Habitat and Adaptation Biology, Appunti di Biologia Animale

Scarica Habitat and Adaptation Biology e più Appunti in PDF di Biologia Animale solo su Docsity! 122 Chapter Objectives Strand : LIFE Unit : INTERACTION IN THE ENVIRONMENT Chapter 9. Habitat and Adaptation Students will be able to understand the characteristics of the different habitats, their conditions, the different needs provided for plants and animals that live in them. Students will also be able to understand the ways the animals adapt to their habitats to survive. Topic Objectives Teaching Overview Related Learning Contents 9.1 Habitats Students will be able to; • Describe the types and conditions of a habitat that enable living things to live in. • Describe the types of plants and animals that live and grow in the types of freshwater habitats. • Explain the different plants and animals in the two main areas of the ocean habitat. • Explain how the rainforest habitat provides for the needs and conditions of plants and animals to live. • Explain how the grassland habitat provides for the needs of plants and animals to live. • Explain the effects of the habitat changes and types of living things that will be affected. 9.2 Adaptations Students will be able to; • Describe animal adaptation and behaviour. • Explain how different organisms adapt to their habitats. • p n o n s ou e • Identify how animals use their body parts to mimic. • Identify the different types of behavioural adaptation displayed by different animals. This picture is from the chapter heading of the textbook showing a seahorse camouflaging to blend in amongst the corals in the sea. 123 Teaching Overview Related Learning Contents This chapter consists of 14 lessons, each lesson is a double period. The learning contents in this chapter connect to the following chapters. Prior knowledge for learning this chapter; • The ways in which animals depend on the plants and other animals in the environment. • The ways in which people depend on living things in the environment. Grade 3 - Observing our Environment Grade 4 - Living Things in the Environment Grade 5 - Habitat & Adaptation Grade 6 - Paths of Energy Topic Lesson No. Lesson Title and Key Question Content standard in syllabus Textbook page number 9.1 Habitats 1 Habitats What kinds of environments do living things live in? 5.1.4 133 - 134 2 Freshwater Habitat What is a fresh water habitat? 135 - 136 3 Ocean Habitat What is an ocean habitat? 137 - 138 4 Rainforest Habitat What is a rainforest habitat? 139 - 140 5 Grassland Habitat What is a grassland habitat? 141 - 142 6 Habitat Changes What happens to living things when habitats change? 143 - 144 7 Summary and Exercise 145 - 146 9.2 Adaptations 8 What is Adaptation? How do adaptations help organisms? 147 - 148 9 Adaptation to Habitats How do organisms adapt to their habitats? 149 - 150 10 Camouflage t s ou e 151 - 152 11 Mimicry What is mimicry? 153 - 154 12 Behavioural Adaptation How do organisms behave to survive in their environment? 155 - 156 13 Summary and Exercise, Science Extra 157 - 159 Chapter Test 14 Chapter Test 160 - 161 126 Lesson 2 / 14 Freshwater Habitat Total lesson No: 55 / 87 Textbook page: 135 - 136 Lesson Title Lesson Flow Preparation Freshwater Habitat includes lakes and ponds, rivers, streams, springs and wetlands. Freshwater habitats can be classified by different factors, including temperature, light penetration and vegetation. In Papua New Guinea, there are 5,383 mostly small natural freshwater lakes and the largest rivers are the Sepik, Fly, Purari and Markham (Source: The Food and Agriculture Organisation [FAO]). • The two major sources of freshwater are: i. Ground water - water found in shallow aquifers beneath the earth's surface. This water is generally found at depths up to around 2 000 feet. ii. Surface water - water found in streams, rivers, lakes, and reservoirs and glaciers. • Water lilies, algae, and duckweed float on the surface. Cattails and reeds grow along the shoreline of many freshwater ecosystems. • A wide variety of species from insects, to amphibians, reptiles, fish, birds and even mammals. Turtles, ducks, otters, crocodiles, catfish, dragonfly and crabs can be found in rivers all around the world. Teacher's Notes 1 3 4 2 pictures of freshwater plants and animals, A3 papers or charts, markers, rulers Introduction (10 min.) • Review the last lesson. Q: What are the different types of habitats? Q: Why do different living things live in different habitats? • Motivate students to think about freshwater habitat by asking: Q: What types of freshwater habitats are there? Introduce the key question What is a freshwater habitat? Activity (20 min.) • Explain the steps of the activity. • Refer the students to the picture below the activity and the character. • Ask the students to name the place where freshwater exist in the picture with the plants and animals that live in and around the freshwater. • Ask students to do the activity. • Check the students’ activity and if necessary guide them towards their findings. • Give enough time for the students to do their findings. • Ask students to discuss the living things they found in their groups. Discussion for findings (20 min.) • Ask students to present their findings from the activity. (Continue) 1 2 3 4 Chapter : 9. Habitat and Adaptation Topic : 9.1. Habitats Unit: Interaction in the Environment 127 Lesson Objectives Assessment Students will be able to: • Identify the different types of freshwater habitats. • Explain the relationship between living things and freshwater habitats. • Value other pupils' effort by respecting different perspective. Students are able to: • List the different types of freshwater habitats and their characteristics. • Describe how living things rely on freshwater habitats. • Listen to each others' comments with respect. Title: Freshwater Habitat Key question What is a freshwater habitat? Activity Living things in freshwater habitats Place: River Discussion Q: What types of freshwater habitat do you know? Streams, rivers, ponds, lakes, wetlands Q: What kinds of animals live in or near freshwater habitats? Fish, snails, worms, frogs, birds, turtle, snakes, insects, shrimps, etc... Q: What kinds of plants live in or near freshwater habitats? Grass, algae, reed, water lily, etc... Q: Why do many kinds of living things live in or near freshwater habitats? The habitats provide food, water, shelter and space to live to living things. Some animals like frogs depend on water to lay eggs, etc... Summary • Freshwater habitat are any sources of water that doesn’t contain salt. • The main Freshwater Habitats are rivers, lakes, and wetlands. • Freshwater habitats provides food and shelter for both the plants and animals in and around them. • Plants and animals found in and around freshwater habitat eg. weeds, frogs etc ... Sample Blackboard Plan 5 • Write their findings on the blackboard. • Facilitate active students’ discussions. • Confirm the Freshwater sources and plants and animals that live in and around them. • Based on their findings, ask these questions as discussion points. Q: What types of freshwater habitat do you know? (Streams, rivers, ponds, lakes, wetlands) Q: What kinds of animals live in or near freshwater habitats? (Fish, snails, worms, frogs, birds, turtle, snakes, insects, shrimps, etc...) Q: What kinds of plants live in or near freshwater habitats? (Grass, algae, reed, water lily, etc...) Q: Why do many kinds of living things live in or near freshwater habitats? (The habitats provide food, water, shelter and space for living things to live. Some animals like frogs depend on water to lay eggs, etc...) • Conclude the discussions. Summary (10 min.) • Ask students to open their textbooks to the summary page and explain. • Summarise today’s lesson on the blackboard. • Ask these questions as assessment: Q: What are the types of freshwater habitat? Q: What are the types of plants and animals living in or near the freshwater habitats? Q: What are conditions for the plants and animals to live in or near freshwater? • Ask students to copy the notes on the blackboard into their exercise books. 5 Plants/animals that live in and around it Reeds, birds Water lilies, fish Duckweeds, beetles Algae, crabs 128 Lesson 3 / 14 Ocean Habitat Total lesson No: 56 / 87 Textbook page: 137 - 138 Lesson Title Lesson Flow Preparation The ocean is divided into zones based upon a) Water Depth, b) Availability of Light and c) Distance from the Shore. Characteristics of Frill shark that lives in deep ocean • Frill shark has an eel-like shape with 6 pairs of very large gill slits that enables maximum absorption of oxygen from the deep ocean waters. • Most of them have developed very sensitive eyes to sense the bioluminescent animals and the environmental light coming from the surface. The eyes are tubular, which consist of a multi-layer retina and a big lens that allows them to detect the maximum quantity of light in one direction. Some species have secondary lens in the laterals and a bigger lens to improve lateral vision. Teacher's Notes 1 3 4 2 pictures of ocean plants and animals, A3 papers or charts, markers, rulers Introduction (5 min.) • Review the last lesson. Q: What are the different types of freshwater habitats? Q: What types of plants and animals live in or near the freshwater habitat? • Motivate students to think about ocean habitat by asking: Q: How are freshwater and ocean habitats different? Introduce the key question What is an ocean habitat? Activity (25 min.) • Organise students into groups. • Explain the steps of the activity. • Refer the students to the pictures below the activity and the character. • Ask the students to do the activity. • Check the students’ activity and if necessary guide them towards their findings. • Give enough time for the students to do their findings. • Ask students to discuss their findings in the groups. Discussion for findings (25 min.) • Ask students to present the findings from their activity. (Continue) 1 2 3 Chapter : 9. Habitat and Adaptation Topic : 9.1. Habitats Unit: Interaction in the Environment 4 Costal habitat Open ocean habitat 0-200m 200-1,000m 131 Lesson Objectives Assessment Students will be able to: • Explain the relationship between rainforest habitat and living things that live in the rainforest. • Communicate their ideas with others. Students are able to: • Describe how the rainforest habitat provides the needs and conditions for plants and animals to live. • Share their ideas with groups and classmates. Title: Rainforest Habitat Key question What is a rainforest habitat? Activity : Living things in rainforest habitats Discussion Q:How do animals depend on a rainforest habitat? They get foods and shelter from trees, moss and fern. Q: What enable the moss and the fern to live in these parts of the rainforest habitat?Moist, warmth, shady. Q: What are the reasons for the plants and animals to live in particular parts of the rainforest habitat? Each living thing needs different conditions such as food, water, sunlight and adequate temperature. Summary • Rainforest is place with a lot of rain, warm climates and tall trees. • Rainforest is very dense because trees and plants grow close together. • A dense forest has different heights of branches and leaves that provides shelter and food for many living things. • Rainforest contains most of the plants that produce the Earth's oxygen. Sample Blackboard Plan 5 Questions 1. What kinds of animals live in a rainforest? Write down the answers of students. 2. How do different kinds of plants grow in a rainforest? Write down the answers of students. 3. Where do differrent kinds of animals live in a rainforest? • Facilitate active students’ discussions. • Confirm the findings with the students. • Based on their findings, ask these questions as discussion points. Q: How do animals depend on a rainforest habitat? (They get foods and shelter from trees, moss and fern.) Q: What enable the moss and the fern to live in these parts of the rainforest habitat? (Moist, warmth, shady.) Q: What are the reasons for the plants and animals to live in particular parts of the rainforest habitat? (Each living thing needs different conditions such as food, water, sunlight and adequate temperature.) • Conclude the discussions. Summary (10 min.) • Ask students to open their textbooks to the summary page and explain. • Summarise today’s lesson on the blackboard. • Ask these questions as assessment: Q: What kinds of plants and animals do you find in the rainforest habitat? Q: What conditions does a rainforest habitat provide to living things? Q: Why do different living things live in the different parts of a rainforest? • Ask students to copy the notes on the blackboard into their exercise books. 5 Write down the answers of students. 4. Why do many kinds of animals live in a rainforest? Write down the answers of students. 132 Grassland Habitats are places where only grasses grow and very little rain falls for trees to grow in great numbers. The lowland that spreads along the Fly River in Papua New Guinean is a great grassland widely known in the world. • Animals living in grasslands, lack the protection of the trees and must cope with extreme weather and temperatures that accompany the exposed habitat. In doing so, many species dig tunnels or burrows that provide shelter for relief from such extreme weather and temperatures. Many rodents are excellent diggers and create a network of tunnels. Example of the table to be drawn. Lesson 5 / 14 Grassland Habitat Total lesson No: 58 / 87 Textbook page: 141 - 142 Lesson Title Lesson Flow Preparation Teacher's Notes 1 3 4 2 pictures of grassland plants and animals, A3 papers or rulers, markers, rulers Introduction (10 min.) • Review the last lesson. Q: What kinds of plants and animals do you find in the rainforest habitat? Q: What conditions does a rainforest habitat provide for living things? • Encourage students to think about a grassland habitat by asking: Q: What relationships are there between a grassland habitat and living things that live in the grassland? Introduce the key question What is a grassland habitat? Activity (20 min.) • Explain the steps of the activity. • Refer students to the pictures below the activity and the character. • Ask the students to think about the three questions based on the pictures. • Draw the table as the one shown in the Teachers notes and blackboard sample. • Ask the students to do the activity. • Check the students’ activity and if necessary guide them towards their findings. • Give enough time for the students to do their activity. Discussion for findings (20 min.) • Ask students to present their findings from the activity. (Continue) 1 2 3 Chapter : 9. Habitat and Adaptation Topic : 9.1. Habitats Unit: Interaction in the Environment 4 Note: This lesson is about grasslands, Guide the students to pay attention on features of grasslands rather than rainforests. Questions 1. Whats kinds of plants grow in a grassland habitat? Grass 2. What kinds of animals live in the grassland habitat? Insects, wallabies, lizards, snakes, rats, birds, etc. 3. How do plants in rainforest and grassland habitat look different? There are many huge trees and many different kinds of plants in the rainforest while there are few or no trees in grassland. Most of the plants in a grassland habitat are grasses. 133 Lesson Objectives Assessment Students will be able to: • Explain the relationship between grassland habitat and the living things that live in the grassland. • Recognise how animals adapt to the conditions of a grassland habitat. Students are able to: • Describe how the grassland habitat provides for the needs of plants and animals to live. • Explain how animals find their shelter or protect themselves in the grassland habitat. • Listen to others’ opinions with respect. Title: Grassland Habitat Key question What is a grassland habitat? Activity : Living things in grassland habitat Results: Discussion Q: What kinds of living things live in a grassland habitat? Insects, wallabies, lizards, snakes, rats, birds Q: How do living things depend on a grassland habitat? They get food and shelter. Q: How is the height of plants in a grassland different from that in a rainforest? The plants in a grassland are lower than that in a rainforest. Q: Which habitat is difficult for animals to hide in? A grassland Q: How do rats hide themselves in the grassland? They make their shelters underground. Summary • Grassland is a place with few or no trees. It receives more rain than deserts but less than forests. • Grassland is too dry for trees to grow so most plants that grows there are grasses. • Grassland animals feed on grasses and their seeds. • Many grassland animals find their shelter underground. Sample Blackboard Plan 5 • Write their findings on the blackboard. • Facilitate active students’ discussions. • Confirm the findings with the students. • Based on their findings, ask these questions as discussion points. Q: How do living things depend on a grassland habitat? (They get foods and shelter from a grassland.) Q: How is the height of plants in a grassland different from that in a rainforest? (The plants in a grassland are shorter than that in a rainforest.) Q: Which habitat is difficult for animals to hide in? (A grassland habitat) Q: How do rats hide themselves in the grassland? (They make their shelters underground) • Conclude the discussions. Summary (10 min.) • Ask students to open their textbooks to the summary page and explain. • Summarise today’s lesson on the blackboard. • Ask these questions as assessment: Q: What characteristics does a grassland have? Q: How do the animals find shelter or protect themselves from danger in the grassland? • Ask students to copy the notes on the blackboard into their exercise books. 5 Questions Whats kinds of plants grow in grassland habitat? Write down the answers of students. What kinds of animals live in grassland habitat? Write down the answers of students. How do plants in rainforest and grassland habitat look different? Write down the answers of students. 136 Summary (30 min.) • Recap the main learning contents covered in this topic. • Based on the main learning contents ask students the following questions. How can we describe a habitat? How can we describe each habitat? What are any three things in each habitat that makes them different from the other? • Explain and correct the learning contents if they still have misconceptions. • Verify their understanding with the summary points. • Allow students to read aloud the main ideas of the topic and then copy into their exercise books. Exercise & Explanation (30 min.) • Go through the instructions of the exercise. • Allow students to answer the questions individually and give them enough time in response to the questions based on their understanding. • After the exercise give them the answers to the questions and explain how to solve them using their scientific understanding and ideas. • Make reference to the textbook or provide clear examples in daily life to strenghten the learnt concepts in this topic. Lesson 7 / 14 Summary and Exercise Total lesson No: 60 / 87 Textbook page: 145 - 146 Lesson Title Tips of lesson 1 2 1 2 Chapter : 9. Habitat and Adaptation Topic : 9.1. Habitats Unit: Interaction in the Environment 137 Q1. (1) habitat (2) ocean (3) rainforest (4) grassland (5) freshwater Q2. (1) C (2) A Q3. (1) grassland (2) freshwater (3) forest (4) ocean Q4. Expected answers: - If there is a big bush fire in the forest some animals will run away from their habitat while the others will be burnt to death. - If there is a big bush fire in the forest habitat most of the plants will be burnt to death. Exercise answers 138 Lesson 8 / 14 What is Adaptation? Total lesson No: 61 / 87 Textbook page: 147 - 148 Lesson Title Lesson Flow Preparation • An adaptation is behavioural or physical characteristics of an animal that helps it to survive in its environment. It matches to their way of surviving which includes coping with physical factors, obtaining food, escaping from predators and reproduction. Each group of animals has its own general adaptations. • Body coverings are the examples of adaptations such as fur, feathers sharp hair or quills, whiskers, scales and hair. • Shape of body is another adaptation such as long neck of giraffes to reach leaves in tall trees and long ears of rabbits for better hearing. There are three different types of adaptations: • Behavioural - responses made by an organism that help it to survive/reproduce. • Physiological - a body process that helps an organism to survive/reproduce. • Structural - a feature of an organism's body that helps it to survive/reproduce. Teacher's Notes 1 3 4 2 animal pictures, papers, markers Introduction (5 min.) • Recap Topic 9.1 'Habitats' by asking: Q:What types of habitats do you know? Q: What do the habitats provide to living things? • Provoke students to think about the adaptation by asking: Q: How do living things live in the habitats to meet their needs? Introduce the key question How do adaptations help organisms? Activity (25 min.) • Organise students into pairs. • Explain the steps of the activity. • Refer students to study pictures below the activity and the character. • Let students predict how the body parts help animals and write their predictions in their exercise books. • Allow students to do the activity. • Give enough time for students to do their findings. Discussion for findings (20 min.) • Ask students to present their findings from the activity. • Write their findings on the blackboard. • Facilitate active students' discussion. (Continue) 1 2 3 Chapter : 9. Habitat and Adaptation Topic : 9.2. Adaptations Unit: Interaction in the Environment 4 141 Lesson Objectives Assessment • Based on their findings, ask these questions as discussion points. Q: Where do they live? (A sea turtle lives in the ocean, but a freshwater turtle lives on land near rivers and ponds.) Q: Why do they have the different shape of legs? (Because they live in different habitats.) Q: How do the flippers of a sea turtle help it to live in the ocean? (Flippers help a sea turtle to swim in the ocean.) Q: If a freshwater turtle lives on land what body parts helps it to move around? (The feet helps it to walk on land.) Q: How do animals adapt to their habitats? ( They adapt their body parts to their habitats to survive.) • Conclude the discussions. Summary (10 min.) • Ask students to open their textbooks to the summary page and explain. • Summarise today's lesson on the blackboard. • Ask these questions as assessment: Q: Why do organisms need to adapt to their habitats? Q: How do they adapt to their habitats? • Ask students to copy the notes on the blackboard into their exercise books. Students will be able to: • Explain how different organisms adapt to their habitats. • Infer how a sea turtle and tortoise adapt to their environments. • Investigate the adaptations with interest. Students are able to: • Describe how different organisms adapt their body parts to the different habitats. • Describe the adaptations of a sea turtle and a tortoise to their environments by comparing their body parts. • Enjoy investigating the adaptation actively. Title: Adaptations to habitats Key question How do organisms adapt to their habitats? Activity: Turtles adaptation Discussion Q: Where do they live? A sea turtle lives in the ocean but a freshwater turtle lives on land near rivers and ponds. Q: Why do they have the different shape of legs? Because they live in different habitats. Q: How do the flippers of a sea turtle help it to live in the ocean? Flippers help a sea turtle to swim in the ocean. Q: If a freshwater turtle lives on land what body parts helps it to move around? The feet helps it to walk on land. Q: How do animals adapt to their habitats? They adapt their body parts to their habitats to survive. Summary • Organisms need to adapt to their habitats to survive. • Habitats are not the same so organisms need different adaptations. For example: - In water, animals need fins and flippers to swim. - On land, they need feet to walk. - In the air, they need wings to fly. - In desert, organisms need the body parts that hold water or store food. Sample Blackboard Plan 5 5 How are they similar? How are they different? They have a scale. They have four legs, etc. Habitats are different. Shape of legs are different, etc. 142 Introduction (10 min.) • Recap previous lesson by asking : Q: Why do organisms need to adapt to their habitats? Q: How do organisms adapt to their habitats? • Provoke students to think of different kinds of adaptations by asking: Q: What kinds of adaptation do animals have in order to survive? Introduce the key question What is camouflage? Activity (20 min.) • Organise students into pairs. • Explain the steps of the activity. • Allow students to study pictures and questions in the textbook. • Refer students to what the characters are saying for their activity. • Ask students to do the activity. • Give enough time for students to do their findings. • Ask students to discuss their findings in their groups. Discussion for findings (20 min.) • Ask students to present where they found animals in the pictures. • Write their findings on the blackboard. (Continue) Lesson 10 / 14 Camouflage Total lesson No: 63 / 87 Textbook page: 151 - 152 Lesson Title Lesson Flow Preparation • Camouflage is one example of adaption that help animals to survive in their environment. Animals utilise camouflage to avoid detection by both predator and prey species. • The animals that are hunted are called prey. Prey animals often use camouflage to hide from predators. Camouflage is a way of hiding that allows an animal to blend in with its environment or otherwise go unnoticed by predators. Some animals hide themselves by blending with the background that matches their colours. • Camouflage only works if it matches the environment. Animals that live in a variable environment must change their camouflage to continue to avoid detection. • Animal behaviour can also influence its camouflage ability since it may manifest a stronger tendency to physically hide, flee or swing away from tree to tree as soon as they sense danger. • As soon as some animals perceive changes in their environment, they relocate and select an environment which closely matches their colour. This then increases their chances for survival. Teacher's Notes 1 2 3 1 3 4 2 4 nil Chapter : 9. Habitat and Adaptation Topic : 9.2. Adaptations Unit: Interaction in the Environment 143 Lesson Objectives Assessment • Facilitate active students' discussions. • Confirm the findings with the students. • Based on their findings, ask these questions as discussion points. Q: Which animals were easy or difficult to find? Why? (Difficult to find: rabbit, deer, octopus, and angler. Because their colour is similar to the colour of their environment. Easy to find: bird and frog. Because their colour is different from the colour of their environment.) Q: What body parts of animals help them to hide in their environment? (Their colours and patterns and shapes of body parts.) Q: Why are the colours and patterns of animals' body parts helpful? (They help animals blend in with the environment, looking like one of the environment or hide from their enemies.) Q: Do you know some other animals that can blend in with the environment? (Answers may vary.) • Conclude the discussions. Summary (10 min.) • Ask students to open their textbooks to the summary page and explain. • Summarise today's lesson on the blackboard. • Ask these questions as assessment: Q: What is camouflage? Q: How does camouflage help animals? Q: How do animals camouflage in the environment? • Ask students to copy the notes on the blackboard into their exercise books. Students will be able to: • Understand what camouflage is. • Explain how camouflage helps animals. • Participate in the investigation with interest. Students are able to: • Explain how animals camouflage themselves in the environment. • State that animals camouflage themselves to help them to find food and to hide from enemies. • Enjoy finding animals in the pictures. Title: Camouflage Key question: What is camouflage? Activity: Can you find animals? Results: What kinds of animals did you find? (tick) Discussion Q:Which animals were easy or difficult to find? Why? Difficult to find: rabbit, deer, octopus, and angler. Because their colour is similar to the colour of their environment. Easy to find: bird and frog. Because their colour is different from the colour of their environment. Q:What body parts of animals help them to hide in their environment? Their colours and patterns and shapes of body parts. Q:Why are the colours and patterns of animals' body parts helpful? They help animals blend in with the environment, looking like one of the environment or hide from their enemies. Q:Do you know some other animals that can blend in with the environment? Answers may vary. Summary • Camouflage is an animal’s adaptation, that helps animals to hide from their enemies and to find food. • Animals use their colour, pattern and shape of body parts to blend with their surroundings. Sample Blackboard Plan 5 5 Animals Easy Hard Why? Birds Deer Bird vivid colour Octopus Frog vivid colour Angler fish 146 Introduction (5 min.) • Recap previous lesson by asking: Q:What is mimicry? Q:How does mimicry help animals? Q:Give some examples of mimicry. • Refer students’ to their experience of an animal behaviour in their environment. Q: Why does a snake or a lizard stay in the shade of plants and rocks? (To avoid gaining too much heat from direct sunlight, or to hide themselves) Introduce the key question How do organisms behave to survive in their environment? Activity (20 min.) • Organise students into pairs. • Explain the steps of the activity. • Allow students to study the pictures and questions in the textbook. • Refer students to what the characters are saying for their activity. • Give enough time for students to do their findings. • Ask students to discuss their findings in their groups. Discussion for findings (20 min.) • Ask students to present their findings from the activity. • Write their findings on the blackboard. (Continue) Lesson 12 / 14 Behavioural Adaptation Total lesson No: 65 / 87 Textbook page: 155 - 156 Lesson Title Lesson Flow Preparation Behavioural adaptations are the things organisms do to survive. For example, bird calls and migration are behavioural adaptations. Adaptations are the result of evolution. Evolution is a change in a species over long periods of time. Adaptations usually occur because a gene mutates or changes by accident! Some mutations can help an animal or plant survive better than others in the species without the mutation. • Several adult lions and their cubs live together in a group, called a pride. When a mother lion catches food, she shares it with the pride. • Sea turtles travel thousands of kilometres to find a warm beach to lay eggs. • Many fish swim together in schools. It is hard for an enemy to see and catch a fish in a large school. • Most animals in Earth’s history have not adapted to changes. When animals cannot adapt to changes, they die out, or become extinct. Teacher's Notes 1 2 3 1 3 4 2 4 pictures, papers, markers Chapter : 9. Habitat and Adaptation Topic : 9.2. Adaptations Unit: Interaction in the Environment 147 Lesson Objectives Assessment • Facilitate active students' discussions. • Confirm the findings with the students. • Based on their findings, asks these questions as discussion points. Q: In what climate do penguins and rats live? (Penguins live in very cold climate with negative temperature. Rats live in very hot and dry climate.) Q: Why do penguins come together? (To prevent themselves freezing to death, to conserve heat and shelter themselves from the cold.) Q: Why does a rat live in a burrow? (To conserve body water, to stay out of the heat, etc) Q: How do their behaviours help them? (Their behaviours help them protect themselves and get water for surviving.) Q: Do you know some other behaviours of animals? (Answers may vary.) • Conclude the discussions. Summary (10 min.) • Ask students to open their textbooks to the summary page and explain. • Summarise today's lesson on the blackboard. • Ask these questions as assessment: Q: What is behaviour? Q: Why do animals act in such behaviour? Q: How do animals act to survive in their environment? • Ask students to copy the notes on the blackboard into their exercise books. Students will be able to: • Understand what behaviour is. • Explain how behaviour helps animals. • Communicate ideas with others. Students are able to: • Explain the meaning of behaviour. • State the different ways that animals act or react to its environment. • Listen to others' ideas with respect. Title: Behavioural Adaptation Key question: How do organisms behave to survive in their environment? Activity: Animal behaviour Discussion Q: In what climate do penguins and rats live? Penguins live in very cold climate with negative temperature. Rats live in very hot and dry climate. Q: Why do penguins come together? To prevent themselves freezing to death, to conserve heat and shelter themselves from the cold. Q: Why does a rat live in a burrow? To conserve body water, to stay out of the heat. Q: How do their behaviours help them? Their behaviours help them protect themselves and get water for surviving. Q: Do you know some other behaviours of animals? Answers may vary. Summary • Behaviour is a type of adaptation which is a way that animals act or react to their environment. • Migration and hibernation are examples of behavior. • Behaviour helps animals to: - find food and water . - move from place to place. - protect themselves from enemies and severe conditions. Sample Blackboard Plan 5 5 Animals Behaviour Reason for behaviour Penguins huddle together in tightly-packed groups To prevent themselves freezing to death, conserve heat. Rat Lives in a burrow For shelter and storing food. 148 Summary (20 min.) • Recap the main learning contents covered in this topic. • Based on the main learning contents ask students the following questions. Q: How do animals adapt to their habitats? Q: What are some ways animals adapt to their habitats? Q: Why do animals use camouflage? • Explain and correct the learning contents if they still have misconceptions. • Verify their understanding with the summary points. • Allow students to read aloud the main ideas of the topic and then copy into their exercise books. Exercise & Explanation (30 min.) • Go through the instructions of the exercise. • Allow students to answer the questions individually and give them enough time to respond to the questions based on their understanding. • After the exercise give them the answers to the questions and explain how to solve them using their scientific understanding and ideas. • Make reference to the textbook or provide clear examples in daily life to strengthen the learnt concepts in this topic. Lesson 13 / 14 Summary and Exercise Total lesson No: 66 / 87 Textbook page: 157 - 159 Lesson Title Tips of lesson 1 2 1 2 Chapter : 9. Habitat and Adaptation Topic : 9.2. Adaptations Unit: Interaction in the Environment 151 The insect looks like the branches of a tree with the similar colour, texture and shape. Because they need sunlight to make their own food. (Expected answer) The fish use the lure to imitate a wriggling worm which attracts small fish closer to be eaten. (Expected answer) Many pond animals and plants would die but the dried-up pond will become a habitat for other plants and animals to live in. (Expected answer) The giraffe is adapted to the environment by having a very long neck that enables it to reach the leaves at the top of the tree. 152 Chapter Objectives Strand : LIFE Unit : PLANTS Chapter 10. Plant Growth Students will be able to understand the parts of a seed, necessary conditions for seed germination and plant growth through the experiments. Topic Objectives Teaching Overview Related Learning Contents 10.1 Needs for Seed Germination Students will be able to; • Identify the three main parts of a seed. • Explain the way water makes the seed to germinate. • Recognise that air is a condition needed for germination. • Investigate the way in which temperature affects the germination of seeds. 10.2 Needs for Plant Growth Students will be able to; • Describe the changes the plant goes through when there is no water. • Identify light as a condition for plant growth. • Describe the changes in the plant that is grown with fertiliser. This picture is from the chapter heading of the textbook showing a seedling of a bean seed. 153 Teaching Overview Related Learning Contents This chapter consists of 10 lessons, each lesson is a double period. The learning contents in this chapter connect to the following chapters. Prior knowledge for learning this chapter; • Explain the structure of plant parts. • Describe the life cycle of plants. Grade 3 - Characteristics of Plants Grade 4 - Life Cycle of Plants Grade 5 - Plant Growth Grade 6 - Plants and Water - Reproduction and Heredity in Plants Topic Lesson No. Lesson Title and Key Question Content standard in syllabus Textbook page number 10.1 Needs for Seed Germination 1 Inside of a Seed What is the structure of a seed? 5.2.1 163 - 164 2 Conditions for Germination 1: Water Do seeds need water to germinate? 165 - 166 3 Conditions for Germination 2: Air Do seeds need air to germinate? 167 - 168 4 Conditions for Germination 3: Temperature Do seeds need proper temperature to germinate? 169 - 170 5 Summary and Exercise 171 - 172 10.2 Needs for Plant Growth 6 Conditions for Plant Growth 1: Water Do plants need water to grow? 173 - 174 7 Conditions for Plant Growth 2: Light Do plants need light to grow? 175 - 176 8 Conditions for Plant Growth 3: Fertiliser Do plants need fertiliser to grow well? 177 - 178 9 Summary and Exercise, Science Extra 179 - 181 Chapter Test 10 Chapter Test 182 - 183 156 Lesson 2 / 10 Conditions for Germination 1: Water Total lesson No: 69 / 87 Textbook page: 165 - 166 Lesson Title Lesson Flow Preparation • Teach this lesson only up to the Activity and STOP. • As soon as the seeds in cup A germinate (around after 2-4 days), then Discussion and Summary can be taught. • Check every day that the tissue in cup A is moist and the tissue in cup B is dry. • The cotyledon is the food storage area of the seed. The purpose of the seed coat is to protect the seed from physical, temperature-related, or water damage. The seed coat also ensures that the plant seed remain in a state of dormancy until conditions are right for the plant embryo to germinate, or sprout. • When the seeds are immersed in water for some time the seed coat becomes soft allowing the seed to germinate. Teacher's Notes 1 3 4 2 plastic/paper cups or cut-water plastic containers (improvised cups) Introduction (10 min.) • Review the last lesson. Q: What are the three main parts of a seed? • Explain the meaning of germination. • Encourage students to think about the conditions for seed germination by asking: Q: What does a seed need to germinate? Introduce the key question Do seeds need water to germinate? Activity (20 min.) This lesson setup is done together for Lesson 3 Condition for Germination 2: Air and Lesson 4 Condition for Germination 3: Temperature • Organise the students into groups. • Explain the steps of the activity. • Refer students to the experiment setups below the activity and the characters. • Ask students to do the activity. • Check students’ activity and if necessary guide the students in setting up their experiment. • Ask the students to observe the seed for the next 3-5 days and record their observations. Discussion for findings (20 min.) • Ask students to present their results from the activity. • Write their results on the blackboard. (Continue) 1 2 3 Chapter : 10. Plant Growth Topic : 10.1. Needs for Seed Germination Unit: Plants 4 SAFETY: Emphasise the Safety Rules when using water to avoid slippery floor and wetting their clothes. 157 Lesson Objectives Assessment Students will be able to: • Identify the condition for seed germination through experiment. • Understand what germination is. • Show keenness to learn. Students are able to: • State that water is one of the important conditions for seed germination by controlling the different conditions. • Explain the meaning of germination. • Participate actively in the setups in Lessons 3 and 4. Title: Conditions for Germination 1: Water Key question Do seeds need water to germinate? Activity : With and without water Discussion Q: Compare the seeds in cups labelled A and B. What was the difference? Seeds in Cup A werein wet tissue while seeds in Cup B were in dry tissue. Q: What conditions are the same for seeds in cup A and B? Same air, location, same light and same temperature. Q: What do you think caused the seeds in cup labelled A to germinate? The water in the tissue. Summary • The process of the seed growing into a seedling is called germination. • Seeds need the right condition for germination. • Water is one of the important conditions for seed germination. Sample Blackboard Plan 5 • Facilitate active students’ discussions. • Confirm the results with the students. • Based on their results, ask these questions as discussion points. Q: Compare the seeds in cups labelled A and B. What conditions were different? (Seeds in Cup A were in wet tissue while seeds in Cup B were in dry tissue.) Q: What conditions are the same for seeds in cup A and B? (Same air, location, same light and same temperature) Q: What do you think caused the seeds in cup labelled A to germinate? (The water in the tissue) • Conclude the discussions. Summary (10 min.) • Ask students to open their textbooks to the summary page and explain. • Summarise today’s lesson on the blackboard. • Ask these questions as assessment: Q: What is germination? Q: What conditions are the same and different in cup A and B? Q: What condition does a seed need to germinate? • Ask students to copy the notes on the blackboard into their exercise books. 5 Day Seed in tissue paper with water Seed in tissue paper without water 1 2 3 4 Write students' findings. 158 Lesson 3 / 10 Conditions for Germination 2: Air Total lesson No: 70 / 87 Textbook page: 167 - 168 Lesson Title Lesson Flow Preparation Tips for the Lesson • Seeds cannot breathe in water because they don’t have organs like gills for fish to do so. That is the reason as to why water is used as the condition to prevent oxygen from the air to reach the seeds. • If other seeds other than bean seeds are used in this lesson, make sure you check that they do not float in cup B. • In the dormant condition the seeds respiratory rate is very low and so oxygen is required in very small quantities. But for germination, oxygen is needed in large quantities. The seeds obtain oxygen that is dissolved in water and from the air contained in the soil. If soil conditions are too wet, an anaerobic condition persists and seeds may not be able to germinate. Oxygen is necessary for respiration which releases the energy needed for growth. Germinating seeds respire very actively and need sufficient oxygen. The germinating seeds obtain this oxygen from the air contained in the soil. For this reason that most seeds sown deeper in the soil or in water-logged soils (i.e. oxygen deficient) often fail to germinate due to lack of oxygen. Teacher's Notes 1 3 4 2 pet bottles or improvised cups Introduction (10 min.) • Review the last lesson. Q: What is germination? Q: What conditions are the same and different in cup A and B? Q: What condition does a seed need to germinate? • Encourage students to think about another conditions for germination by asking: Q: Are there any conditions for seed germination? Introduce the key question Do seeds need air to germinate? Activity (20 min.) This set-up is done together with: Lesson 2 Conditions for Germination 1: Water and Lesson 4 Conditions for Germination 3: Temperature. • Explain the steps of the activity. • Refer the students to the experiment setups below the activity and the characters. • Ask the students to do the activity. • Check students’ activity and if necessary guide the students in setting up their experiment. • Ask the students to observe the seed for the next 3-5 days and record their observations. Discussion for findings (20 min.) • Ask students to present the findings from their activity. (Continue) 1 2 3 Chapter : 10. Plant Growth Topic : 10.1. Needs for Seed Germination Unit Plants 4 161 Lesson Objectives Assessment Students will be able to: • Identify the condition for seed germination through the experiment. • Explain how to control the condition to see if a seed needs proper temperature for germination or not. Students are able to: • State that temperture is one of the important conditions for seed germination by controlling different conditions. • Describe the way to setup the experiment to determine whether proper temperature is a condition for germination. • Assist each other to do setups. Title: Conditions for Germination 3: Temperature Key question: Do seeds need proper temperature to germinate? Activity : Warm or cold temperature Discussion Q: What condition is different between the seeds in Cup A and the seeds in Cup B? Temperature Q: What conditions are the same between the seeds in Cup A and the seeds in Cup B? The conditions of water, air; location and light brightness/dark are the same. Q: Why do we have to cover the seeds in a Cup A with a cardboard box? It is dark inside a refrigerator, so the condition of brightness (darkness) should be the same. Summary • Seeds need appropriate temperature for germination. • Most seeds germinate at temperatures between 10°C - 35°C. • Warmth speeds up the process of germination in seeds • Seeds need three conditions for germination: 1. water, 2. air (oxygen) and 3. appropriate temperature. Sample Blackboard Plan 5 • Confirm the results with the students. • Based on their results, ask these questions as discussion points. Q: What condition is different between the seeds in Cup A and the seeds in Cup B? (Temperature) Q: What conditions are the same between the seeds in Cup A and the seeds in Cup B? (The conditions of water, air; location and light brightness/dark are the same.) Q: Why do we have to cover the seeds in a Cup A with a cardboard box? (It is dark inside a refrigerator, so the condition of brightness (darkness) should be the same.) • Conclude the discussions. Summary (10 min.) • Ask students to open their textbooks to the summary page and explain. • Summarise today’s lesson on the blackboard. • Ask these questions as assessment: Q: Which conditions of seeds in the refrigerator and in the classroom were the same and different? Q: What condition does a seed need to germinate from today’s activity? Q: What are the three conditions for seeds to germinate? • Ask students to copy the notes on the blackboard into their exercise books. 5 Day Seeds in Cup A Seeds in Cup B 1 2 3 4 Write students' findings. 162 Summary (30 min.) • Recap the main learning contents covered in this topic. • Based on the main learning contents ask students the following questions. What are three main parts of the seed? How can we get the seeds to germinate? How do water, air and temperature help the seed to germinate? • Explain and correct the learning contents if they still have misconceptions. • Verify their understanding with the summary points. • Allow students to read aloud the main ideas of the topic and then copy into their exercise books. Exercise & Explanation (30 min.) • Go through the instructions of the exercise. • Allow students to answer the questions individually and give them enough time to respond to the questions based on their understanding. • After the exercise give them the answers to the questions and explain how to solve them using their scientific understanding and ideas. • Make reference to the textbook or provide clear examples in daily life to strengthen the learnt concepts in this topic. Lesson 5 / 10 Summary and Exercise Total lesson No: 72 / 87 Textbook page: 171 - 172 Lesson Title Tips of lesson 1 2 1 2 Chapter : 10. Plant Growth Topic : 10.1. Needs for Seed Germination Unit: Plants 163 Q1. (1) seed coat (2) sater (3) oxygen (4) temperature Q2. (1) D (2) A Q3. Expected answers: (1) Similar Conditions - Seeds are given water - Seeds are exposed to light and brightness - Seeds are exposed to same temperature (2) Different Conditions - Seeds are exposed to air - Seeds are not exposed to air Q4. Expected answers: - Seeds germinate because they are exposed to water, air and proper temperature. - Seeds germinate because they are given water, air and left in good temperature. - Seeds can germinate because they have water, air and good temperature. Exercise answers 166 Lesson 7 / 10 Conditions for Plant Growth 2: Light Total lesson No: 74 / 87 Textbook page: 175 - 176 Lesson Title Lesson Flow Preparation Tips for the lesson • Students can use the seedlings from the germination experiment, replant it into a plant pot and use it in the experiment. • Consider that this lesson is quite similar to the previous lesson However the conditions are different. • If there is a need to improvise with the materials used in the activity especially plant pot, you may do so. • In case the result may not turn out well within one week so if you wish to extend the time do so. • Below are the factors the students should pay attention to during the daily observations with their descriptions. 1. Height of the plant (measurement of the plant height). 2. Colour of the leaves (dark green, light green, pale green, yellowish green, yellow, yellowish brown). 3. Shape of plant (growing upright, bending, sloping). Teacher's Notes 1 3 4 2 same sized seedling, plant pot, water, card board box (big enough to cover the plant and pot) Introduction (5 min.) • Review the last lesson. Q: What conditions should be the same or different in order to see if plants need water for growth? Q: What condition is necessary for plant growth? • Encourage students to think about the other conditions for plant growth by asking: Q: Are there any other conditions apart from water that plants needed for growth? Introduce the key question Do plants need light to grow? Activity (20 min.) For this activity each group has to prepare and replant two seedlings from the germination experiment and use it. • Organise the students into groups. • Explain the steps of the activity. • Refer students to the experiment setups below the activity and the characters. • Ask students to do the activity. • Check students’ activity and if necessary guide the students in setting up their experiment. • Ask students to observe, describe and draw the plant each day for 5-7 days. **STOP THE LESSON HERE AND CONTINUE AFTER A WEEK (Continue) 1 2 3 Chapter : 10. Plant Growth Topic : 10.2. Needs for Plant Growth Unit: Plants 167 Lesson Objectives Assessment Students will be able to: • Identify light as a condition for plant growth. • Explain how to control the condition to see if a plant needs light for growth or not. Students are able to: • State that light is one of conditions for plant growth by controlling the different conditions. • Describe the way to set up the experiment to determine whether light is a condition for plant growth. • Show eargerness to participate in the lesson. Title: Conditions for Plant Growth 2: light Key question Do plants need light to grow? Activity : With and without light Discussion Q: What are the different conditions of the two plants in the experiments? With and without light. Q: What conditions are the same for the two plants? Temperature and water Q: Which plant grew well? The plant without a box. Q: What condition does a plant need to grow well? Light Summary • Light is very important for plants to grow • Plants use light to make their own food • The process in which plants make their food from carbon dioxide and water by using light is called Photosynthesis Sample Blackboard Plan 5 Discussion for findings (25 min.) • Ask the students to present their findings from the activity. • Write students’ findings on the blackboard. • Facilitate active students’ discussions. • Confirm the results with the students. • Based on their results, ask these questions as discussion points. Q: What are the different conditions of the two plants in the experiments? (With and without light.) Q: What conditions are the same for the two plants? (Temperature and water) Q: Which plant grew well? (The plant without the box.) Q: What condition does a plant need to grow well? (Light) • Conclude the discussions. Summary (10 min.) • Ask students to open their textbooks to the summary page and explain. • Summarise today’s lesson on the blackboard. • Ask these questions as assessment: Q: What conditions should be the same or different in order to see if plants needs light for growth? Q: What condition is necessary for plant growth from this lesson? Q: What is photosynthesis? • Ask students to copy the notes on the blackboard into their exercise books. 5 Days Plant with light Plant without light Descriptn Drawings Descriptn Drawings 1 2 3 ... 4 168 Lesson 8 / 10 Conditions for Plant Growth 3: Fertiliser Total lesson No: 75 / 87 Textbook page: 177 - 178 Lesson Title Lesson Flow Preparation Tips for the lesson • Teacher considers that this lesson is quite similar to the previous lesson, therefore follow the same procedure however conditions are different. • Food and vegetable peelings can be used as compost or animal manure can substitute fertilizers from shops. • In the garden these minerals are supplied by the soil and by adding fertilizers such as manure, compost, and fertilizer salts. The essential elements needed in large quantities are nitrogen, phosphorus, potassium, calcium, magnesium, and sulphur. The most important nutrients for plants growing needs are nitrogen (N), phosphorus (P) and potassium (K). Nitrogen is necessary for making green leaves; phosphorus is needed for making big flowers and strong flower. • Below are the factors the students should pay attention to during the daily observations with their descriptions. 1. Height of the plant (measurement of the plant height). 2. Colour of the leaves (dark green, light green. Pale green, yellowish green, yellow, yellowish brown). 3. Size of plant stems (measurement of the diameter). 4. Number of leaves Teacher's Notes 1 3 4 2 two same sized seedling in plant pot, water, fertiliser (chicken manure, compost, food peelings) Introduction (5 min.) • Review the last lesson. Q: What conditions should be the same or different in order to see if plants needs light for growth? Q: What condition is necessary for plant growth from this lesson? Q: What is photosynthesis? • Encourage students to think about how to grow plant well, by asking: Q: How can plants grow well? Introduce the key question Do plants need fertiliser to grow well? Activity (20 min.) For this activity each group has to prepare and replant two seedlings from the germination experiment and use it. • Organise students into groups • Explain the steps of the activity. • Refer students to the experiment setups below the activity and the character. • Ask the students to do the activity. • Check students’ activity and if necessary guide the students in setting up their experiment, their predictions and the plan for their investigation. (i.e. Lab write-up format) • Ask students to observe, describe and draw in their table each day of observation. * STOP THE LESSON HERE AND CONTINUE AFTER A WEEK. 1 2 3 Chapter : 10. Plant Growth Topic : 10.2. Needs for Plant Growth Unit: Plants 171 Q1. (1) nutrients (2) fertiliser (3) water (4) sunlight (5) photosynthesis Q2. (1) C (2) B Q3. Expected answers: (1) Similar Conditions - light and brightness - air - temperature - fertiliser (soil) (2) Different Conditions - Water Q4. Expected answers: - The nutrient from the fertiliser makes the plant leaves green, the flowers big, and the roots strong. - Nutrients from fertiliser makes plant leaves green, big flowers and strong roots. 3 Science Extras (10 min.) • Give opportunities to students to closely observe the nature and its phenomena in the world. • Allow students to ask questions that demonstrate curiosity about the content in the science extra. Explanation of Science Extras 3 Exercise answers 172 Lesson 10 / 10 Chapter Test Total lesson No: 77 / 87 Textbook page: 182 - 183 Lesson Title Answers of the Chapter Test Chapter : 10. Plant Growth Topic : 10.1. Needs for Seed Germination 10.2. Needs for Plant Growth Unit Plants germination embryo growth 173 Water Light Fertiliser Starch Photosynthesis The seed coat protects the embryo and the cotyledon from damage. (Expected answer) The different conditions between setup A and B is whether the seeds are exposed to air or not. Based on the observation, she can identify if air is one of the conditions for germination. (Expected answer) 1) He should store the seeds in a dry place. 2) He should store the seeds in a cold place. 3) He should store the seeds in a plastic bag to avoid exposure air. 176 Introduction (5 min.) • Review Grade 3 Chapter 5 'Energy' by asking: Q: What is energy? Q:What kinds of energy do you know? • Encourage the students to think about how objects become hot or cold, by asking: Q: When you are outside and the cold winds make your body cold, what would you do to keep warm? Introduce the key question What makes objects hot or cold? Activity (20 min.) • Organise students to stand around their table and prepare the equipment for the activity. • Ask students to do the activity. • Monitor how students hold the cold and warm substance and caution them on the safe way of holding the cup of warm water. • Make sure the students record their findings. • Ask the students to share their findings. • Allow enough time for the students to conduct activity. Discussion for findings (20 min.) • Ask students to present their results of the activity. • Write their findings on the blackboard. • Faciliate active students' discussions. • Confirm the results with the students. (Continue) Lesson 1 / 10 What is Heat? Chapter : 11. Heat Topic : 11.1. Properties of Heat Unit: Energy Total lesson No: 78 / 87 Textbook page: 185 - 186 Lesson Title Lesson Flow Preparation • This is a build-up content from Grade 3 which defines the characteristics of heat. This lesson is more on understanding that heat is an energy that moves from warmer to cooler places. Therefore, through the activity you should lead them to explain the movement of heat is one characteristic of heat. • Difference between temperature and heat Heat is the flow of energy from a higher temperature to a lower temperature, in other words heat moves from warmer areas to cooler areas. • Our own bodies produce heat. The activity of holding ice in your hands demonstrates that heat in our bodies is transferred to the ice causing it to melt. • Warm air around the hand and ice cube also contributes to melt the ice. • Be cautious in this lesson when using hot water. 1. Use a ceramic cup or bowl. Something that can withstand hot water. Avoid using soft plastic and glass ware. 2. Then wrap hands around the cup or bowl. Teacher's Notes 1 2 3 1 3 4 2 4 cup of warm water, ice cube 177 Lesson Objectives Assessment • Based on their results, ask these questions as discussion points. Q: Was your palm warm or cold before holding the ice cube? (Warm) Q: What happened when you held the ice cube? (It began melting and my palms became cold.) Q: Why did the ice melt? (Ice melted because the warmth or heat from the palm caused it to melt.) Q. Why did your hand become much warmer from the cup of warm water? (Because the heat from the cup was transferred to the palm of the hand or the palm was cooler than the cup of warm water.) Q: How is heat transfered? (From hotter objects to colder objects.) • Conclude the discussions Summary (10 min.) • Ask students to open textbooks to the summary page and explain. • Summarise today's lesson on the blackboard. • Ask these questions as assessment: Q: What is heat? Q: How does heat move? • Ask the students to copy the notes on the blackboard into their exercise books. Students will be able to: • Understand what heat is. • Experiment how heat is transfered • Participate cooperatively in the activity. Students are able to: • Explain that heat is energy. • Conclude that heat moves from warmer objects to cooler objects. • Investigate the properties of heat in collaboration with classmates. Title: What is Heat? Key question What makes objects hot or cold? Activity: Make something hot or cold Discussion Q: Was your palm warm or cold before holding the ice cube? Warm Q: What happened when you held the ice cube? It began melting and my palms became cold. Q: Why did the ice melt? Ice melted because the warmth or heat from the palm caused it to melt. Q: Why did your hand become much warmer from the warm cup of water? Because the heat from the cup was transferred to the palm of the hand or the palm was cooler than the warm cup of water. Q: How is heat transfered? From hotter objects to colder objects. Summary • Heat energy moves from warmer places to cooler places. • Heat energy never travels from cool objects to warm objects. Sample Blackboard Plan 5 5 How does your palm feel? Does Your palm become warm or cool? Hold an ice cube on your palm Cool/ cold Cool/ cold Hold a cup of warm water Warm/ hot Warm/hot 178 Introduction (5 min.) • Review the previous lessons by asking: doesn’t ou p e o e en you hold an ice cube? Q:What is heat? Q:How does heat move? • Encourage students to think about the sources of heat around us by asking: Q: Where does heat come from? Introduce the key question What are the sources that produce heat? Activity (20 min.) • Organise students into groups. • Explain the steps of the activity. • Allow students to study picture and what the characters are saying for the activity • Ask students to do their activity. • Give enough time for the students to do their activity and record their findings into their exercise books. • Ask students to share their findings in their groups. Discussion for findings (20 min.) • Ask students to present their findings from the activity. • Write down their findings on the blackboard. • Facilitate active students' discussions. • Confirm the findings with the students. (Continue) Lesson 2 / 10 Sources of Heat Chapter : 11. Heat Topic : 11.1. Properties of Heat Unit: Energy Total lesson No: 79 / 87 Textbook page: 187 - 188 Lesson Title Lesson Flow Preparation • Prior to the lesson, make your own list of sources that produce heat and the ways they produce heat. • Be open minded to the students answers as some sources listed may require more clarification in the ways they produce heat. Below is a list of possible answers that need more clarifications. • Heat sources change some form of energy into heat energy. Electrical energy is changed into heat by an electrical appliance. Chemical energy in food is changed to heat energy in our body or light energy from the sun is changed into heat using a hand lens. Teacher's Notes 1 2 3 1 3 4 2 4 Electronic devices Mobile phones, desktop computers, laptops, television screens, DVD players, hair trimmers etc. Electrical appliances Electric jug, cookers, ovens, stoves, vacuums, fans etc. Others Gas stoves, vehicles or machine engines, outboard motors, lawn mowers etc. nil 181 Lesson Objectives Assessment • Based on their findings, ask these questions as discussion points. Q: How do we use heat in our daily life? (We use heat to warm our body, to cook food, to dry our wet clothes, etc.) Q: How do we use heat in factory or thermal power plant? (We use heat to melt metal and make many things such as car, to produce electricity by burning something at a thermal power plant.) • Conclude the discussions. Summary (10 min.) • Ask students to open textbooks to the summary page and explain . • Summarise today’s lesson on the blackboard. • Ask these questions as assessment: Q: How can we use heat in our daily life and in factories or plants? • Ask the students to copy the notes on the blackboard into their exercise books Try it! • Let students think of the question: Q: How does a refrigerator work to keep food cold? • Ask students to present their findings. • Explain how a refrigerator work and conclude this discussions. Students will be able to: • Understand how people use heat. • Communicate their findings with others. Students are able to: • List the examples of the ways heat is used in daily life. • State their findings to classmates actively. Title: Uses of heat Key question What is heat used for? Activity: What can heat do? Results: Discussion Q: How do we use heat in our daily life? We use heat to warm our body, to cook food, to dry our wet clothes, etc. Q: How do we use heat in factory or thermal power plant? We use heat to melt metal and make many things such as car, to produce electricity by burning something at a thermal power plant. Summary We use heat for many purposes in daily lives. 1. Making things warm • Heat is used to warm your body. 2. Causing a change in matter • Heat is used to cook food. • Heat is used to melt metal so that it can be shaped to build cars. 3. Generating electricity • Heat is used to generate electricity which is used in our daily lives. Sample Blackboard Plan 5 5 6 What heat can do in your daily life? What is heat use for in factory and thermal power plant? To warm our body To melt metal To cook food To make many things such as cars 182 Introduction (5 min.) • Review the previous lesson. Ask: Q: How can we use heat in our daily life and in factories or thermal power plants? • Remind students of Grade 3 Chapter 6 'The Sun' by asking: Q: What do we use to measure the temperature of the ground? Q: Do you remember how to use a thermometer? • Encourage students to think about temperature and heat by asking: Q: Are temperature and heat the same or different? Introduce the key question What is temperature? Activity (25 min.) • Explain the steps of the activity. • Remind students of how to use a thermometer and read the scale. • Caution the students when using glass materials and hot water. • Let them make their prediction. • Have the students to do the activity and record their findings. • Give enough time for the students to do their experiements • Ask students to share their results in their groups. Lesson 4 / 10 Temperature Unit: Energy Total lesson No: 81 / 87 Textbook page: 191 - 192 Lesson Title Lesson Flow Preparation • In Grade 3, Chapter 6 ‘The Sun’ and in Grade 4, Chapter 12 ‘Matter Change’, they learnt about the use of the thermometer. • Refer to the 'science tool box' at the end of the textbook. It explains how to use a thermometer. Tips for the Activity • Provide the equipment for each group in a tray or a box if there are sufficient materials prior to the lesson. • Warm water should be used for the activity. Cold water provided should be refrigerated water. When warm and cold water are mixed the result should show a big difference in the temperature. Then the students can clearly identify the difference in the result • Provide rags to wipe off spills of water and a bucket of water. • If the experiment does not show the expected result, the teacher must conduct the experiment again for the whole class to confirm and get a better result. Teacher's Notes 1 2 3 1 3 4 2 thermometer, warm water, cold water Chapter : 11. Heat Topic : 11.1. Properties of Heat 183 Lesson Objectives Assessment Discussion for findings (20 min.) • Ask students to present their results of the activity. • Write down their results on the blackboard. • Facilitate active students' discussions. • Confirm the results with the students. • Based on their findings, asks these questions as discussion points. Q: How does the liquid in the thermometer change? (When the temperature is higher, the level of the liquid goes up. When the temperature is lower, the level goes down.) Q: What is the relationship between hot, cold and temperature? ( Temperature is the degree of hotness or coldness of an object.) Q: What do you think temperature is? ( Temperature is the measure of how hot or cold something is.) • Conclude the discussions. Summary (10 min.) • Ask students to open their textbooks to the summary page and explain. • Summarise today’s lesson on the blackboard. • Ask these questions as assessment: Q: What is temperature? Q: What instrument is used to measure temperature? Q: What is the unit for measuring temperature? • Ask students to copy the notes on the blackboard into their exercise books. Students will be able to: • Measure the temperature of warm and cold water with a thermometer . • Understand what temperature is. Students are able to: • Read the temperature of warm and cold water on the scale using the unit of degrees Celsius (°C). • Explain what temperature is in relations to heat. Title: Temperature Key question What is temperature? Activity: Measuring temperature Discussion Q: How does the liquid in the thermometer change? When the temperature is higher, the level of the liquid goes up. When the temperature is lower, the level goes down. Q: What is the relationship between hot, cold and temperature? Temperature is the degree of hotness or coldness of an object. Q. What do you think temperature is? Temperature is the measure of how hot or cold something is. Summary • Temperature and heat are related to each other but they are different. • Heat is the form of energy that is transferred from hot area to cold area. • Temperature is the measure of how hot or cold an object is. • Temperature can be measured using a thermometer. • Temperature is measured in units called degree Celsius. A thermometer shows degrees Celsius (°C). Sample Blackboard Plan 5 5 Your prediction (°C) Temperature (°C) Warm water Cold water Mixture of cold and warm water 4 Write answers from students. 186 Introduction (5 min.) • This is a very new concept for the students so begin by asking: Q: Do you think heat can be transferred? Q: How can heat be transferred? • Allow students to give answers freely and then tell them that in this lesson we will learn about how heat can be transferred. Introduce the key question How does heat transfer? Activity (25 min.) • Organise students into groups and remind them of the safety tips. • Explain the steps of the activity. • Ask them to predict what will happen to the three pats of margarine at three spots on the spoon. • Give enough time for students to do the experiment and record their results • Ask them to discuss the results in their groups. Discussion for findings (20 min.) • Ask students to present the results from the activity. • Write their results on the blackboard. • Facilitate active studnets' discussions. • Confirm the results with the students. (Continue) Lesson 6 / 10 Heat Transfer 1: Conduction Chapter : 11. Heat Topic : 11.2. Heat Transfer Unit: Energy Total lesson No: 83 / 87 Textbook page: 195 - 196 Lesson Title Lesson Flow Preparation Tips for the Activity 1. Heat can be transferred with hot water quickly, but it should not be too high (~60 oC) to avoid burns. 2. When touching the spoon after 3 minutes, remind students to feel from the part that was dipped in the hot water and slowly move to the other parts to feel the warmness of each part. Background information Conduction occurs when two objects at different temperatures are in contact with each other. Heat flows from the warmer to the cooler object until they are both at the same temperature. Some substances conduct heat more easily than others. Solids are better conductors than liquids and liquids are better conductors than gases. Metals are very good conductors of heat, while air is a very poor conductor of heat. You experience heat transfer by conduction wherever you touch something that is hotter or colder than your skin, for example, when you wash your hands in warm or cold water. SAFETY 1. Be careful when touching the part dipped in hot water because it would be hot. 2. Hot water should be carefully poured into the cup to avoid it from spilling or gettinggetting burnt. Teacher's Notes 1 2 3 1 3 4 2 4 metal spoon, margarine a cup of hot water (~60 oC) 187 Lesson Objectives Assessment • Based on their findings, ask these questions as discussion points. Q: What is the source of the heat in this activity? (Hot water) Q: Which pat of margarine is closest to or furthest from the source of heat? (The closest to heat is 1 and the furthest from heat is 3 .) Q: Which part of the spoon became hot fast? (The bowl of the spoon) Q: Why did the pats of margarine on the spoon handle melt in the order of 1 , 2 and 3 ? (Because heat moves from the source of heat (hot water) to the bowl of a spoon, 1 , 2 , 3 gradually.) • Conclude the discussions. Summary (10 min.) • Ask students to open their textbooks to the summary page and explain. • Summarise today’s lesson on the blackboard. • Ask these questions as assessment: Q: What is conduction? Q: How is heat transferred through conduction? • Ask students to copy the notes on the blackboard into their exercise books. Students will be able to: • Understand what conduction is. • Infer how heat is transferred through matter. • Experiment with interest. Title: Heat Transfer 1: Conduction Key question: How does heat transfer? Activity: Melting margarine on a spoon Result: Discussion Q: What is the source of heat in this activity? Hot water Q: Which pat of margarine is closest to or furthest from the source of heat? The closest to heat is 1 ,and the furthest from heat is 3 . Q: Which part of the spoon become hot fast? The bowl of a spoon Q: Why did the pats of margarine on the spoon handle melt in the order of 1 , 2 . and 3 ? Because heat moves from the source of heat (hot water) to the bowl of a spoon, 1 . 2 . 3 . gradually. Summary • The transfer of heat from one place to another through matter is called conduction. • Conduction occurs mainly in solids. • Heat is transferred from warmer place to colder place through conduction. Sample Blackboard Plan 5 5 Students are able to: • Explain the meaning of conduction. • Describe that heat is transferred from the hotter place to the cooler place based on the results of the activity. • Participate in the experiment actively. 1 2 3 Bit warm Very hot Warmer Cooler 188 Introduction (5 min.) • Recap on the previous lesson on 'Conduction' by asking: Q: What is conduction? • Focus students’ attention on how heat is transferred in liquid and gas. Q: How does the water in the pot get warm? (Allow students to give answers freely and tell them that in this lesson they will learn about convection) Introduce the key question How does heat transfer in liquids and gases? Activity (25 min.) • Organise students into groups. • Explain the steps of the activity and remind students of the safety tips. • Allow students to predict how heat is transferred in waterand record their predictions in their exercise books. • Advice students to study the pictures below the activity and the character for their experiment. • Give enough time for students to do the experiment and sketch how the dye moves inside the cup. • Ask students to discuss their findings in groups. Discussion for findings (20 min.) • Ask students to present the result from the activity. (Continue) Lesson 7 / 10 Heat Transfer 2: Convection Chapter : 11. Heat Topic : 11.2. Heat Transfer Unit: Energy Total lesson No: 84 / 87 Textbook page: 197 - 198 Lesson Title Lesson Flow Preparation Tips for the Activity 1. Make sure the water is steady before putting in the dye. 2. If a straw or dropper is to used get a small amount of dye and make sure to place it in gently to avoid the water from moving. 3. Wait for the dye to settle properly at the base of the cup on one side before putting it over the candle flame. 4. When putting the cup over the candle flame, slowly move the cup over the candle flame and avoid water from moving. Note: Teacher should light the candles for the students and there should be close supervision. • Convection occurs when heat is transferred through a gas or liquid by the hotter material moving into a cooler area. • Convection occurs when particles with a lot of heat energy in a liquid or gas move and take the place of particles with less heat energy. Liquids and gases expand when they are heated. This is because the particles in liquids and gases move faster when they are heated than they do when they are cold. Teacher's Notes 1 2 3 1 3 4 2 4 transparent plastic cup, water, dye (dark colour), candle, dropper or straw SAFETY 1. Make sure to place the cup more than 3 cm above the flame. 2. Hold the cup at the top of it to avoid getting burnt. 3. Blow the candle off after the experiment. 191 Lesson Objectives Assessment Discussion for findings (25 min.) • Ask students to present their findings from the activity. • Write their findings on the blackboard. • Facilitate active students' discussions. • Confirm the findings with the students. • Based on their finding, ask these questions as discussion points on scientific facts in order. Situation 1 Q: Is the fire touching the people? (No) Q: Is there air around the fire? (Yes). Do their body get warm by convection? (No, because the heated air goes upward by convection so it doesn't warm their body.) Situation 2 Q: Is the sun touching the Earth? (No) Q: Is there air around the Sun? (No, there is no air in space.) Q: Is the heat transferred by conduction or convection? (No) • Explain what radiation is. • Conclude the discussions. Summary (10 min.) • Ask students to open their textbooks to the summary page and explain. • Summary today’s lesson on the blackboard. • Ask these questions as assessment: Q: What is radiation? Q: How many ways is heat transferred? Q: How are conduction, convection and radiation different? • Ask students to copy the notes on the blackboard into their exercise books. Students will be able to: • Understand what radiation is. • Differentiate radiation from conduction and convection. • Participate in the activity with care. Students are able to: • Explain how the heat is transferred by radiation. • Identify the different features among radiation, conduction and convection. • Show curiosity of how heat is transferred through conduction, convection and radiation. Title: Heat Transfer 3: Radiation Key question: What is another way of heat transfer? Activity: Inferring how heat transfers Discussion Situation 1) Q: Is the fire touching the people? No. Conduction doesn’t occur Q: Is there air around the fire? Yes Q: Do their body get warm by convection? No, because the heated air goes upward by convection so it doesn't warm their body. Situation 2) Q. Is the Sun touching the Earth? No. Conduction doesn’t occur. Q. Is there air around the Sun? No. Because there is no air in space. Convection doesn’t occur. Q: Is the heat transferred by conduction or convection? No Summary Radiation is the transfer of heat in the form of waves through air or empty space. Three ways of heat transfer: conduction, convection and radiation. Sample Blackboard Plan 5 5 4 Situation Is heat transferred? Why did you choose the option? 1) Heat from a fire to people Yes, - Other way - Convection Both does not touch each other There is air between fire and people 2) Heat from the Sun to the Earth Yes, - Other way These are not touching. No air in the space. 192 Summary (20 min.) • Recap the main learning contents covered in this topic. • Base on the main learning contents ask students the following questions. Q: What are the three ways of heat transfer? Q: Which heat transfer occurs in solids? Q: Which heat transfer occurs in liquids and gases? Q: Can you explain how radiation occurs? • Explain and correct the learning contents if they still have misconceptions. • Verify their understanding with the summary points. • Allow students to read aloud the main ideas of the topic and then copy into their exercise books. Exercise & Explanation (30 min.) • Go through the instructions of the exercise. • Allow students to answer the questions individually and give them enough time to respond to the questions based on their understanding. • After the exercise give them the answers to the questions and explain how to solve them using their scientific understanding and ideas. • Make reference to the textbook or provide clear examples in daily life to strengthen the learnt concepts in this topic. Lesson 9 / 10 Summary and Exercise Total lesson No: 86 / 87 Textbook page: 201 - 203 Lesson Title Tips of lesson 1 2 1 2 Chapter : 11. Heat Topic : 11.2. Heat Transfer Unit: Energy 193 Q1. (1) convection (2) radiation (3) conduction Q2. (1) A Q3. (1) Radiation Explain that heat from the fire is transferred through radiation because our body is not touching the fire directly but absords the heat through the space between the fire and us. Whereas in solids and liquids heat is transfered through them when they are touching. (2) The arrow indicates that heat moves from the heated point or area and moves outwards and spreads because liquids do not have fixed shape and move freely. Q4. Expected answer (1) There is no conduction of heat directly from the fire. (2) There is no conduction of heat because the handle does not touch the fire. 3 Science Extras (10 min.) • Give opportunities to students to closely observe the nature and its phenomena in the world. • Allow students to ask questions that demonstrate curiosity about the content in the science extra. Explanation of Science Extras 3 Exercise answers 196 1. How to use a Thermometer 2. How to use a Compass 3. How to use a Tape measure 4. How to make a Beam balance 5. How to read a Graph Science Tool Box Compass Thermometer Tape measure Graph Let's check and learn how to use the science tools here. Beam balance 197 eye level Thermometer How to use a Thermometer 1. What is a thermometer? A thermometer is an instrument used to measure temperature. A thermometer consists of a glass tube with marks on it. When the liquid in the glass tube is heated, it expands and begins to rise up the tube. Temperature is measured in degree Celsius [°C]. 2. Measuring temperature STEP 1: Place the bulb in the place where you want to measure the temperature. Make sure that there are no bright lights or direct sunlight shining on the bulb. STEP 2: Wait for a few minutes until the liquid in the tube stops moving. Position your eyes at the same level with the top of the liquid in the tube. STEP 3: Read the scale line that is closest to the top of the liquid. The thermometer as shown on the right shows 27 °C. bulb 198 Compass How to use a Compass North EastWest South 1. What is a compass? A compass is an instrument used for nd n d e t ons ( o t out st nd West). It has a dial and a magnetic needle that always points to the north/south. This helps you to locate your position on a map and to set the direction you wish to travel. 2. Finding directions STEP 1: en ou nt to e o t p e t e o p ss t on ou p nd o d ou palm in front of your chest as shown in the picture on the right. STEP 2: Turn your body until the magnetic needle o es to t e o t s n on t e d en t e need e o e ps t e o t s n on t e d ou e n o t STEP 3: Find other directions when you are facing o t ou t s de po nts to st nd left side points to West, and your back s n t e out en ou e n o t 201 1. What is a Bar Graph? A bar graph helps to compare data. The bar graph below shows the weight of three students. 2. Reading a Bar Graph STEP 1: Read the title of the bar. What is the bar graph about? STEP 2: tud t e otto p t o t e p ed t e o ont s e ed tudent’ that shows the name of students; e p e nd ’ STEP 3: ( tud t e nu e s on the left side of the graph called the vertical s e ed e t’ e number represents the weight in kilograms. ( e est ep esented nu e s et een n t o nu e s e p e et een nd t e nte ount s STEP 4: ( tud t e p oo t t e on e s p e ’ nd o e across to the vertical axis to identify the weight in numbers. The bar s o s t t t e e t o p e s ( e d t e uest on s ed p e student s t e e est Compare all the heights of the bars. Follow the highest bar down to identify the name of the student on the horizontal axis. Michael is the heaviest among the students and his weight is 70 kg. How to read a Bar Graph The weight of students Horizontal axis Students W ei gh t ( kg ) Vertical axis 202 Accelerate is to increase in speed. …………………………………………………… 24 Adaptation is the use of body part or a behaviour that helps an organism survive in its environment or a new environment. ……………………………… 148 Alloy is a mixture of two or more metals. ……………………………………………… 120 Autumn (fall) is the season that follows summer. The weather slowly gets colder. …………………………………………………………………………… 48 Behaviour is the way organisms act in a certain situation. ………………………… 148 Boiling point is the temperature at which a liquid changes into a gas. …………… 76 Camouage is a type of animal adaptation that use the colours, patterns or shape of body parts of an animal that allows it to blend in with its surroundings. ……………………………………………………………… 152 Carbon dioxide is a colourless and odourless gas produced by people or animals when they breathe out. ……………………………………………… 12 Cast is the opposite of its mould. ……………………………………………………… 124 Chemical change is a change that produces new kinds of matter. ………………… 58 Circuit diagram is a diagram representing an electrical circuit drawn using symbols. ……………………………………………………… 104 Cloud is made of water droplets or ice crystals oating in the sky. ………………… 42 Condensation is the process that causes a matter to change from gas to liquid. .....76 Conduction is the transfer of heat from one place to another through matter. …… 196 Convection is the transfer of heat through liquids and gases such as water and air. ……………………………………………………………………… 198 Convection current is the movement or ow of water or air created by the process of convection. …………………………………………………… 198 Core is the hottest, innermost layer of the Earth. …………………………………… 114 Cotyledon is the part of a plant that stores food. …………………………………… 164 Crust is the thinnest outer layer of the Earth. ………………………………………… 114 Decelerate is to reduce in speed or slow down. ……………………………………… 24 Degrees Celsius is the unit of measurement used to measure temperature. …… 192 Desert is a large, hot, dry area of land with very little water and very few plants. … 150 Dry season is a time of year when little rain falls. …………………………………… 48 Effort is the force applied to a machine to do work. ………………………………… 30 Egg is the female reproductive cell. …………………………………………………… 84 Electric current is the ow of electricity. ……………………………………………… 98 Electric circuit components are basically the various parts of circuit such as dry cells, bulb, switch and motor. ………………………… 103 Glossary 203 Embryo in animals is an early developmental stage of an animal while it is within the mother's womb (uterus) or in the egg. ………………………… 88 Embryo in plants is the tiny plant inside the seed. ………………………………… 164 Energy pyramid is a representation of the ow of energy from one energy level to another. ……………………………………………………………… 16 Evaporation is the process that causes a matter to change from liquid to a gas. … 76 Fertilisation is the process where the egg meets the sperm and joins it. ………… 84 Foetus is the unborn offspring of an animal that develops from an embryo. ……… 88 Food chain is the path of food energy from the plants to animals. ………………… 14 Food web consists of several food chains linked to each other. …………………… 16 Fossil is the remains of once a living thing. …………………………………………… 124 Freezing is the process that causes a matter to change from a liquid to a solid. … 76 Freezing point is the temperature at a certain point where liquids start to change to solid. ………………………………………………………………… 74 Freshwater habitats are natural water sources that do not contain salt. ………… 136 Friction is the force that occurs when two surface of objects rub against each other from opposite directions. ……………………………………………………… 24 Germination is the process of the seed growing into a seedling. ………………… 165 Grassland is an area mostly covered by grasses with few or no trees. …………… 142 Habitat is the part of a natural environment where a plant or an animal lives. …… 134 Heat is a form of energy. ……………………………………………………………… 186 Heredity is the way in which traits are passed on from parents to young organisms. ……………………………………………………………………… 90 Hibernation is the state of inactivity where animals go to a deep sleep. ………… 156 Igneous rock is a rock formed when melted rock from inside the Earth cools and hardens. ………………………………………………………………… 118 Lever is a type of simple machine that makes an object move with less force. …… 29 Load is the force applied on the lever by the object to be lifted. …………………… 30 Magma is melted rock form in the Earth or a result of volcanic eruption. ………… 118 Mantle is the thick, hot layer of the Earth. …………………………………………… 114 Melting is the process that causes a matter to change from a solid to a liquid. … 76 Melting point is the temperature at a certain point where solids start to melt. …… 74 Metamorphic rock is a rock formed when a rock inside the Earth has been changed by heat and pressure. ………………………………… 118 Migration is the movement of sh, bird and other animals from one place to another. ……………………………………………………………………… 156 206 Anther is the part of a male ower which contains pollen. ………………………… 72 Battery is a device that makes it easy to carry electricity any where you go. …… 78 Chemical property is the ability to change into new matter that has different properties. ………………………………………………………… 138 Compost is a mixture of naturally decaying matter such as plants and animals. … 34 Conductor is a material that electric current easily ows through. ………………… 86 Direction is the path that an object takes. Direction is expected by comparing its current position to its past position. ……………………………………… 212 Distance is a measure of how far an object has travelled from its starting point. … 212 Electric circuit is the circle of a pathway that electricity ows. …………………… 82 Fruit comes from owers and they contain seeds. …………………………………… 96 Inclined plane is one of the simple machines that uses slanted surface to move objects from a lower position to a higher position with less force. 218 Insulator is a material that electric current does not ow through easily. ………… 86 Metal is a material such as iron, copper and gold. …………………………………… 86 Motion is the change in the position of an object. An object in motion moves from one place to another. …………………………………………………………… 210 Muscle is under our skin and covers our bones. We use our muscles when we move our body parts. ………………………………………………………………… 188 Oxygen is one of the gases in the air. ………………………………………………… 12 Petal is the bright colourful parts of a ower. ………………………………………… 72 Phases of the moon mean a series of changing shapes of the bright part of the moon that we can see. …………………………………………202 Physical change is a change in physical properties of matter. It may make the matter look different, but it does not change the material itself. ………………………………………………………………… 136 Physical property is a characteristic of matter that can be measured or observed with our ve senses. ……………………………………………… 134 Pistil is a female part of a ower. ……………………………………………………… 72 Pollen is a ne powder produced by owers, which is carried by the wind or by insects to other owers. ………………………………………………………… 72 Glossary Page number corresponds to Grade 4 Textbook 207 Position is the place or location of an object. ……………………………………… 210 Precipitation is any form of water that falls from clouds such as rain, snow and hail. …………………………………………………………… 62,166 Pulley is a wheel to lift or lower an object easily.……………………………………… 218 Screw is a simple machine made up of an inclined plane wrapped around a cylinder or cone to change a weak force to a strong downward or upward force. ………………………………………………………………………… 218,230 Seed is a part produced by plants from which a new plant grows. ………………… 24 Seedling is a young plant that grows from a seed. ………………………………… 42 Shelter is a place where animals can be safe. ……………………………………… 12 Simple machine is a tool or device that can make work easier. …………………… 218 Speed is a measure of how fast an object is moving. ………………………… 212,214 Stamen is a male part of a ower. ……………………………………………………… 72 Steam are the visible tiny water droplets oating in the air. ………………………… 148 Stigma is the top of the centre part of a ower that receives pollen. ……………… 72 Vibration is a quick movement back and forth. ……………………………………… 120 Volume is the amount of a space in a container. …………………………………… 48 Water cycle is the movement of water between the air and the Earth as water changes its state. ………………………………………………………… 166 Water vapour is gaseous state of water. ……………………………………………… 148 Weather is the conditions of the air and the sky at a particular time and place. … 60 Wedge is a simple machine made up of two inclined planes back to back to form a sharp edges. ……………………………………………………………… 218,228 Wheel and axle is one of the simple machines to make work easier by increasing the strength of the force. ……………………………………… 228,226 Wind is moving air. …………………………………………………………………… 46,62 Work in science means the movement of an object by using force. ……………… 218 Page number corresponds to Grade 4 Textbook 208 Basic Science Instruments Basic science instruments introduced in the textbook are listed below. 1 3 5 8 2 4 7 9 1110 12 14 13 15 6 1 2 3 4 5 6 7 8 Magnifying lens Stopwatch Measuring tape Beaker Thermometer Dropper Burner Beam balance Bulb Bulb holder Motor Cell holder Switch Propeller Wire 9 10 11 12 13 14 15 'FREE ISSUE NOT FOR SALE' Papua New Guinea Department of Education S C IE N C E T each er’s M an u al G rad e 5 Grade 5