from your school
library or the Internet: • How do plants take in water?
Plants are usually rooted in soil and cannot move from (a) the fastest land animal
place to place. Some plants, such as the water lily, open (b) the fastest bird
their flowers in the morning and close them at night. (c) the fastest fish • What things do plants need that
Record your answers in
your science journal. animals don’t?

• What things do animals need

Can you think of
some other plants
that plants don’t?
Water lilies open their that are able to move
flowers in the morning their parts?
and close them at night.

Sci-notes
Fastest land animal:
Cheetah - top speed of about
115 km/h.

‘Can you think of some other

Common misconception Fastest bird:
‘A plant cannot move on its own Peregrine falcon - top speed
plants that are able to move (when diving) of about
and therefore is a non-living thing.’
their parts?’ 320 km/h.

Although plants do not move from Fastest fish:

Other examples of plants that
place to place like most animals, Sailfish - top speed of about
can move their parts include 110 km/h.
they do show slow movement
sunflower plants, Venus flytraps
and growth. There is also internal
and mimosa plants. Note that the actual speeds
movement as water, food and of each animal may vary
nutrients are moved to different depending on the source of
plant parts and into and out of cells. information.

3
 Living things grow
Background
All living things begin life as one
cell. This cell increases in size to
a certain extent and then begins to
divide and multiply. This division
and multiplication of cells causes The young giraffe will grow into The kittens will grow into adult cats.
an adult giraffe.
the organism to increase in size.
This increase in size is referred to Living things grow
All living things grow as they get older. When living
as growth. things grow, they usually get taller and heavier. As they
get older, they look more like their parents.

The young animals and children on this page look

growth similar to their parents. They look more and more like
their parents as they grow.

Engagement People grow and

change as they get older.
The following activity could be
used to engage pupils in this topic:

Start a class discussion about

the ways in which living
things change as they get
older. Elicit from pupils that
living things grow as they get
older.

Sci-notes
Have pupils paste
photographs of themselves
as a baby and their current
self. Pupils should write a
few sentences to describe
the ways in which they have
changed. Point out to pupils,
that like all living things,
people grow as they get
older.

Pupils should also discuss the

similarities and differences
between themselves and
other classmates.

4
 Explanation
Go through pages 6 and 7 of
the textbook with pupils. You
may wish to point out that some
living things, such as mammals
and birds, resemble their parents
when they are young (i.e. have
A tadpole will grow and change into
a frog. the same body forms), whereas
other living things, such as frogs
Some animals, such as frogs and butterflies, do not
look like their parents when they are young. As they and butterflies, change their body
get older, their bodies change. forms as they grow. They will
only resemble their parents when
they are fully developed.

A caterpillar will grow and

change into a butterfly.

Many plants grow from seeds. The seedling gets taller

Elaboration
as it grows.

For pupil-focused elaboration

on this topic, have them use the
A seedling gets taller as it grows.
school library or the Internet to
research about the ways in which
different living things grow.

Pupils can then create a poster

about the life cycle stages of
a particular plant or animal.
Alternatively, pupils could make
notes in their science journals.

Vocab. Check
air food
water move
grow seedling

5
 Background
Living things are able to
involuntarily react to changes
in their environment. The way
a living thing reacts is called a
response. The change that causes
A millipede responds to
a response is called a stimulus. touch by curling into a ball.
Living things respond to changes
Living things respond to changes around them. Look at
For example, a millipede curls the photographs on this page. How are the living things
into a ball (response) upon responding to changes?

being touched or sensing danger When animals, such as deer, sense danger, they
respond by running away.
(stimulus).

Similarly, when something lands

on the leaves of a Venus flytrap
(stimulus), the leaves close
(response).

The deer respond by running from danger.

Explanation
When you hear a loud sound, you often
respond by covering your ears.
If resources are available, allow
pupils the opportunity to observe
the way plants, such as the water Covering your ears from a
loud sound is an example of
lily, Venus flytrap and mimosa a response.
plants respond to touch. In small
groups, have pupils discuss the
ways in which the plants respond
to changes in their environment.

Exploration
For pupil-focused exploration on this topic, allow pupils the opportunity to
experience what it is like to respond to an external stimulus. Get one pupil to stand
outside, facing the classroom window. Get another pupil to throw a crushed piece
of paper at the window. The pupil outside must watch the paper hit the window
Sci-notes and try not not blink.
How does your body
respond when you get Explain to pupils that blinking is a response that helps to protect our eyes.
too hot? How does your
body respond when you
get too cold? Find out
from your school library
or the Internet. Record
your answers in your
science journal.

6
 Living things reproduce
Most plants produce seeds which will grow
Background
into new plants. All living things have the ability
to produce young through
the process of reproduction.
Some living things, such as
bacteria, freshwater hydra and
bryophyllum plants are able to
reproduce asexually. This results
in the offspring being genetically
identical to the parent.

Most complex living things

produce young through sexual
reproduction in which two parents
contribute to the formation of
Some plants can reproduce Sci-notes a new individual. Offspring
from plant parts, such as Imagine you have been produced sexually have genetic
leaves or stems. chosen as the first person
from Brunei Darussalam information and share traits from
to travel into space to
The bryophyllum search for living things. both parents.
plant produces young In your science journal,
plants on its leaves. create a checklist that
you could use to tell if reproduction
something is a living
thing.

Engagement
The following activity could be
used to engage pupils in this topic:
Activate prior knowledge by
dividing the class into small
groups and have each group
discuss the various ways in
which living things reproduce.

Ways in which living things reproduce

Sci-notes
Pupils should create a chart/
From eggs Give birth to Seeds Plant parts checklist in their science
e.g. live young e.g. e.g. journals that lists the
birds e.g. bean plants bryophyllum characteristics of living things
snakes sunflower plants potato that they have learnt so far in
people
fish tomato plants sweet potato this unit. These include:
monkeys
turtles papaya plants banana plants
horses
giraffes • need air, food and water
elephants • move
• grow
• respond to changes
• reproduce

In their science journals,

Vocab. Check pupils should state that
grow something is a living thing if
respond all of the characteristics in the
reproduction checklist are met.

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 Plants are living things
Plants are living things Explanation
Plants are living things too. They are made up of different
Pupils should already be able to
parts. Most plants have roots, a stem and leaves. Many recognise that a plant is a system
plants also have flowers and fruits.
that consists of different parts. To
revise the parts of a plant, take
pupils into the school compound
and get them to sketch a plant
leaves
they see and label the different
parts in their science journals (see
tomato flower example below).

Elaboration
You may wish to have pupils write
about the function of each of the
plant parts. This will also provide
them with background knowledge
for Unit 4 on life cycles.
stem

roots tomato fruits Vocab. Check

instruments thermometer
roots stem
leaves flowers
fruits

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What are non-living things?
Engagement
To engage pupils in this topic,
start a class discussion about
the ways in which living things
are different from non-living
things. Begin by revising the
characteristics of living things
covered in this unit. The following
questions could be used to guide
the class discussion:

• A robot can do many of the

things that people can do. In
what ways is a robot different
from a living thing?

• A boat can move and also needs

water. In what ways is a boat
different from a living thing?

Continue using similar examples

to elicit from pupils that only
living things have all of the
characteristics discussed in this
unit.

Think Time
Although a forest fire gets
bigger as it spreads through a Elaboration
forest, it does not grow in the For elaboration on this topic, have
sense that living things grow.
pupils form small groups and
All living things are made up
of cells. Living things grow discuss the topics raised in the
when the cells divide and ‘Think Time’ on page 14 of the
hence increase in number. textbook.

Some non-living things, such

as water, can move, but they
cannot move by themselves.
When water flows in a
stream, it is pulled by the
gravitational force of the Earth.
Only living things can move by
themselves.

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 Answers to Review
1. a. Give three examples of
living things.
Put it together Accept a range of
appropriate answers for this
Things question.

Living things Non-living things b. Give three examples of

non-living things.
Accept a range of
appropriate answers for this
question.

c. A robot can do many of

- need air, food and water - do not need air, food and water
– move – do not move by themselves the things that people do. Why is a
- grow - do not grow robot a non-living thing?
- respond to changes - do not respond to changes Although a robot can move
- reproduce - do not reproduce
about, talk and respond to changes,
it does not need air, food or water.
Review It does not grow or reproduce.
1. Give three examples of living things.
d) Real plant takes in carbon dioxide and
2. Give three examples of non-living things.
gives out oxygen. Plastic plant does not.
3. A robot can do many of the things that people do. Why is a robot a It grows. Plastic plant does not.
non-living thing? It has roots. Plastic plant does not.
It needs watering. Plastic plant
does not.

2. a) organism
b) cell
c) organ
d) oxygen
e) frog
f) caterpillar
g) sunflower
h) bryophyllum

3. brain: controls the whole body by sending

messages
heart: pumps blood to different
parts of the body
liver: purifies blood and stores
glycogen
stomach: helps in food digestion
Sci-notes lungs: help in breathing

Paste a photograph or draw

a picture of yourself in your
science journal. Label the Vocab. Check
different pasts of your body. cells organ
tissue brain
liver stomach
heart lungs

10
 UNIT 2
Your sense organs

Learning Outcomes
• Locate the five sense
organs and relate them to the
senses.
• Recognize the limitations
of the human senses and thus the
need for measuring instruments.
• Explain the importance of
our sense organs and discuss ways
to look after them.

Background
sight Each of our sense organs responds
hearing
to a particular type of stimulus.
smell

taste The eyes are the sense organs for

the sense of sight. They respond
to changes in electromagnetic
radiation with the visual spectrum.

The nose is the sense organ for

the sense of smell. It responds to
touch
the presence of odour particles in
the air.

The ears are the sense organs for

the sense of hearing. They respond
to sounds that pass through the air
(or other medium) in the form of
waves of varying pressure.
Engagement
To engage pupils in this topic, take them into the school compound. In their The tongue is the sense organ
science journals, get pupils to write down the things they can sense around them for the sense of taste. Taste buds
using their senses of sight, hearing and smell. on the surface of the tongue
and mouth respond to chemical
reactions produced when we eat

Vocab. Check
sense organs Our skin is our sense organ for the
sight food.
smell sense of touch. Touch receptors
hearing respond to changes in heat,
taste
pressure and vibrations etc.
touch

sense organs

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 Exploration
For pupil-focused exploration
on this topic, give pupils time Your sense organs are very useful to you. They help you
to learn about the world around you. However, at times
to experiment with the various we have to use instruments when we need to observe or
instruments presented in the measure things more accurately.

photographs on page 19 of the Different instruments help us to observe and measure

different things. Thermometers can be used to measure
textbook. temperature accurately.

Activities that pupils could carry

digital thermometer clinical thermometer
out include:
Watches and timers can be used to measure time.
• measuring the temperature of
water using a thermometer
wall thermometer
• timing how long it takes to
complete a certain task using a
egg timer stopwatch watch
stopwatch
Rulers and tape measures can be used to
measure length.
• measuring the length and width
of their science textbook using a
30 cm ruler ruler
tape measure

Beakers, measuring cylinders and measuring cups can

• measuring their heights using a be used to measure volume.
measuring tape

• measuring the amount of water

in a cup using a beaker

measuring
spoons glass containers for measuring volume

Elaboration
For elaboration on this topic, get
Prediction using Measurement using
pupils to create a table like the Object
sense organs instruments
one on the right in their science
journals. Get pupils to predict the Length of desk
measurements using their sense
organs, then use the appropriate Temperature of air
instruments to get a more accurate inside classroom
measurement. Volume of water in a
coffee mug
Time it takes to tie
your shoe laces

12
 Vocab. Check
Instrument thermometer
temperature beaker
cylinder volume
tissue handkerchief

Answers of Review
1. a. sight, smell, hearing, taste, touch
b. They collect information about the world around us and send it to
the brain.
c. Instruments help us measure or observe things more accurately.
d. A temperature measures temperature; watches and timers measure
time; rulers and tape measures measure length; beakers, measuring cylinders
and measuring cups measure volume.
e. We should not watch TV from close. We should not read in poor
light.
f. We shouldn’t put anything inside our ears or noses. We should cover
our ears when we hear a loud sound. Shouldn’t listen to loud music on
headphones. We should wipe our nose gently with a tissue or a handkerchief.
g. If we look after ourselves we can prevent illness. For example,
malaria is caused by mosquito bite. If we put netting on our windows and
don’t allow them to enter our homes and to bite us, we can prevent
developing malaria.

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14
 UNIT 3
Caring for Your teeth

Learning Outcomes
• Identify the four main types of
teeth and infer their functions
according to the shapes.
Incisors - These are Canines - These are
the teeth at the front the teeth at either
of your mouth. You side of your incisors. • Differentiate between healthy
use these teeth to These cone-shaped,
bite and cut food. pointed teeth are and unhealthy teeth.
used to bite and tear
food.
• State that tooth decay is caused
by germs found in plaque.

• Engage in dental health care.

Molars - These teeth

Premolars - These have a wide, flat
teeth have a wide, surface. They are
flat surface. They used to grind and
are used to grind chew food.
and chew food.

Exploration
For exploration on this topic, get pupils to observe their teeth with a mirror. In their
science journals, get pupils to draw the different shapes of their teeth and infer
their functions.

Elaboration
For elaboration on this topic, get pupils to use the school library or the Internet
to search for information about the shape and function of teeth in other animals.
Guide pupils to reach the conclusion that the type and shape of teeth an animal
has is usually suited to the type of food that it eats (e.g. herbivores often have fl at
molars, whereas carnivores often have sharper teeth with prominent canines).

15
 Background
Although our teeth have different
shapes and functions, they have Extra Info Parts of a tooth
Although you have different kinds of teeth, all teeth have
the same basic parts. Between the ages the same basic parts.
of 16 and 22, most
people grow four
The bottom part of a tooth is called the root. The root
The visible part of a tooth is called molars at the back of
the mouth. These are holds the tooth in the gum, similar to the way that plant
the crown. The crown is covered called wisdom teeth. roots hold a plant in the soil.
Sometimes, these
with enamel which is the hardest teeth do not grow The top of the tooth is called the crown. This is the part of
properly and need to be the tooth that we can see.
tissue in the human body. removed by a doctor.

The root is the part of the tooth enamel

that we cannot see. It holds the
crown
tooth in a socket in the gums and
jawbone. Along with holding the
tooth firmly in place, the roots
also contain nerve endings and
supply the tooth with blood. root

tooth

cross-section of a tooth
Extra Info
Wisdom teeth, also called Teeth are surrounded by a hard substance called
third molars, are a set of enamel. The enamel helps your teeth to grind and crush
molars that are the last of the food without breaking.
permanent teeth to develop
(usually between the ages of
16 and 22 years old). Due to
insufficient space in the jaw, it
is common for wisdom teeth
to grow abnormally (known
as impacted wisdom teeth). In
most cases, particularly when
pain or discomfort is caused,
impacted wisdom teeth need
to be removed by a dentist.

Engagement
If resources are available, get
pupils to observe a model of a
tooth. In their science journals, get
them to draw and label its parts.

16
 What is tooth decay?
What is tooth decay? Background
Between the ages of 5 and 10, the teeth that you have Tooth decay, also called dental
had since you were a baby will fall out. These teeth are
called milk teeth. cavities or dental caries, is the
decay of the outermost surface
Milk teeth are replaced by permanent teeth. It is very
important to take care of your permanent teeth. If a (the enamel) of the teeth. It is
permanent tooth is damaged and needs to be removed, caused by acid produced by
it will not be replaced.
bacteria living in the plaque.
When you eat, small pieces of food may get stuck
between your teeth. Germs in your mouth feed on the
Plaque is a sticky, white film
Milk teeth fall out
food and form a layer on the teeth called plaque. As the
and are replaced with
that is formed on the teeth by a
germs feed, they produce acid. If you do not brush your
teeth regularly, this acid can form holes in the enamel of
permanent teeth. mixture of saliva and sugar in the
your teeth. These holes can get bigger over time. mouth.

You need to take

care of your permanent When a cavity forms in a tooth, all
teeth to avoic tooth
decay. of the decaying areas of the tooth
need to be removed by a dentist
and then filled with amalgam or
resin. In cases where the decay of
the tooth is extensive, the entire
tooth may need to be removed.

It is important for pupils to

tooth decay
understand the importance of
Let’s look at some of the things you can do to preventing tooth decay as any
make sure your teeth do not decay.
damage done to the teeth is
permanent.

The best ways to prevent the

build-up of plaque is to reduce the
amount of foods and drinks that
contain high amounts of sugar and
to brush and floss teeth regularly.

Antiseptic mouthwashes can

also be beneficial in reducing the
build-up of plaque.

tooth decay

17
Strong and healthy teeth
Background Strong and healthy teeth
Here are some things you can do to make sure your
Along with regular brushing teeth stay strong and healthy.
and flossing, food also plays an Sci-notes
important role in maintaining Conduct a survey with A dentist is a doctor
healthy teeth. your classmates and find that works with
out how often they visit teeth. To make
the dentist. What dental sure your teeth are
advice would you give to strong and healthy,
Foods that are high in calcium, for those who seldom visit you should visit a
example, help in building strong the dentist? Record your dentist at least once
findings in your science a year.
teeth, particularly in children. journal.
Dairy products, leafy green
vegetables, fish and nuts are all
Eat lots of teeth-building
good sources of calcium. food such as crisp fruits and
vegetables, milk, cheese
and yoghurt.
High-fibre foods, such as dried
fruits, beans, sprouts and fresh Do not eat too much sweet
Brush your teeth at food, such as chocolate,
fruits, such as bananas, oranges least twice a day. candy or soft drinks.
and apples, help in the production
These foods help to
of saliva, which helps to prevent keep your teeth strong
and healthy.
tooth decay.

Brush your teeth with a toothbrush

Explanation and toothpaste every morning and
every night. You should also brush
your teeth after eating.
Start a clasts discussion about the
types of food in a balanced diet
that can help to maintain healthy
tand strong teeth.

Remind pupils of the importance

of seeing a dentist regularly,
especially when permanent teeth
are developing.

If resources are available, arrange

for a dentist to visit your school
and explain the importance of
maintaining strong healthy teeth.

18
 Engagement
Remind pupils that regular
How to brush your teeth brushing and flossing is essential
Let’s look at the correct way to brush your teeth.
to maintain healthy teeth and
1
Place a pea-sized piece prevent tooth decay.
of toothpaste on your
toothbrush and rinse it
with water. Extra Info To engage pupils in this topic, get
Poor oral hygiene can them to bring their toothbrushes to
lead to bad breathe.
2 3 To prevent getting bad class. Ask pupils to demonstrate
breathe, brush your
tongue and gums each the correct way to brush teeth.
time you brush your
teeth. Fresh, crispy fruits
and vegetables can also

Brush the outer surfaces. Brush the top surfaces.

prevent bad breathe.
Explanation
Go through page 119 of the
4 5
textbook with pupils. Using
a model set of teeth and a
toothbrush, get pupils to
demonstrate the correct way to
Brush the inner surfaces. Brush your tongue. brush teeth. When brushing, check
How to floss your teeth that pupils are correctly brushing
Flossing cleans the spaces between your teeth that a the following areas:
toothbrush cannot reach.
1 2
• outer, inner and chewing
surfaces of the teeth
• along the gum line
• back molars
Wind a piece of floss Put the floss between
around your index your teeth and gently • tongue
fingers. move the floss up and
dental floss
down.

Vocab. Check
incisors premolar
canines molars
enamel crown
Answers to Review root
brush
decay
floss
1. a. Teeth are important to break down what
we eat into small pieces so that it can be digested.
b. Incisors, canines, premolars, molars
Incisors bite and cut food; canines bite
and tear food; premolars and molars grind and
chew food.
c. Teeth start to decay if we do not brush
our teeth.
d. Teeth can be made healthy if we eat
crisp fruits and vegetable, milk, cheese, and
yoghurt and avoid sweets. Also if we keep them
clean by brushing twice a day.
e. Answer on page 30 of the textbook

2. a. Molars
b. permanent
c. oral hygiene
d. Floss
e. Crisp

19
 UNIT 4
Food and your body

Learning Outcomes
• Be aware of their responsibilities
for their own health.

• Give examples of food that is

needed for energy, growth and
repair, and for keeping the body
healthy.

• Classify food into carbohydrates,

fats, proteins, vitamins and
minerals.

• State the importance of

carbohydrates, fats, proteins,
vitamins and minerals.

• Recognise the importance of

drinking water to keep the body
healthy.

• Recognise that for a healthy

body, a balanced diet is needed.

• Describe two effects (such as

obesity and diabetes) of an
106
unbalanced diet on a person’s
health.

20
 Different types of food
Background
Carbohydrates Sci-notes
Look at the pictures of food below. Foods such as rice,
pasta, bread and potatoes are high in carbohydrates. Foods containing lots of
(Carbohydrates)
sugar are called ‘bad Carbohydrates, which include
Carbohydrates give your body the energy it needs to do carbohydrates’. Find out
why they have this name starch and sugars, are the body’s
daily activities.
from your school library main source of energy.
or the Internet.

Simple carbohydrates (or simple

sugars), are refined sugars found
in sweets. Although these simple
potatoes

bread rolls
carbohydrates do provide the body
rice pasta with energy, this energy is made
Proteins available and used quickly by the
Meat, chicken, fish, beans, milk and milk products are
good sources of protein. Your body needs protein for body and have little nutritional
growth, to build strong muscles and to repair damage to
value. Overconsumption of these
the body.
types of carbodydrates can lead to
Why do you think it is important to eat lots of foods with
protein when you are a child? How could not eating
health problems, including obesity
enough food with protein affect your body? and diabetes.

beef Complex carbohydrates (starches)

include bread, potatoes, rice and
soy beans pasta. These carbohydrates take
longer to be broken down into
milk products chicken simple sugars which the body can
fish use as a source of energy. They
also contain more vitamins and
nutrients.

carbohydrates

Background (Proteins) Sci-notes

Proteins are made of amino acids, simple organic compounds that are necessary
for the growth and tissues in the body. The best sources of proteins are lean meats, Foods that contain ‘bad
such as chicken, fish and beef, and dairy products, such as milk, yoghurt and carbohydrates’ are those
that contain high amounts
cheese. of sugar. Such foods
include sweets, chocolate
protein and flavoured soda. These
carbohydrates do play an
important role in a balanced
diet (in small amounts), but
cause an immediate high rise
in blood sugar levels. When
eaten too frequently, these
foods can lead to weight
gain and disorders such as
diabetes and heart disease.

21
 Vitamins
Vitamins are a group of organic
compounds that the body needs Vitamins
Fruits and vegetables are food that are high in vitamins.
for growth and nutrition. Although There are many different kinds of vitamins that help your
Think Time body in many ways.
they are only needed in small
Different fruits contain
amounts, they form an essential different amounts of Carrots, sweet potatoes and dark green vegetables are
Vitamin C. Find out from foods that are high in Vitamin A. Vitamin A helps to keep
part of a balanced diet and these the school library or
your skin and eyes healthy.
compounds cannot be synthesised the Internet, which fruit
contains the most
by the body. Vitamin C.

Each type of vitamin plays a role

in keeping the body’s tissues and
Oranges, lemons, limes and tomatoes are foods that
body systems healthy. contain lots of Vitamin C. This vitamin is important for
Vitamin A, for example, helps keeping your gums, teeth and muscles healthy. Vitamin
C can also help the body to heal when you are sick or
to maintain healthy vision, hair, injured.
skin and bones. Vitamin C helps
the body to fight infection and
increase iron intake.

There are many other types of vitamins that help you to

stay healthy. To make sure you get enough vitamins, eat
lots of fresh fruits and vegetables.
vitamins

Think Time
Rosehip fruit contains one
of the highest amounts of
Vitamin C. However, it is rarely
eaten and it is often used as
a flavouring for teas. More
common fruits that have high
amounts of Vitamin C include:

• blackcurrant
• guava
• kiwifruit
• lemon
• orange

22
 Minerals
Background
Minerals Like vitamins, minerals
Like vitamins, minerals help your body grow, develop,
and stay healthy. Calcium is a mineral that helps to build are essential for the proper
strong bones and teeth. Milk products and eggs are
good sources of calcium. functioning of the body and
maintaining good health.
Iron is a mineral that is needed for healthy blood.
Shellfish and green vegetables are foods that contain
lots of iron. Different minerals help the body
milk products in different ways. Magnesium
and calcium, for example, help to
build strong bones and teeth.

Iron helps in producing red blood

cells and transporting oxygen to
all parts of the body.
shellfish green vegetables

Fats and sugar Sodium and potassium are

Like carbohydrates, fats and sugar provide
your body with energy. However, foods that important for the healthy
are too high in fats and sugar should only functioning of the nervous system.
be eaten in small amounts. Eating too much
fats and sugar can make you overweight and
unhealthy.
dietary minerals

Fats and sugar

Background
Although only required in small
amounts, fats play an important
part of a healthy diet. Fats supply
116
essential fatty acids for growth,
healthy skin, vitamin-absorption
and regulation of bodily functions.
Water and roughage
Background
Roughage, also called dietary
fibre, is the indigestible parts of
food that come from plants. They
assist in pushing food through the
digestive system, absorbing water
and easing the removal of waste
from the body.

The regular consumption of water Water lost through respiration

is an important part of a balanced and perspiration also needs to
diet and essential for the proper be replaced. It is recommended
functioning of the body systems. that young children drink water
More than half of our body weight whenever they feel thirsty or
is made up of water and all of the about eight glasses per day.
cells in our body need water to
carry out life processes.
dietary fibre

23
 A balanced diet
A balanced diet Background
You have learnt about some of the ways in which food
helps your body. It is very important to maintain a The Healthy Food Pyramid is a
balanced diet that contains the right types and the right general guide to the types and
amount of food.
amount of servings of different
The Healthy Food Pyramid shows you how
much of each type of food you should eat.
foods that constitute a healthy and
balanced diet.
You should eat food from the bottom part
of the pyramid the most. You should
eat food from the top part of the The foods that form the base of
pyramid the least.
the pyramid (mostly complex
carbohydrates, vegetables and
fruits) are the foods that should
form the bulk of a balanced diet.
The foods at the higher portion
Healthy Food
Pyramid of the pyramid are the foods that
should be eaten the least.

Over the past 40 years, there

have been many revisions of the
Healthy Food Pyramid and the
name of the pyramid may differ
depending on the basis of the
research and the organisation who
published it.

In recent years, some researchers

have published Healthy Food
Pyramids for specific regions.
Such pyramids account for
cultural and religious influences
on diets.
Exploration
Start a class discussion about the foods that are common in
Pakistan and how they would fit into a Healthy Food Pyramid. healthy eating pyramid

In small groups, get pupils to design a Healthy Food Pyramid based on local
meals, meats, fruits and vegetables. Get each group to present their Healthy Food
Pyramid to the class and provide justification for the placement of different foods
in the pyramid. Sci-notes
A diet planner lists of the
food you plan to eat in
a day. In small groups,
discuss the types of food
you think makes up
a healthy diet. In your
science journal, create a
diet planner for one day.

24
 An unbalanced diet
Background An unbalanced diet
What do you think will happen to your body if you do not
The importance of a healthy, maintain a balanced diet?
balanced diet has been emphasised
An unbalanced diet is a diet that includes too many
throughout this unit. Equally foods from the top of the healthy food pyramid. Too
worthy of discussion with pupils many sweet foods, such as candy and chocolate, can
lead to too much sugar in the blood. This can cause a
is the effects of an unbalanced diet blood disease called diabetes.
that consists of large amounts of
A person with diabetes must
food that contain high levels of have an injection every day.

fats and simple sugars.

The following problems are Eating too much fried food or food that contains too
common consequences of an much fat can make you overweight. If you continue to
have an unbalanced diet, it could lead to obesity.
unbalanced diet:
People who are obese are very overweight. They have
a high risk of getting heart disease and may have other
• weight gain and obesity health problems.
• heart disease
• diabetes
• poor muscle and bone
development

diabetes

Vocab. Check
Sci-notes
carbohydrates
Obesity can increase proteins
the risk of heart disease vitamins
as well as other health minerals
hazards. Find out more fats
from your school library sugar
or the Internet about the roughage
health conditions that balanced diet
excessive intake of fats unblalanced diet
and sugar can cause. Healthy Food Pyramid
Record your findings in
your science journal.

25
 Go, Grow, Glow!
Background
To simplify the classification
of how different types of food
help the body, foods can also be
classified as ‘Go’, ‘Grow’ and
‘Glow’ foods.

‘Go’ foods are primarily

those that are high in complex
Go, Grow and Glow Foods
carbohydrates, such as rice, bread,
bread cereals and pasta. As the name
rice cereal suggests, ‘Go’ foods provide the
go foods body with the energy it needs to
noodles broccoli carry out daily activities.
pasta
carrot

chicken glow foods ‘Grow’ foods are primarily those

beef tomato that are high in protein, such as
grow bok choy meat, eggs and dairy products.
cheese fish spinach Foods in this group help the
milk
development of the skeletal and
muscular systems.

‘Glow’ foods get their name from

the effect they have on the skin,
hair and sense organs. The foods
in this group are rich in vitamins
and minerals, and include foods
such as green, leafy vegetables,
fruits and shellfish.

Explanation
For a pupil-focused explanation
on this topic, get pupils to classify
some of their favourite foods as
‘Go’, ‘Grow’ and ‘Glow’ foods.

This could be done by dividing

a circle into three equal parts to
form a pie chart. In each third of
the chart, pupils should draw or
write the names of foods from
each group (see the example on
the left).

26
1. How do carbohydrates help
your body?
Carbohydrates give your body
the energy it needs to carry out
Put it together
daily activities.
Food and Your Body
2. How do vitamins help your
body? Balanced diet Unbalanced diet
Different vitamins help the body
in different ways. They help
to fight disease and infection,
maintain healthy skin and hair,
and help the sense organs to
function correctly.

3. How do proteins help your

Carbohydrates Proteins Vitamins Minerals Fats and sugar
body?
Proteins help to build and
Review
develop healthy muscles and
1. How do carbohydrates help your body?
bones.
2. How do vitamins help your body?

4 . Why is it important to eat a 3. How do proteins help your body?

balanced diet?
4. Why is it important to eat a balanced diet?
A balanced diet ensures that the
5. What is roughage?
body gets a regular intake of
foods that help to keep the body 6. Provide an example of:

strong and healthy. (a) a ‘go’ food

(b) a ‘grow’ food
(c) a ‘glow’ food
5. What is roughage?
Roughage is food that comes
from plants that helps to push
food through the digestive
system.
Answers to Review
6 . Provide an example of: 1. a. It helps by keeping the body healthy and fit.
(a) a ‘go’ food b. i. provide energy to the body
(b) a ‘grow’ food ii. build strong muscles, help the body grow, and repair damage to the body
iii. help with gums, teeth, muscles, skin, eyes, and with general health
(c) a ‘glow’ food
iv. help the body to grow, develop, and stay healthy
Accept a range of appropriate v. provide body with energy
answers. c. For our body to function well, it is important to eat the right type and the right
amount if food.
d. An unbalanced diet has too many sweet foods and fried foods. Having these
foods can lead to diabetes and obesity, resulting in heart problems.
e. Roughage is food that comes from plants. It helps push food through the
digestive system.
f. Not having fruits and vegetables can make Laila’s gums, teeth, muscles, skin,
and eyes weak. It will affect her health generally.
g. Accept all suitable answers.

2. a. i.
b. ii.
c. i.
d. iv.
e. iii.

27
 Unit 5
Roots and shoots

Learning Outcomes
• Define the root system The root system
in plants and explain how it Plants have two main systems – the root system and the
helps the plant shoot system. Each system helps the plant in different
• Describe the two types ways.
of roots: fibrous and taproots
• Describe the stem, The root system
leaves, flowers, and fruits as The root system has two parts – the roots and root
hairs. The roots of a plant usually grow downwards
parts of the shoot system and into the soil.
explain the functions they carry
out in a plant
• Explain how
photosynthesis takes place in a
plant main
m root

• Identify the parts of a

flower and discuss the function side root
sid
of each part
• Identify the different
parts of a fruit and differentiate root hairs
between one-seeded and
multi-seeded fruits

Vocab. Check
system minerals
fibrous taproots
stems leaves
flowers fruit
process photosynthesis
filament anther
pollen pistil
carbon dioxide
stigma tyle
ovary ovules
sepal petal
stamen fruit
wall fertilize
fleshy dry
edible inedible

28154
 The root system
Background
In most plants, the root system
is the part of the plant that
lies beneath the surface of the
soil (although there are some
exceptions to this). The root
system has three main functions:
Roots often branch out in all directions.
• Roots branch out and help
to hold the plant in place by
The root system helps the plant in two main ways:
anchoring it to the soil.
• It helps to hold the plant in the soil.
• It helps to take in water and minerals from the
soil and carry them to other parts of the plant. • Roots take in water and
minerals from the soil.

• Roots are used for the storage of

food and nutrients.

Further information about parts

and functions of the root system
can be accessed through the
wikipedia link in the Star Science
The roots hold the tree Interactivity Book.
rmly in the ground.

Roots take in water and roots

minerals from the soil.

Engagement
To engage pupils in this topic,
provide small groups of pupils
with an uprooted plant (preferably
a weed) with its roots still
attached.

Provide pupils with adequate

time to observe the root system
using a magnifying glass. Use the
following questions to guide a
class discussion:

Explanation • What can you infer about the

Read pages 44 to 47 of the textbook with pupils. Ensure that pupils function of the roots based on
are familiar with the parts and functions of the root system. their appearance?

• Why do the roots branch out as

they do?

• When observed closely, you

may be able to see tiny root
hairs. What do you think their
function is?

29
 Types of roots
Engagement Types of roots
To engage pupils in this topic, The two main types of roots are the tap root and the
brous root. Look at the plants. In what ways are the
provide small groups with real life roots different?
samples of a plant with fibrous
Some plants, such as the grass and the African violet,
roots and a plant with tap roots. have roots that branch out in all directions. They are
Suitable plants for this include called brous roots.
grass (fibrous roots) and a fresh
carrot (taproot).

In their science journals, get

pupils to draw and describe each
type of root.

Explanation African violet

Read pages 46 and 47 of the

textbook with pupils. Use the grass

illustrations to point out the

structural differences between the
two types of roots.

brous roots

Sci-notes
In small groups, make a
list of some of the local
plants you know of. Use the
school library or the Internet
to classify the plants as
having fibrous root systems
or taproot systems. Make
notes on your finding in your
science journal.

30
The shoot system
Background
The shoot system usually consists The shoot system
of the above-ground parts of a The shoot system has four parts – the stem, leaves,
owers and fruits. The stem of a plant usually
plant. The shoot system has the grows upwards.
following parts and functions:
Stem
The stem joins the roots to the upper parts of the
Stem: plant. It holds up the leaves so they can absorb
The stem usually connects the sunlight.
roots to the upper parts of the
plant. The stem helps to hold the
plant upright allowing the leaves
to trap sunlight more effectively.
The stem also transports water
leaves
and minerals to the leaves and
transports food from the leaves to
other parts of the plant.

ower
Leaves:
The main function of the leaves
is the production of food through
photosynthesis. The food is st
stem

transported via the stem to other fruit

parts of the plant.
The shoot system

Flowers:
The flowers are the reproductive
part of the plant. When the ovules
in a female flower are fertilised,
they develop into seeds. When
these seeds are planted under the
right conditions, new plants will
grow.
Engagement
Fruits: To engage pupils in this topic, divide the class into small groups and give each
The fruits develop from the group a potted plant to observe. Ideally, the plant should have flowers and fruits.
ovaries of fertilised flowers.
The fruits help to protect and In their science journals, get pupils to sketch the shoot system of the plant and
sometimes disperse the seeds label the various parts and their functions.
within them.

31
 Explanation
Read pages 48 and 49 of the
textbook with pupils. Ensure
that pupils are familiar with the
two main functions of the stem
– to hold the plant upright and to
transport water, minerals and food
The stem carries water to other parts of the plant.
and minerals from the
roots to all parts of the
plant. It also carries food
from the leaves to all
parts of the plant.

Evaluation
To assess pupils’ knowledge of
the function of the stem, have
them complete ‘Activity 16’ in the
Extra Info Activity Book.
Inside the stem are tubes
that carry water and food
to the other parts of the In this activity, pupils conduct
plant.
tubes that carry water an investigation and observe
the function of the stem in the
transportation of water to the
leaves and flowers of plants.

tubes that carry food Further scaffolding for this

activity can be found on the
Key: Internet.
movement of water
movement of food

32
Leaves
Background
Photosynthesis is the process by
which the energy of sunlight is

dioxide into food in the form of

glucose.
Leaves
Le
Mo
Most
ost leaves
le es are green in colour
colour. They come in different
Photosynthesis takes place in the shapes and sizes.
shap
sha
chloroplasts of plant cells which
Green leaves make food for the plant, using water,
are found mostly in leaves. carbon dioxide and energy from sunlight. This process is
called photosynthesis.

The carbon dioxide needed for Look at the picture below.

photosythesis enters the plant
through tiny openings (called Light energy
from the Sun.
stomata) found mostly on the
underside of leaves. The water
needed is often taken in by the
roots and transported via the stem
to the leaves. A green pigment,
called chlorophyll, absorbs the
sunlight needed.

Further information about Carbon dioxide is a gas in

the air. It is taken in by tiny
photosynthesis can be accessed openings (holes) found
through the Internet. mostly on the underside tiny openings (holes)
of the leaves. on the underside of
the leaf.

Water is taken in
by the roots.

photosynthesis

Engagement
Start a class discussion about the Explanation
needs of plants. Use the following Read page 50 of the textbook with pupils
questions to guide the discussion: and use the diagram to assist in your
explanation of photosynthesis.
• What does a plant need to
survive?

• Where does a plant get the food

it needs?

• What does a plant need to make

food?

• Where does the food-making

process take place?

33
 Flowers
Background
Flowers
Flowers come in many different shapes, sizes and colours. Although they A flower can be divided into two
look different, they have similar parts. Look at the picture below. main parts – the stamen and the
The stamen is the male part of a ower. It has a lament and an anther. pistil.
The anther makes pollen which is used in reproduction.

The pistil is the female part of the ower. It has a stigma, a style, an The stamen is the male part of the
ovary and ovules. The ovules become seeds. flower. It consists of the anther
and the filament.
stigma anther
The pistil is the female part of the
style pollen flower. It consists of the stigma,
style, ovary and ovules.
pistil stamen
ovary
lament
Usually surrounding the male and
ovules
female parts are petals, which
help to attract insects and other
pollinators.
Go to Activity 47

Further information about the

parts of a flower can be accessed
through the wikipedia link in the
Star Science Interactivity Book.
Petal
The petals are often
brightly coloured to
attract insects.
plant parts
Sepal
Flower stalk
The sepals protect the ow
ower
The ower stalk joins the
at the bud stage. Bring a variety of local flowers to
ower to the stem.
parts of a ower class. Get pupils to observe the
different flowers and discuss the
similarities in the parts they have.

Explanation
Sci-notes Read page 51 of the textbook
with pupils and use the diagram to
For elaboration on this topic,
assist in explaining the different
take the class to the school
compound or a nearby park male and female parts that make
or garden. up a flower.

Get pupils to observe the

different flowers of various
plants. In their science
journals, have pupils draw
and label the parts of the
flowers.

34
 Fruits and seeds
Fruits and seeds Background
When owering plants reproduce, the petals dry up and
drop off. The ovary swells and changes into a fruit. The Pollination is the process by
ovules become the seeds. which pollen grains from the
anther are transported to the
2
1 stigma. The male reproductive cell
within the pollen grains then travel
down the style to the ovary and ovules.
1
Fertilisation occurs when the male
reproductive cells join with the ovules.

Once fertilised, the ovules

develop into seeds. The ovary
The petals dry up and drop off
off.
wall begins to swell and forms a
fruit. The fruit helps to protect the
owers developing seeds and can also aid
in seed dispersal.
3
1

Engagement
To engage pupils in this topic,
1
4
take the class to the school
compound to observe a plant that
has flowers and is in the process
of developing fruits.
Th
The ovary swells
ll tto fform a ffruit.
it Th
The
ovules form seeds inside the fruit.
As a class, discuss some of the
changes that are taking place.
The fruit ripens
ripens.
Get pupils to take notes and draw
pictures in their science journals.

35
 Engagement
To engage pupils in this topic,
bring a range of different fruits to
class.

apple
Assist pupils in cutting the fruits
in half and observing the insides
of these fruits.

As a class, discuss some of the Fruits come in a range of different shapes, sizes and
colours. Many fruits have the same basic parts. They
ways in which the fruits are have sepals, seeds, a stalk and a fruit wall.
similar and some ways in which
Some fruits contain only one seed. They are called
they are different. one-seeded fruits. Other fruits contain many seeds.
They are called multi-seeded fruits.

For exploration on this topic, get

pupils to discuss some of the ways
the fruits can be classified.
stalk sepal

Examples of how they can be mangosteens

classified include:

• Colour
• Texture
• Size
• Shape seed

tomatoes
fruit wall
Explanation peanuts
Using the text and photographs
on pages 54 and 55 of the
textbook, explain to pupils that
fruits can also be classified based
on the number of seeds they
contain and whether they are
fleshy or dry.

In their science journals, get

pupils to classify the fruits in this
way.

164
36
1. What are root hairs?
Root hairs are thread-like
extensions of the roots that take Put it together
in water and minerals from the
soil. Plant system

Shoot system Root system

2. What does a plant need to make
food? Stem
– holds up the plant consists of the roots
To make food, a plant needs – transports water and and root hairs
light, water and carbon dioxide. food to other plant parts
holds the plant in
Leaves the ground
3. What are the different parts of – makes food for the plant
a fruit?
takes in water and
The different parts of a fruit are minerals from the soil
the seeds, fruit wall, stalk and Flowers
sepals. – used for reproduction
– has male parts (stamen)
and female parts (pistil)

Fruits
– formed from the ovary of
the ower
– contains and protects the
seeds
Review
1. What are root hairs?

2. What does a plant need to make food?

3. What are the different parts of a fruit?

Answers to Review
1. a. To hold the plant in the soil and to take in water and minerals from the
soil, to be carried to different parts of the plant
b. Roots hairs are the small roots growing into the soil.
c. Fibrous roots and tap roots. Pupils can draw diagrams looking at the
pictures in the textbook.
d. The shoot system comprises the stem, leaves, flowers, and fruits. The
stem holds up the branches and leaves and carries water and minerals from the
roots to all parts of the plant. It also carries food to other parts of the plant. This
is how it helps keep a plant alive.
e. Photosynthesis is the process through which green leaves make food for
the plant, using water, carbon dioxide, and sunlight. The leaves get light energy
from the Sun, carbon dioxide enters the leaves through tiny holes on the
underside of the leaves, and water is brought in by the roots. When the three
combine, food is produced for the plant.
f. After fertilization, the petals dry up and fall off. The ovary swells and
changes into a fruit; the ovules become the seeds.
g. Flower, petals, ovary and fruit.
h. Fruits may have just one seed or many seeds; they may be fleshy or dry.

2. a. iii. b. iv. c. ii. d. ii. e. iii.

f. iv. g. iii. h. iv. i. ii. j. iii.

37
 Unit 6
Plant reproduction

Learning Outcomes
• Explain that plants
propagate through a process
called pollination
• Explain fertilization in
plants
• Differentiate between
cross-pollination and
self-pollination
• Identify parts of a seed
and explain the function of each
part
• Differentiate between
dicot and monocot plants

Unit Overview
The unit discusses how plants
propagate. It first describes
pollination as an important part
of a plant’s life cycle and then
explains how fertilization takes
place because of it. It goes on to
explain that pollination can take
place in two ways,
self-pollination and
cross-pollination. It discusses the
main agents of cross-pollination:
little birds and insects. A new
Background Engagement seed is formed as a result of
fertilization. The last part of the
Everybody loves flowers: they If possible, show pupils a short unit discusses seeds: monocots
add to the beauty of our gardens film on pollination on YouTube, and dicots.
and surroundings. But where do followed by an animated lesson
they come from? This is the on fertilization. For example, at
question the first part of the unit https://www.youtube.com/watch
answers. The different parts of a ?v=9AuVm1jpKEA
flower were explained in the
previous unit, therefore pupils
are already familiar with anther
Elaboration
and stigma. Pollination, a Ask a few pupils to come to the
process through which plants board and explain the processes
reproduce, has been explained as of pollination and fertilization
the process through which pollen using the diagram you drew. Ask
grains are transferred from the questions to check their learning.
anther of a flower to the stigma.
This leads to fertilization
through which a seed is formed.
Evaluation
Check pupil’s understanding by
giving them Review Q. 1 a) and b).

38
Pollination
Background Think Time
Pollination is of two kinds – Encourage every pupil to think
cross-pollination and on her/his own and write down
self-pollination. their answer on a sheet. At the
Cross-pollination is carried out end of the class call them to the
by birds and insects called front of the class and read out
pollinators. Common pollinators their answers.
are humming birds, bees, and Pollination will not take place in
butterflies. the absence of pollinators,
which means all plants will die.
Without plants we will not have
Explanation any vegetables, cereals, or
fruits. People and animals will
Pupils should read pages 60, 61 die of hunger. If flowers lost
and 62 of the textbook. Explain their bright colour, the same
the text as they read. Encourage would happen as pollinators
them to look at the diagrams and won’t be attracted to them.
pictures which will help them Pollinators would die too as
understand the text. Ask pupils if they will not get any nectar.
they have seen butterflies and
bees hovering over flowers. Next
time they see them they should
observe their actions.

Background
Seed are the most important Vocab. Check
factor in plant reproduction.
After fertilization, the ovules in Pollination cross-pollination
the ovary become seeds. New fertilization pollinators
nectar seed
plants germinate from these
coat embryo
seeds. It is important to learn endosperm cotyledons
what is in a seed and how a new germination monocot
plant comes out of it. Seeds are dicot
either dicots or monocots. Dicots
have two cotyledons or seed
leaves. Monocots have only one
cotyledon or seed leaf. Their
plants can be identified by the Answers to Review
difference in their leaves.
1. a. Pollination is a process through which
new plants are made. There are two types of
pollination: cross-pollination and
self-pollination.
Explanation b. Fertilization takes place when the male
If it’s mango season, take the seed cells of the flower reach the ovules and combine
cut out from an unripe mango. with the female cells of the flower.
Since the seed is big, it would be c. The parts of a seed are: embryo,
easy to explain what is inside. endosperm and seed coat. The embryo grows
Otherwise you may take bean into a new plant; the endosperm stores food, and
seeds soaked overnight and some the seed coat is the outer covering that protects
magnifying glasses. Slice the seed the seed from damage.
gently and show pupils what is d. Monocots are plants whose seeds have
inside. only one seed leaf; dicots are plants whose seeds
Pupils should read pages 63 and have two seed leaves. The leaves, stems, roots,
64. You may draw the diagram of and flowers of dicots and monocots are different
a seed on the board and label it. from each other.
Explain the different parts of the
seed. Explain the difference 2. a. i b. iii c. i
between a monocot and dicot seed. 3. a. dicot b. monocot

39
 Unit 7
Matter

Learning Outcomes
• Define matter, mass,
and volume
playing football
• Discuss the three forms
of matter and explain that each
state depends on the
arrangement of particles and the
spaces between them

Unit Overview
The unit begins with the
definition of matter, mass, and
volume. It introduces atoms as
the units that all matter is made
of. It goes on to explain the three
types of matter: solid, liquid, and
gas. At the end of the unit, the
major characteristics of each
state of matter are listed.

Background
Matter is everything that has a
mass and takes up space. Mass is
the amount of matter an object
contains. Volume is the amount
of space an object takes up.
Matter occurs in three states.
Each state is determined by the
arrangement of atoms. A solid
has a fixed volume and a fixed
shape because its atoms are
closely packed together.

Engagement
Sci-notes Place some differently shaped
solids on your table. Ask pupils
Encourage pupils to find the to observe that no matter where
answer individually through you keep them, or into which
research, and then discuss in container you put them, they
class. always remain the same. This is
Mass is the matter contained in what determines they are solid.
an object and is measured in Ask pupils for examples of
kgs. Weight is the force exerted solids around the classroom.
on that object by gravity. Mass
always remains the same but
weight changes as the force of Ask questions to check if pupils
gravity changes. have understood the difference
between mass and volume. Help
them understand the difference
between mass and weight.

40
 Background
Solids, liquids, and gases are
different from each other
because of the arrangement of
Think Time
particles. In a liquid the particles
Ask pupils to discuss this
are not packed so closely. In
among themselves and come
gases they are even more further
up with all kinds of answers.
apart. Because of this, liquids
Listen to all possibilities.
flow and do not have a definite
Leaking gas can be dangerous.
shape. They take the shape of
It can catch a flame and can
their container. Gases can spread
also be deadly. That is why it is
in all directions because the
given a smell that can be
particles are free to move.
detected.

Elaboration
Having done the activity with
solids, do it with liquids now.
Place different types of liquids Answers to Review
in bottles on your desk. Pour 1. a. Anything that takes up space and has a
each into a differently-shaped mass is matter. Mass is the amount of matter in an
container. Ask pupils why each object. Volume describes the length, breadth, and
liquid takes the shape of the height of an object.
container. Now ask them to read b. The different states of matter solid, liquid,
pages 71 to 73. After the text and gas. The particles in a solid are closely packed
has been read a few time ask together. In a liquid they are less closely packed and
pupils if they can now tell you in a gas they are even more spread out.
now why liquids take the shape c. The particles of a liquid are loosely packed
of their container. The same together. They slide past each other so if the liquid is
happens with gases, but if the poured into a container they move around to take its
container does not have a lid, the shape.
gas flows out of the container. d. We have to tie a knot after filling up a
Explain that the particles in a gas balloon with gas because the particles in a gas can
are even further apart. move freely. Without the knot they would easily
Pupils should note down the flow out and leave the balloon.
differences between the three e. The state of matter is determined by the
forms of matter, given on page arrangements of its particles and the amount of space
73, in their science journals. between them.

2. a. ii
b. ii
c. iii
d. ii
e. iv
f. iii
Vocab. Check g. iv
h. iii
mass atoms
particles space
solid liquid
gas

41
 Unit 8
Heat energy

Learning Outcomes
• Explain that two or
more atoms combine to make a
molecule and that all matter is
made of atoms.
• Explain that molecules
are always in motion and when
matter is heated its molecules
gain speed. The faster the
molecules, the higher the
temperature.
• State that temperature is
a measure of degree of hotness
or coldness.
• Name some scientific
instruments that are used for
checking temperature. Explain
their working.
• Use a thermometer to
measure the temperature of
water in degrees Celsius.
• Use a clinical
thermometer to measure body
temperature
• Relate change in
temperature to heat gain and heat
loss.
• Infer that heat can only
flow from a hot region to a cold
region.
124

Background
Heat and temperature are
different things though they are Explanation Think Time
taken to be the same. All matter
is made of atoms but atoms join Read page 73 with the pupils. Ask pupils to form groups to
together to form molecules. Two Draw the diagram of the water discuss how knowing the
or more atoms make a molecule. molecule on the board and temperature of different things
When something is heated its explain how two atoms of can help us. Each group leader
molecules start to move faster hydrogen and one of oxygen should stand up and share his
and the object gains heat. The form it. The diagram at the findings.
speed at which the molecules bottom of the page will explain
move give us the temperature of what happens to molecules of an
the object. Faster molecules object when it gains or loses
raise the temperature. temperature.

Sci-notes
Ask pupils to do this activity at
home. You may send a note to
the parents beforehand. Ask
pupils to share their findings in
the next class.

42
 Answers to Review
1. a. Heat is what you feel
with your senses. Temperature is
the degree of hotness or
coldness.
b. Atoms are tiny particles
all matter is made up of. Two or
playing football more atoms join to form a
molecule. When an object is
heated, its molecules start to
move faster. The temperature
rises as the speed of the
molecules rises.
c. A thermometer
measures temperature in
degrees.
d. By using our sense of
touch.
e. If a metal teaspoon is
put in a hot cup of tea, the tea
will lose its heat and the spoon
will gain it. If you touch the
spoon it will feel hot.

2. a. two atoms of hydrogen

and one of oxygen.
b. faster
c. Temperature
d. Celsius, Fahrenheit
e. digital, clinical

3. a. iii
b. iv
c. iii
d. i
e. ii

Vocab. Check
molecules oxygen
hydrogen datalogger
digital thermometer
clinical thermometer
heat sensor

43
 Unit 9
Mixtures and solutions

Learning Outcomes
• Define mixture and
solution and differentiate
between the two.
playing football • Explain how mixtures
and solutions are visible in our
daily lives.

Background
We work with mixtures and
solutions in our daily lives. We
mix things while in the kitchen,
while working outside, or doing
arts and crafts. But we don’t
always get a mixture in the end –
sometimes it is a solution. In a
mixture when two or more
substances are combined, each
retains its property and each can
be separated. For example,
mixing sand and water. But in a
solution, one substance dissolves
in the other. For example, when
we make lemonade, sugar and
lemon dissolve in water, making
lemonade a solution.

Engagement
Take some transparent glasses,
some spoons, salt, sugar, sand,
and pebbles to class. Gather
pupils around your table as you
Sci-notes Explanation
demonstrate how mixtures are
different from solutions. Ask
Ask pupils to bring the stated Ask pupils to read pages 85 ,86, pupils to pour some water into
things from home and have and 87 of the textbook. Explain each glass. Now put some salt in
them do these experiments the text and take their questions. the first glass, sugar in the
individually in class. They Explain the difference between a second, sand in the third, and
should enter their findings in solute and a solvent. Ask pupils pebbles in the fourth. Ask pupils
their science journals which to give you examples of to give each glass a good stir.
should be checked by you. mixtures and solutions from Let them see how sugar and salt
their daily lives. gets completely dissolved in
Answers to Review water, which pebbles and sand
just settle at the bottom and can
1. a. A mixture has two or more substances which are mixed by not joined. The substances can be seen.
easily be separated. Pupils will give examples of mixtures they used in their daily life.
b. A solution is a kind of mixture in which there is a solvent and a solute. The solute dissolves
in the solvent to form the solution.
c. A solution can be formed by mixing different forms of matter. Oxygen dissolves in water Vocab. Check
so that sea animals can breathe. Sugar, a solid, is dissolved in water to make a sweet solution.
mixture solution
2. a. a substance that can dissolve another substance separation dissolve
b. a substance that gets dissolved in another substance properties solute
c. a mixture in which one substance dissolves in another substance solvent insoluble
d. a substance that does not dissolve in another substance

3. a. ii. b. iv. c. i. d. ii. e. iv.

f. ii. g. iv. h. i. i. i. j. i.
44
 Unit 10
Separating mixtures
and solutions

Learning Outcomes
• Explain that valuable
substances can be extracted from
mixtures and solutions, using
playing football simple methods.
• Explain or use these
methods to separate light or
heavy insoluble solids from
liquids, solids from magnetic
materials, or a solute from a
solvent.

Background
Separating substances from
mixtures and solutions is an
important part of chemistry and
modern industry. Many
substances we use today
commonly were once part of a
mixture. Substances are
separated from a mixture
through a process. Some of these
processes are very complex and
are only carried out in industries.

Engagement
Pupils have studied about
mixtures and solutions in the
previous unit. The mixtures and
solutions they made in class can
be made again, using salt, sugar,
Elaboration water, sand, and pebbles. Place
these on your table and ask
Go through pages 92 and 93 with your pupils pupils to think of ways to
and explain the text where required. Explain separate the substances. Let
why some substances need to be separated, them come up with ideas.
e.g. salt from sea water. The oceans contain Separating pebbles will be the
so much water but we cannot bring it to any easiest.
use because it contains too much salt. This is
where knowledge about separating mixtures
and solutions helps us. Think Time
For separating salt and sugar solutions, pour Give pupils some time to
the solutions into two flat dishes separately come up with such mixtures
and place the dishes near a window where and solutions. Accept all
they can catch the sun. In a few days, when answers but ask for an
the water has evaporated pupils will find explanation.
traces of sugar and salt left behind. Since this Tea leaves can be separated
will take time, the text on page 93 will help from water with a strainer;
them learn the process. separating cream from milk;
taking out impurities from
water.

45
 Engagement
Pupils most probably used the
decanting method to separate
sand from water in the previous
class. Let them know the name
of the process and that they will
study about it in this class, along
Sci-notes
with two other methods.
Give this as home task. This
has to be individual work.
Elaboration
It would be good if the shown
method of separating can be
carried out in class. If a stand is
not available, the filter paper can
be placed in a transparent glass
and the mixture can be poured
into it. Teach pupils to fold filter
paper to form a cone. You may
carry out the other process of Vocab. Check
separation, using a magnet for
chemistry complex
separating iron filings from sand.
decanting evaporation
residue filtration
filtrate sedimentation
Explanation precipitate
Reading the text on pages 94 and
95 of the textbook will further
explain these methods of
separating mixtures and
solutions. Write the difficult Answers to Review
words on the board. Ask 1. a. Some very important substances can be extracted from mixtures and
questions to check pupils’ solutions.
understanding. b. i. evaporation ii. decantation iii. filtration or evaporation
iv. using a magnet v. filtration or evaporation
vi. decantation then evaporation
Put it together c. Sea water is trapped in large salt pans and is left to evaporate in the
Pupils should copy the concept sun. What is left behind is just salt.
map given on page 96 into their
science journals for future 2. a. the insoluble substance that is left in a filter
reference. b. used for separating a solute from a solvent
c. used for separating heavier insoluble solids from liquids
d. used for separating two solids where one solid has magnetic qualities
e. used for separating a solute from a solvent
f. used for separating settled solid particles from liquid

3. a. ii
b. ii
c. i
d. ii
e. i
f. iii
g. i
h. i

46
 Unit 11
Simple machines

Learning Outcomes
• Define a simple machine
and explain with the help of
examples how it makes our work
easier.
• Identify the simple
machines we use in our daily lives
and discuss how they help us.
• Explain that many simple
machines come together to form a
bigger machine.

Background
A simple machine is a device that
uses mechanical advantage to
change the direction or magnitude
of a force to make work easier.
Simple machines can make work
easier in the following ways:
• transferring a force from one
point to another
• increasing the distance or speed
of a force
• increasing the magnitude of a
force
• changing the direction of a force
In this unit pupils are introduced
to the following types of simple
machines:
• levers
• inclined planes
Explanation
Read pages 100 and 101 of the textbook with pupils.
• wheel and exle
Explain how a lever moves about a xed point to move objects. In their
• pulley
science journals, get pupils to draw an example of a lever being used to move an
• gears
Engagement object. On the drawing, pupils should label the xed point.
Conduct the following activity in
class to introduce this topic.
1. Bring a hammer, nail and a
wooden board to class.
2. Hammer the nail about 1 cm Vocab. Check
into the wooden board. tools wheel and axle
3. Invite pupils to try to remove pulley gear
lever inclined
the nail using their hands. plane pivot
4. Demonstrate that the nail can lift turn
wedge screw
be easily removed using the force systems
claw of the hammer.
Explain to pupils that the claw of
the hammer is a type of lever. As
a class, discuss how a lever can
make it easier to move things.
47
 Elaboration
For elaboration of this topic, get
pupils to identify objects at school
and at home that make use of
levers. In the spirit of co - operative
learning, have pupils share their
list of objects with others.

Engagement
Introduce and de ne the terms
‘inclined’ and ‘plane’ and explain
to pupils that an inclined plane is
a at surface that is lower at one
end and higher at another.

Exploration
For exploration on this topic,
divide the class into small groups
and have them make a list of
situations in daily life that make
use of inclined planes. Such
examples include:

• wheelchair ramps
• ramps used in loading and
unloading a truck
• winding road up a mountain
• stairs
• skateboard ramps

48
Wheel and axle
Engagement
To engage pupils in this topic,
give examples of wheels and
axles and how they are used
in daily life.

Exploration
For exploration on this topic,
divide the class into small groups
and have them make a list of
situations in daily life that make
use of the wheel and axle. Such
examples include:

• cars
• wheelbarrows
• windmills
• steering wheels
• doorknobs
• fans
• water taps

Explanation
Read pages 105 and 106 of the
textbook with pupils. Explain
that a wheel and axle consists of
two parts: the wheel, which is
usually shaped like a circle, and
the axle, which is smaller than the
wheel and is usually shaped like a
cylinder or smaller circle.

49
 Pulley
Engagement
To engage pupils in this topic,
show examples of pulleys
and how they are used in daily
life.

Exploration
For exploration on this topic,
divide the class into small groups
and have them make a list of
situations in daily life that make
use of pulleys. Such examples
include:

• cranes
• sailing ships
• ag poles
• conveyor belts
• rock climbing equipment
• cassette tapes

Explanation
Read pages 107 and 109 of the
textbook with pupils. Explain to
pupils that a pulley consists of a
wheel with a rope running through it.

Demonstrate how to set up a

pulley by attaching a pulley to a
retort stand. Tie an object to one
end of a piece of string and pass
the other end through the pulley.
xed
Have pupils observe the direction
the string moves and the direction
the object moves.

In small groups, get pupils to set

up a single xed pulley system to
observe this for themselves.

50
Gears
Engagement
To engage pupils in this topic,
show examples of gears and
how they are used in daily life.

Exploration
For exploration on this topic,
divide the class into small groups
and have them make a list of
situations in daily life that make
use of gears. Such examples
include:

• cars
• wrist watches
• drills
• bicycles
• machinery
• military tanks

Explanation
Read pages 110 and 111 of the
textbook with pupils. Explain to
pupils that gears consist of two or
more wheels with teeth. When the
teeth of the gears are connected,
they cause the gears to move in
opposite directions when turning.

Use a model with two gears to

demonstrate how turning one gear
affects the movement of the other
gear. Allow pupils to turn the
gears and observe how the gears
move.

51
 Elaboration
You may wish to conduct the
following activity in class for
elaboration on this topic.

1. Introduce the terms ‘clockwise’

and ‘anti-clockwise’ to pupils.

2. Draw two gears on the

whiteboard and ask pupils to
describe what will happen when
the gear on the left is turned in
a clockwise direction.

3. Add another gear and ask pupils

to describe what will happen
when the gear on the left is
turned.

From this activity, pupils should

infer that adjacent gears turn in
opposite directions.

52
Systems in Machines
Engagement
Bring some objects that are
made up of more than one
simple machine to class. Some
appropriate examples include:

• scissors (levers, wedge)

• screwdriver (wheel and axle,
wedge)
• hand drill (wheel and axle,
gears)

Allow pupils time to observe the

objects and name the different
simple machines.

Exploration
For exploration on this topic,
divide the class into small groups
and have them list the simple
machines that can be found in the
following objects:

(a) wheelbarrow
(wheel and axle, lever)

(b) can opener

(gears, wheel and axle)

(c) stapler
(wedge, lever)
Explanation
Read pages 114 and 115 of the
textbook with pupils. Use the
example of the bicycle to point
out that many of the things we use
in daily life are made up of more
than one simple machine.

Elaboration
For elaboration on this topic,
get pupils to invent their own
compound machine.

Pupils can draw the compound

machine in their science journals
and label the parts and functions
of the machine.

53
 1. List three examples of electrical
systems used at home.
Accept a range of appropriate
answers. Common answers
may include fans, refrigerators,
televisions, computers and
lights.

2. List two objects that make use

of:
(a) a lever
can opener, scissors
(b) an inclined plane
ramp, winding road
(c) a wheel and axle
tap, doorknob
(d) a pulley
crane, ag pole
(e) gears
clock, bicycle
Accept a range of appropriate
answers.

3. Draw an object that is made

up of more than one simple
machine. Label the different
simple machines.
Accept a range of appropriate
answers.

Answers to Review
1. a. A simple machine is a tool which makes use of a single force to do work easily.
b. A lever helps us lift or move objects.
c. An inclined plane look like a slope as it is higher at one end. It makes it easier to
move an object to a higher or lower place.
d. A wedge can be used to push objects apart.
e. Individual work
f. A pulley is made of two or more wheels over which you loop a rope to make it
easier to lift things.
g. Gears are wheels with teeth. When one gear turns, it makes the other gear turn.
Gears can be used to make things move faster or with more force.

2. a. ii
b. ii
c. iv
d. ii
e. iii

3. a. pivot
b. lever
c. inclined plane
d. knife
e. wedge

54
 Unit 12
Electrical energy

Learning Outcomes
• Explain how a simple
circuit is formed.
playing football
• Differentiate between a
series circuit and a parallel
circuit.
• Use symbols to
represent electrical components
and make circuit diagrams to
show how different electrical
components are connected in an
electric circuit.

Engagement
Light all the bulbs in the
classroom. Then switch off one.
The rest will stay on and so will
the fan. Let pupils know they are
about to learn why the circuit
does not break on turning the
switch off: the lights and fans
stay on and only one goes off on
clicking the switch.

Elaboration
Draw a series circuit and a
parallel circuit on the board.
Explain to pupils how the other
circuits do not break in a parallel
circuit when one switched is
turned off. This is why the other
lights and the fan stayed on in
Explanation the classroom, only the circuit
that had that one light was
Reading page 122 of the book
broken. This is why parallel
will further explain what you
circuits, rather than series
just showed on the board. Take
circuits are used in homes and
pupils’ questions as the text is
other places.
read. Make a comparison
between a series circuit and a
parallel circuit.

55
 Series Circuits
Background
The components in a circuit can
be connected together in different
ways. One of the simplest ways
to connect the circuit components
together is in series. In a series
circuit, there is only one path
along which electricity can ow.

Series circuits can be seen in

simple devices such as torches
and fairy lights. They are not
commonly used in most circuits
as a fault in one component will
affect all other components in the
circuit.

When more dry cells are added in

series, the electric current owing
through the wires increases.
This causes an increase in the
brightness of the bulbs in the
circuit.

When more light bulbs are added

in series, the electric current
owing through the wires is
divided between the light bulbs.
This causes a decrease in the
brightness of the bulbs.

Engagement
Set up a simple electric circuit consisting of a dry cell, wires and a light bulb.
series circuits Start a class discussion about what could be done to increase and decrease the
brightness of the bulbs. You may wish to use the following questions to guide
the discussion.

What is the source of electricity that causes the light bulb to light up?

What could be done to increase the brightness of the light bulb?

What could be done to decrease the brightness of the light bulb?

What happens to the brightness of the light bulb when more dry cells are added?

What happens to the brightness of the light bulb when more light bulbs are
added?

56
 Adding more bulbs
in series
Exploration
Divide the class into small groups
and give each group some wires, a
light bulb and two dry cells. Allow
pupils time to experiment with the
effect of adding dry cells in series
on the brightness of the bulbs.

Give each group an additional

light bulb. Allow them time to
experiment with the effect of
adding a light bulb in series on the
brightness of the bulbs.

Explanation
Read pages 121 of the
textbook with pupils. Set up
Circuit P as shown on this page
and get pupils to observe the
brightness of the bulb.

Add an additional dry cell to

set up Circuit Q and ask pupils
to describe the difference in the
brightness of the bulb in each
circuit.

Set up Circuit X as shown on page

Think Time 121 and get pupils to observe the
What will happen when one of the light bulbs in Circuit Y is brightness of the bulb.
broken? Why does this happen?
Add an additional light bulb to
When one of the light bulbs in Circuit Y is broken, the other set up Circuit Y and ask pupils
light bulb will not light up. This happens because the
to describe the difference in the
broken light bulb causes a break in the circuit, making it
incomplete or open. brightness of the bulb in each
circuit.

Based on their observations, get

pupils to write a conclusion about
the effect of adding dry cells
and light bulbs in series on the
brightness of the bulbs.

57
 Circuit Drawings
Background
The circuits used in electrical
appliances and devices
often contain many different
components. For this reason,
circuit symbols and circuit
diagrams are used to show the
way in which a circuit is to be
assembled.

Further information about circuit

diagrams can be accessed through
the wikipedia link in the Star
Science Interactivity Book.

circuit diagrams

Engagement
Engage pupils in this topic by
starting a class discussion about
the use of circuit diagrams. You
may draw an analogy between
circuit diagrams and the blueprints
used by architects and builders.

If available, bring a complex

circuit diagram to class to
demonstrate the use of circuit
diagrams in electronics.

Exploration/Explanation
Read page 123 of the textbook with
pupils and demonstrate the correct
way to draw circuit symbols. In
their science journals, get pupils
to practise drawing the circuit
symbols shown on page 123 of the
textbook.

58
Circuit diagrams
Exploration
Before reading the textbook with
pupils, draw some examples
of circuit diagrams on the
whiteboard and ask pupils to
name the circuit components in
each diagram.

In small groups, get pupils to

build the circuits based on the
diagrams you have drawn.

Explanation
Read pages 124 and 125 of
the textbook with pupils. To
demonstrate their understanding
and skills, assemble a simple
circuit with a switch and get
pupils to draw the circuit diagram
for the circuit in their science
journals.

59
 Elaboration
In pairs, get pupils to practise
drawing different circuit diagrams
and then building the circuits
based on their drawings.

You may also wish to divide

the class into small groups and
have them race to build different
circuits based on circuit diagrams
you draw on the whiteboard.

60
Elaboration
In small groups, provide pupils
with more than one of each type
of component.

Draw some more complex circuit

diagrams on the whiteboard
and get each group to correctly
assemble the circuit.

Get each group to draw a complex

circuit diagram on a sheet of paper
and pass the diagram to another
group to correctly assemble the
circuit.

Once pupils have shared a number

of different circuit diagrams,
remind pupils of the importance
of drawing circuit diagrams
neatly so that they can be easily
understood by others. Emphasise
the importance of:

• drawing the correct symbol for

each component

• drawing the symbol neatly and

clearly

• using a ruler to draw wires as

straight lines

• making sure that lines touch

at the points where wires are
connected.

61
 Answers to Review
1. a. A series circuit has a
single path for electric current
while a parallel circuit has
multiple pathways. Current
remains the same in all parts of
the circuit in a series circuit;
current is different in each
component in a parallel circuit. So
in a parallel circuit, bulbs don’t
share energy with one another,
while in a series circuit they do.
Bulbs grow brighter in a parallel
circuit.
b. This is because
electricity is not flowing through
just one path only. The other path
is able to complete the circuit.
c. Bulbs do not glow so
brightly because they share energy
with one another.

2. a. The brightness of the

bulbs decreases.
b. Nothing.

3. a. T
b. F
c. F
d. T
e. T

Vocab. Check
switch wire
circuit series
dry cells
brightness parallel
symbols components

62
 Unit 13
Light energy

Learning Outcome
• Identify the various
sources of light.
playing football
• Explain that many of
the sources of light we use come
from the conversion of electrical
energy into light energy.
• Differentiate between
luminous and non-luminous
objects.
• Explain how light helps
us to see things.
• Define transparent,
translucent, and opaque objects
and explain their uses.

Vocab. Check
sources fuels
electrical devices
convert lightning
luminous non-luminous
reflect bounce
transparent translucent
opaque light

Explanation
Use the text and photographs on
pages 132 and 133 of the textbook
to revise and explain that a source
of light is anything that gives out
light of its own.

63
 Extra Info
The ability of living things
to give out light is called
bioluminescence.

reworks
A common example of
burning candles bioluminescent insects are
fireflies.

Other examples include glow

worms, anglerfish, some
Before the light bulb and other
electrical devices were invented, jellyfish such as sea nettles
burning fuels were widely used as Extra Info and a number of marine
sources of light.
Some animals such as
plankton.
lso
fireflies and krill are also
Other examples of sources of light sources of light.. This is
include reworks and erupting because their bodies give
volcanoes. ut light.
out

re y For elaboration on the topic

erupting volcano
of sources of light, you
may wish to get pupils to
undertake a research project
about bioluminescence.
Pupils could report their
findings in their science
journals, as a poster or slide
show.

64
Explanation
For a pupil-focused explanation
on this topic, get pupils to list 10
different objects or appliances in
their homes that are sources of
light.

Pupils should record their data in uorescent lights computer monitor

a table in their science journals
(see examples on the right).
Electricity is an important source of energy for
people because it can be converted into many

Elaboration other forms of energy.

A range of extra resources on If you look around your home, you will discover
that many of the sources of light we use come
this topic are available on the from the conversion of electrical energy into light
incandescent
Internet. energy.
light bulb

Some common examples include light bulbs

and televisions.

torch

66

Things at home that can give out light

1. Microwave 6. Desk lamp
2. Television 7. Fluorescent light
3. Gas burner 8. Torch
4. Candle 9. Mobile phone
5. Computer monitor 10. Computer game

65
 Think Time
A glow stick contains two
types of chemical – one in an
outer container and one in an
inner container. A fluorescent
dye is also present.

When a glow stick is bent,

television screen stage lights
the inner container breaks.
Shaking the glow stick mixes
the two chemicals together.

Other sources of light that come from the The two chemicals interact
conversion of electrical energy include and release energy. The
traf c lights, stage lights and computer flourescent dye accept this
monitors.
energy and convert it into
Have you ever seen a thunderstorm and light. This flourescent dye
noticed the ashes of light across the sky? determines the colour of the
glow stick.
The ashes of light are called lightning.
As lightning gives out light of its own, it is
also a source of light. If available, bring some glow
sticks to class and allow pupils
Go to Activity 22 to observe the light which is
produced.

lightning

Think Time
In small groups, use the
Internet to find out what
makes glow sticks glow.
Would you classify them as
a source of light?

66
 How light helps us to see
How light helps us to see Bankground
We are able to see things when
You have learnt that a source of light is anything that
gives out light of its own. We are able to see things that light enters our eyes from a source
are sources of light because the light travels from the of light or from an object that is
sources and into our eyes.
reflecting a source of light.
A computer monitor, for example, is a source of light.
You see what is on the monitor when light travels from
the monitor and into your eyes. Photoreceptor cells (rods and
cones) in our eyes change the
light image into electrochemical
impulses which travel along the
optic nerve to the brain. Here
We see a source of the brain interprets the electrical
light when light travels
from the source, into signal as the images that we see.
our eyes.

Common Misconception
‘We are able to see things because
light illuminates them’.

In order to see an object, light

must enter our eyes. We are
able to see the things around us
because they are either sources of
light, or they reflect light.

Engagement
To engage pupils in this topic and
to address any misconceptions,
have pupils complete the ‘How
we see things’ worksheet.
Explanation You may also wish to have pupils
For a pupil-focused explanation of
complete this worksheet again at
this topic, get them to list some of
the end of this topic as a form of
the things we can see that are not
self-assessment.
sources of light.

Pupils should draw a diagram in

their science journals to explain
Explanation
Read page 136 of the textbook
how light travels when we see
with pupils and use the photograph
objects that are not sources of
to explain how we see things
light.
that are sources of light.

If time permits, get pupils to Get pupils to draw a picture in

experiment with the ways in their science journals that shows
which a mirror can be used to see how we can see images on a
something that is blocked by an television screen.
opaque object.

67
 Explanation
Use the photographs of the Sultan
Omar Ali Saifuddin Mosque on
the top of page 137 of the textbook
to start a class discussion about
how we are able to see things that
are not sources of light. Use the
The Sultan Omar Ali Saifuddin Mosque The Sultan Omar Ali Saifuddin Mosque
following questions to guide the during the day. at night.
discussion:
Look at the photographs of the Sultan Omar Ali Saifuddin
Mosque above. The mosque is not a source of light, yet
• Is the Sultan Omar Ali
we are able to see the mosque during the day and at
Saifuddin Mosque a source of night. How is this so?
light?
When light falls on an object, some of the light is
re ected off, or bounces off the object. This light travels to
• What things can you see in the our eyes and allows us to see the object.

photograph of the Sultan Omar A good way to see how light is re ected off an object
Ali Saifuddin Mosque during is to use a mirror. In the photograph below, light is
re ected off the girl’s face onto the mirror. The mirror
the day? re ects the light back to the girl’s eyes.

• How are we able to see the

Sultan Omar Ali Saifuddin
Mosque during the day?

• How are we able to see the

Sultan Omar Ali Saifuddin
Mosque at night?

Elicit that during the day, the

Sultan Omar Ali Saifuddin
Mosque reflects light from the
Sun. This light is reflected into
our eyes and enables us to see the
mosque.

At night, we are able to see the

mosque because it reflects light
from the sources of light around it.

Elaboration
For elaboration on this topic, get
pupils to construct a periscope
using cardboard tubes and a
mirror. Instructions and further
information may be taken from
the Internet.

68
 Explanation
For a pupil-focused explanation of
this topic, get them to list some of
the things we can see that are not
sources of light.

Pupils should draw a diagram in

their science journals to explain
how light travels when we see
The green parrot on the right is not a source of
light. The girl is able to see the parrot because
objects that are not sources of
it is re ecting light from the Sun. light.

If time permits, get pupils to

experiment with the ways in
which a mirror can be used to see
something that is blocked by an
opaque object.

The Moon is not a source of

light. Why are we able to see
the Moon?

69
 Light and materials
Background
The girl is able
One physical property of materials
to see through the is the amount of light they allow
window because the
glass is transparent. to pass through them. This
property is called transparency.

A transparent material allows

light to pass through it easily.
This allows us to see through the
material.

A translucent material allows

some light to pass through it. We
are not able to see through these
materials clearly.

An opaque material does not

allow any light to pass through
transparent containers
it. We cannot see through opaque
materials.

Further information about

transparency can be accessed
through the Internet.

transparency

Exploration
Get pupils to cut a rectangular piece of clear plastic film (similar to those
Sci-notes
used for overhead transparencies) and tape it to an ice-cream stick. Examples of objects made of
transparent materials include:
Have pupils hold the film over their eyes and describe what they see.
• Windows
Elicit that we are able to see clearly through the plastic film because it • Eye glasses
allows light to pass through. Based on their observations, get pupils to • Protective goggles
• Beakers
identify other objects that are transparent.
• Magnifying glasses and
binoculars

Sci-notes
In your science journal,
describe some examples
where it would be important
for an object to be made of
a transparent material.

70
 Exploration
Get pupils to cut a rectangular
piece of tracing paper and tape it
You cannot see clearly
to an ice-cream stick. through the window
because it is made of
translucent glass.
Have pupils hold the tracing paper
over their eyes and describe what
they see.

Light
Elicit that we cannotand materials
see through
Like the objects on the previous page, the window above
the tracing paper
Differentclearly because
materials allow different amounts of light to is also made of glass. However, it is different in that it is
it only allows
passsome light
through to pass
them. Glass on this page is transparent translucent. It allows only some light to pass through it.
– it allows all light to pass through it.
through. Other materials that can be made to be translucent
Transparent materials are helpful as they can be used include plastic, paper and fabric.
to make objects that we can see through.
Based on their observations, get
pupils to identify
Besidesother
glass,objects
what other materials can you think of
that can be transparent?
that are translucent.

translucent paper lanterns

translucent
plastic
p

78 71
 Exploration
Get pupils to cut a rectangular
piece of cardboard and tape it to
an ice-cream stick.

Have pupils hold the cardboard

over their eyes and describe what
wood Wood and metal are they see.
opaque materials.
metal
Elicit that we cannot see through
The wood and metal above are examples of the cardboard because it does not
opaque materials – they do not allow any light to
pass through them. allow light to pass through.

B
Because no light can pass through opaque objects,
w
we are not able to see through them. Based on their observations, get
pupils to identify other objects
B
Besides wood and metal, what other materials are
o
opaque? that are opaque.

Elaboration
A range of worksheets and
activities relating to transparency
opaque objects can be found on the Internet.

Answers to Review
1. a. A source of light is anything that can give out light of its own. The most important
of these is the Sun. Pupils will name other sources of light they know.
b. A luminous object gives out light of its own. An non-luminous object reflects the
light of a luminous object and is thus seen. The Sun is a luminous body. When sunlight falls
on the Moon, a non-luminous body, it is reflected and we are able to see the Moon.
c. Light from a luminous body falls on a non-luminous body. It bounces off the
objected and enters our eyes. That is how we can see it.
d. Light can pass through transparent material, some light can pass through translucent
materials, and no light can pass through opaque materials.
e. Some objects need to be transparent, e.g. spectacles and windows. Others need to be
translucent, e.g. plastic, paper, and fabric. Opaque materials can be used where there is no
need for transparency, like in furniture and walls.

2. a. iv
b. i
c. ii
d. iv
e. iii

3. a. light
b. energy
c. light
d. fuels
e. reflected

72
 Unit 14
Earth in space

Learning Outcomes
• Explain that the Earth
turns on its axis which gives us
night and day.
• Define rotation and
revolution of the Earth and
explain the difference.
• Explain why the need
arose for creating a leap year.
• Explain how seasons
are caused.

Background
Pupils experience different
seasons in a year. The
temperature changes with each
season and with it changes our
lifestyle. We wear different
kinds of clothes in winters than
in summers, and our activities
also differ.

Engagement
Pupils already know the names
of the four seasons. Engage them
in the topic by asking how they
dress up in each season and how
their activities change. Ask if
they can guess what causes
seasons and why they come in 124
the exact same sequence. Accept
all answers.

Explanation
Use the board to explain how
seasons are caused. Draw the
diagram given in the textbook Vocab. Check
and as the pupils read the lesson, axis rotation
explain how Earth moves around revolution imaginary
the Sun. Stress that the tilt of the spin orbit
Earth is very important as is the leap year
elliptical orbit. Answer all their seasons elliptical
questions. oval tilt
Northern Hemisphere
Evaluation Southern Hemisphere
summer autumn
To check if pupils have winter spring
understood how seasons are North Pole South Pole
caused, ask them to complete heat
Activity 45 in their Activity
books. Also give them Review
questions.

73
 ,
The Earth s rotration
Exploration
Explain to pupils that the
phenomenon of night and day
occurs because of the rotation of
the Earth.

Assess prior knowledge by asking

pupils to demonstrate how the
Earth moves. Divide the class into
small groups. Give each group a
torch to represent the Sun and a
ball to represent the Earth. Ask
groups to demonstrate how they
think the Earth moves.

Return to this activity at the end

of this topic once the movement
of the Earth has been explained to
pupils.

Explanation
Read pages 146 and 147 of the
textbook with pupils. Use a model
of the Earth (globe) to introduce
the terms ‘rotates’ and ‘axis’.

Using a torch to represent the

Sun, demonstrate how the Earth
rotates. As you spin the globe, ask
pupils to explain which part of
the Earth is experiencing daytime
and which part is experiencing
nighttime.

Ensure that pupils understand

that it takes the Earth 24 hours to
complete one rotation.

74
 Elaboration
Place a lamp in the centre of the
classroom and explain to pupils
that the lamp represents the Sun.

Get all pupils to form a circle

around the lamp and move apart
slightly to allow them to rotate.
Explain to pupils that each of
them represents the Earth.

Extra Info Begin with all pupils facing the

In countries near the lamp. Ask pupils which part of
equator,there are about
12 hours of daylight and them experiences daytime and
12 hours of darkness every
day. In countries far from which part of them experiences
the equator, the hours of nighttime.
daylight and darkness vary
throughout the year.

Ask pupils to rotate slowly in

a counterclockwise direction
until their backs face the lamp.
Ask pupils which part of
them experiences daytime and
which part of them experiences
nighttime.

75
 Background
All of the planets in the Solar
System revolve around the Sun.
As each planet is at a different
distance from the Sun, their
orbit (path) and time it takes to
complete one revolution varies.

The Earth completes one

revolution every 365.25 days.
As this time is slightly more than
one year (365 days), there will be
366 days every four years. This is
called a leap year.

Further information about the

Earth’s orbit can be accessed
through the Internet.

Earth’s orbit

Engagement
Demonstrates the revolution of the
Earth around the Sun and poses
questions to pupils about the
Earth’s orbit and the duration of
the cycle.

If you are unable to play the video

in class, start a class discussion
about the movement of the Earth
about the Sun. You may wish to
use the following questions to
guide the discussion:

Besides rotating about its axis, in

which other way does the Earth
move?

Do you think the Earth moves

around the Sun or the Sun moves
around the Earth?

How long does it take for the

Earth to move around the Sun?

76
 Exploration
Explain to pupils that whilst the
Earth rotates about its axis, it also
moves around the Sun.

To demonstrate the movement

of the Earth around the Sun,
place a lamp in the centre of the
classroom. Explain to pupils that
the lamp represents the Sun. Hold
a globe and spin it to represent
the Earth’s rotation. Slowly walk
around the lamp whilst continuing
to spin the globe. Let pupils
take turns holding the globe and
walking around the lamp.

You may also wish to get pupils

to play the role of the Earth by
turning around as they walk
around the lamp.

Explanation
Read pages 149 of the
textbook with pupils. Use the
photograph to show pupils the
path the Earth takes as it moves
around the Sun.

Ensure that pupils are familiar

with the terms ‘orbit’, ‘revolution’
and the time that it takes for the
Earth to complete one revolution.

Answers to Review Elaboration

1. a. The Earth’s rotation about its axis causes day and night. For elaboration on this topic, get
b. Rotation is Earth’s movement on its axis. Revolution is Earth’s pupils to draw a diagram to show
movement along its path around the Sun. the revolution of the Earth.
c. The Earth completes one revolution around the Sun in 365 ¼ days.
One calendar year has 365 days, so every fourth year an extra day is added to
the calendar to make it of 366 days, to adjust the leftover ¼ of a day each In the diagram, pupils should label
year. The year when an extra day is added is called a leap year. the Earth, the Sun and the Earth’s
d. Seasons are caused due to the tilt of the Earth and its revolution orbit.
around the Sun in an elliptical orbit.
e. This is because of the tilt of the Earth. When the North Pole is tilted
towards the Sun, the South Pole is tilted away from the Sun. North Pole has
summer and the South Pole has winter. The opposite happens when the
South Pole is tilted towards the Sun and North Pole is tilted away from it.

2. a. axis b. rotation c. revolution

d. Force of gravity e. elliptical

3. a. F b. F c. T d. F e. T

77
Matthew Cole Year 4
Activity Book

143

Teacher’s Guide 143

 Activity 1

Is it a living or non-living thing?

1 Write ‘L’ next to the living things. Write ‘N’ next to the
Write non-living
‘L’ next to the things.
living things. Write ‘N’ next to the non-living thin

L N N

L L L

N N

79
 2
1 Use the table below to compare a rock with a turtle.

Does it...? Rock Turtle

Move no yes
Grow no yes
Respond to changes no yes
Reproduce no yes

Is it a living thing? no yes

3
1 Form a group with your classmates. In the table below, write
the names of five living things and five non-living things that
your group can find in the school compound.

Living things Non-living things

tree rock
hibiscus plant school bag
people swing
ant slide
fish fence

Accept any appropriate answers.

80
 Activity 2

Comparing mealworms and rubber bands

Materials:

rubber mealworms magnifying cotton 2 dishes apple

bands glass buds

Method:
1 Use the magnifying glass to closely observe the mealworms and the
rubber bands. Note down your observations.

1 Gently touch the mealworms and the rubber bands with a cotton bud.
2
Record your observations.

1 Place a piece of apple in the container with mealworms. Record what

3
you observe.

Results:
1 Record three observations each about the mealworms and the
4
rubber bands.

Mealworms Rubber bands

(i) move about (i) do not move about

(ii) respond to touch (ii) do not respond to touch

(iii) feed on the apple (iii) do not feed on the apple

81
 1 What happened when you touched the mealworms and the rubber
5
bands with a cotton bud?

did
(a) The mealworms _______________ (did/did not) respond to touch.

did not
(b) The rubber bands _______________ (did/did not) respond to touch.

1 What happened when you placed a piece of apple in the container of

6
mealworms?
The mealworms move towards the apple and started to eat it.

71 From your observations, what did you find out about mealworms and
rubber bands?

living
(a) Mealworms are _______________ (living/non-living) things.

non-living (living/non-living) things.

(b) Rubber bands are _______________

82
 Activity 3

Do plants need water?

Materials:

2 bean plants spray bottle

with water

Method:
1 Label the bean plants as ‘Water’ and ‘No water’.

1 Place the plants near a window or outside in a sunny place.

2

1 Use the spray bottle to water the plant labelled ‘Water’ every day. Do not
3
water the plant labelled ‘No water’.

1 Observe the plants after one week. Record your observations below.
4

Results:
1 In the spaces below, draw how the plants look after one week.
5

1 From your observations, what did you find out about what plants need to grow?
6

water
Plants need _______________ to grow.

83
 Activity 4

Do plants need sunlight?

Materials:

2 bean seedlings spray bottle cardboard box

with water

Method:
1 Label the plants as ‘Light’ and ‘Dark’.

1 Place the plant labelled ‘Light’ near a window or outdoors in a sunny location.
2
Place the plant labelled ‘Dark’ inside the cardboard box and close the lid.

3
1 Use the spray bottle to water both plants every day.

1 Observe the plants after one week. Record your observations below.
4
Results:
1 In the spaces below, draw how the plants look after one week.
5

1 From your observations, what did you find out about what plants need to grow?
6

light
Plants need _______________ to grow.

84
85
86
87
 Activity 8

Your teeth
1 Use the words in the box to label the different types of teeth.

molar premolar incisor canine

incisor
canine

molar

premolar

2
1 What is the main function of your teeth?
To break down food into smaller pieces so that it may be digested.

88
3
1 Your teacher will give you a piece of fruit. Bite and chew the fruit.

(a) What types of teeth did you use to bite the piece of fruit?
Incisors and canines
(b) What types of teeth did you use to chew the piece of fruit?
Premolars and molars

4
1 Use the words in the box below to label the parts of a tooth.

root crown enamel

enamel

crown

root

5
1 List three things you can do to care for your teeth.
(a) Brush and floss your teeth regularly.

(b) Eat healthy teeth-building food.

(c) See a dentist regularly.

89
 Activity 9 Activity 32

How food helps your body How food helps your body
Use the words in the box to label the different
Use types of food.
the words in the box to label the different types of food.

vitamins carbohydrates protein

vitamins carbohydrates protein
minerals fats minerals fats

(a) (a)

rice bread rice pasta bread

carbohydrates

(b) (b)

fish beef fish chicken beef chic

proteins

60

90
 (c)

vegetables
fruit
vitamins

(d)

pasta

tofu milk, eggs and cheese muscles

minerals

(e)

n
butter oil

fats

91
 Activity 10 Activity 33

The Healthy Food Pyramid The Healthy Food Pyramid

Classify the foods below into the Healthy Food Pyramid
Classify on the
the foods nextinto
below page.
the Healthy Food Pyramid on the next page.

tomatoes tomatoes bread bread

rice rice

carrots beef carrots beef

broccoli broccoli

pasta butter pasta butter

milk mi

bananas bananas
fish chocolate fish chocolate

oil

papaya eggs caulifl

papayaower eggs
pineapple pineapple

62

92
 oil

butter

chocolate

beef milk

eggs fish

tomatoes broccoli

bananas carrots

papaya pineapple cauliflower

pasta bread rice

oil

cauliflower

93
 Activity 11 Activity 34

My healthy diet A healthy diet Staying h

1 Think of the different types of food you 1eatThink
in oneofweek. Classifytypes
the different the foods Draw a thene
of food you eat in one week. Classify f
into the Healthy Food Pyramid below. into the Healthy Food Pyramid below. the food that

2
1 Do you think you have a balanced diet?
2
1 Do you think you have a balanced diet?
yes / no yes / no

1 Does your friend think you have a balanced

3 3 diet?
1 Does your friend think you have a balanced diet?
yes / no yes / no
There is no model answer for this activity. Accept all appropriate answers.
64

94
 Activity 35 Activity 12

ealthy Staying healthy

xt
odsto the meals that are fromDraw
a balanced
a next diet.toDraw a next
the meals to from a balanced diet. Draw a
that are next to
are from an unhealthy diet. the food that are from an unhealthy diet.

65

95
 Activity 13 Activity 34

Go, grow, glow! A healthy diet

1 Think
Classify the foods in the Healthy Food Pyramid on page 62 different
of the as ‘Go’, ‘Grow’
types of food you eat in one week. Classify the f
and ’Glow’ foods. into the Healthy Food Pyramid below.

pasta bread rice

beef eggs fish milk

papaya tomatoes 1 Dobroccoli

2 bananas
you think you have a balanced diet?
pineapple carrots cauliflower
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

96
ods

97
 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

98
ods

99
 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

100
ods

101
 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

102
ods

103
 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

104
ods

105
 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

106
ods

107
 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

108
ods

109
 Activity 23

Measuring temperature
1 Your teacher will give you a thermometer.

(a) What is the lowest temperature on the thermometer?

Answer will vary depending on the type of thermometer used.

(b) What is the highest temperature on the thermometer?

Answer will vary depending on the type of thermometer used.

(c) What units of measurement are shown on the thermometer?

Degrees Celsius (oC)

2
1 What temperatures are shown on the thermometers below?

(a) (b) (c)

20oC 44oC 5 oC

(d) (e) (f)

72oC 17oC 100oC

110
 Activity 24

Using a thermometer
1 Use a thermometer to measure temperature.

(a) The temperature inside my

classroom is o
C.

Answer varies.

(b) The temperature in my school

compound is o
C.

Answer varies.

(c) The temperature in my school

library is o
C.

Answer varies.

1 In the space below, arrange the temperatures from the hottest to the coolest.
2

hottest coolest

Answer varies.

111
 Activity 25

Heat flow in solids

Materials:

3 paper clips candle burner stand stopwatch

Predict:
1 Look at the setup of the investigation below. Which paper clip will fall
off the metal rod first?
Accept all appropriate answers.

Method:
1 Your teacher will help you to set up the experiment as shown in the
2
picture below.

1 When your teacher lights the burner, use the stopwatch to time how long
3
it takes for each paper clip to fall off. Record your observations in the
table on the next page.

wax

A C B

112
Results:
1 Record your observations in the table below.
4

Paper clip Time for paper clip to fall (seconds)

A Answer varies.

B Answer varies.

C Answer varies.

1 Was your prediction correct? Which paper clip was the first to fall?
5
My prediction was/was not correct. Paper clip A was the first to fall.

1 Which paper clip was the last to fall?

6
Paper clip C was the last to fall.

71 Based on your observations, draw an arrow on the diagram below to show

the direction in which heat moved through the metal rod.

113
 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

114
ods

115
 Activity 28 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
Can opener, scissors (accept other approptiate answers).
yes / no

64

116
 Activity 29

ods

Accept any appropriate answer at this prediction stage.

117
 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

118
ods

119
 Activity 30 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

120
ods

121
 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

122
ods

123
 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

124
 Activity 33

ods

125
 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

126
ods

127
 Activity 35 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

128
ods

129
 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

130
 Activity 36

ods

Activity 36

131
 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

132
ods

133
 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

134
 Activity 38

ods

135
 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

136
ods

137
 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

138
ods

139
 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

140
ods

141
 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

142
ods

143
 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

144
ods

145
 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

146
ods

147
 Activity 34

A healthy diet
1 Think of the different types of food you eat in one week. Classify the f
into the Healthy Food Pyramid below.

2
1 Do you think you have a balanced diet?
yes / no

1 Does your friend think you have a balanced diet?

3
yes / no

64

148
ods

149
150