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Science TM Grade 4
Science TM Grade 4
GRADE 4
PLANT
CLASSIFICATION
OBJECTIVES LEARNING METHODS
• Understand the term ‘habitat’ and know about plants living in • Discussion using
different climates visual auditory aids
• Identify and name plants living in different environment • Group and class
• Classify plants according to their habitat under terestrial, aquatic, discussion
insectivorous and non-green plants • Hands on activities
• Know about characteristics of different plants that help them to • Outdoor exploration
survive in their habitat
• Discover how terrestrial plants differ from one another
• Understand in detail about some characteristics of insectivorous plants
• Appreciate and acknowledge the uniqueness in plant world
Plant
Classification
RESOURCES ASSESSMENT
• Textbook • Worksheet (text book)
• Reference videos • Worksheet (additional)
• Activity Materials • Evaluate
• Worksheets • Assess
Suggested teaching plan
Day Topic Task Additional Activities Teaching periods
1 Habitat • Define and give examples Activity 1
• Investigate
3 Aquatic Plants Video 1
• Suggested Activity
• Adaptations
Insectivorous, Non-Green
4 • Assess Video 1
Plants and Uses of plants
• Science Talk
5 I Have Learnt Revision Video 1
6 Assessment Evalaute, Access Worksheets 1
Learning Outcomes:
• Classify plants based on their habitats
• Identify various adaptations of terrestrial plants to suit their habitats
• Identify the types of aquatic plants and their adaptations
• Learn about Insectivorous plants
• Know about how the Non-green plants make their food
Getting Started :
Students by this grade are already aware about plants that grow in their surroundings, parts of the plant, few
characteristics about some common plants.
Talk to students about the different plants in their surroundings, in school. Let them also share about specific plants/
trees that they have seen, heard of during a trip.
Question them about different seeds, leaves and masalas that are used in the kutchen and whether they know about
the plant or not.
Warm Up:
Activity
Make few groups of students.
Ask them to think about the similarities and differences that they have on the basis of hair length, food, subject they like
the most, their favourite games etc.
Let them share the gathered information.
Now ask students if plants also have any similarities or differences in them. Help students understand that just like
humans, plants are also unique.
Suggested table
Name of Classmate Very short Hair Short Hair Medium Long Hair Very Long Hair
Arpit 3
Use this activity to get the students thinking about the basis of classification in plants.
Ask the students to read the conversation on the first page of the chapter.
Discuss it in class. Ask the students to give their observations on what Vaigyanik Chacha is saying.
Now encourage the students to come up with a definition for Habitat.
In continuation, explain the terms Terrestrial and Aquatic to the students.
Tasks
Project work (page 17)
The activity can also be done in groups. Encourage students to observe the plants on the following poiters:
Name of the plant Type of plant Leaf size, structure, texture Trunk structure
Water requirement Flower description Fruit description
After the project, let students share the information in the class.
Tasks:
1. Use Wow Sciecne Textbook, page number 8 to discuss types of terrestrial plants.
2. Classify terrestrial plants based on the regions in which they grow (e.g. desert, hills and mountains, plains, sea
coast and heavy rainfall areas)
Tasks:
Use textbook, page number 10
Educational Trip: Visit to any park, botanical garden in plain areas.
Let students explore and share the information gathered about the plants grow in plain areas.
Tasks:
Use textbook, page number 11 to explain
Home work:
Why are the roots seen outside?Name an area in our country where such plants may be there.
Topic 7 Assessment
Worksheet 1: Use worksheet from textbook, page no. 18
Worksheet 2
1. Give one word:
_____________________________
_____________________________
Answer Key
Worksheet pg 18
1. Terrestrial
Cactus Fixed
Coconut Pine Duckweed Hydrilla
Sal Prickly Pear Deodar Water Lily Hyacinth Tape Grass
2. Plant A is Palm/Coconut Tree. It grows in the coastal areas. It needs sandy soil.
Plant B is a Mango Tree. It grows in the plains. It can bear heat. It has lots of leaves and a thick trunk.
Worksheet 2
1. a. Evergreen b. Terrestrial c. Coniferous d. Swamp
e. Breathing f. Insectivorous
2. a. Hydrilla , Tape Grass b. Venus Flytrap, Pitcher Plant
c. Barrel Cactus, Prickly Pear d. Pine, Deodar
e. Mango, Neem
3. a. In the mountains b. In the deserts
For e.g. cactus grow in desert, Pines For e.g. lotus, hydrilla, duckweed etc.
grow on the hills.
5. Plants that grow in the heavy rainfall areas have broad leaves and remain green all the year round and are
known as evergreen trees. For e.g. cotton and sugarcane.
2. a. Coconut is a evergreen tree but grow on sea coasts because they need salty water to grow and survive.
b. In desert plants have modified into spines. Spines do not have stomata. Thus the rate of transpiration is
reduced and helps plants to save water. There is scarcity of water in the desert so these plants have fleshy
stem to store water
c. Mangroves trees have their roots above the ground because air cannot reach the roots as the soil is sticky
and clayey. These roots are called breathing roots which help them to breathe.
3. CACTUS VENUS FLYTRAP
It can grow well in sandy soil Both are green plants It grow in soil which lack nitrogen
Rate of transpiration is more Photosynthesis occur in Rate of transpiration is less
both plants
D. HOTS
In desert, plants have spines instead of leaves because spines do not have stomata. Thus the rate of transpiration
is reduced and helps plants to save water.
GRADE 4
ANIMAL
CLASSIFICATION
OBJECTIVES LEARNING METHODS
• Identify and name animals living in diferent • Discussion using visual auditory
climatic conditions and places. aids
• Classify land, water and other animals • Group and class discussion
based on their habitat • Hands on activities
• Explore and understand the food habits of • Outdoor exploration
different animals
• Classify animals as herbivores, carnivores
and omnivores
• Appreciate and acknowledge the
uniqueness in the animal world
Animal
Classification
RESOURCES ASSESSMENT
• Textbook • Worksheet (text book)
• Reference videos • Worksheet (additional)
• Activity Materials • Evaluate
• Worksheets • Assess
Suggested teaching plan
Getting Started :
Students have already understood the meaning of the term ‘habitat’ in the previous chapter. Revise the meaning of the
term again.
Ask them if they can think of any way in which we can classify animals just like we did for plants. They will give you
names of different land animals, water animals and animals that can fly. Record their responses and build the chapter
accordingly.
Help students to understand that similar to humans and plants, animals are also unique and each one has their own ability.
Warm Up:
Ask students to share names of all animals and birds they have seen or heard.
Divide students in groups and ask each member of the group to discuss and collect information about animals.
Ask the students to fill the table.
Suggested Table:
Discuss the eating habits of the students. Ask if there are any other categories of eating habits.
Ask the students to study this page. One by one call out
the types of animals given here and ask them to guess
the habitat by looking at the picture.
You can ask few questions such as:
1. What do you think the word ‘arboreal’ means?
2. Guess the meaning of ‘aerial’ from the picture.
Topic 2 Terrestrial Animals
Discussion Pointers:
• Name some animals that live on land but in different climatic conditions.
• Camel lives in desert. What helps him to survive in such different climatic condition?
• Snake is a terrestrial animal with no legs. What helps it move around from one place to another?
• Name any other animal that has same features like a snake.
• Discuss the different sub-habitats on land…deserts, snow etc and the adaptations of animals to suit the environment.
Tasks:
Give the Project Work for Homework and organise the quiz.
Discuss the Science Talk. Do the Suggested Activity (page 27): Organise a Field Trip-follow the instructions in Q1 Short
Answer pg 26
Teacher Tip: The Quiz can be organised on the 4th day so that it serves as an Assessment/recap tool
Topic 4 Amphibians
Discuss the word ’amphibious’ and then talk of animals that live on both land and in water.
Discussion pointers
The following questions can be used for discussion with students.
1. Can humans live on land and in water?
2. Frogs can live on both land and water. They have special feet. What kind of feet do they have?
3. How do frogs breathe inside water?
Tasks:
HOTS - Wow Science textbook, page number 26
Ask students to think what features can help to live in water. ALso ask them if they are able to live inside water, what
would they like to observe about aquatic animals.
Topic 8 Assessment
Worksheet 1: Use worksheet from textbook, page no. 28
Worksheet 2
Animal Classification
Worksheet 2
a7, b9, c8, d5, e3, f10, g1, h2, i4, j6
EVALUATE ANSWERKEY
Evaluate:
A. Objective type questions
Tick (3) the correct option.
1. B. They mostly live on trees 2. A. Parasites 3. D. Terrestrial 4. B. Amphibians 5. C. Both A and B
B. Short answers type questions.
1. a.
Name of Animals Category(habitat) Name of Animals Category(Food Habits)
Lion Terrestrial . Lion Carnivores
2. An animal that lives both on land and in water but must produce its eggs in water. They have lungs to breathe
on land and can also breathe in water through their skin. For e.g. Frogs, toads and salamanders.
3. These animals are penguin and fish.
Similarity: They both are cold blooded
Difference: Fish have scales and gills whereas penguins have feathers and lungs
4. Some animals live on the body of other animals for their food. They are called parasites. For e.g. Lice and ticks
5. Carnivores have sharp tearing (canine) teeth that help them to hunt and tear the flesh of other organisms.
C. Long answer questions:
1. Camel and polar bear are very different .They do not have similarities. The camel’s habitat is in the hot desert
while the polar bear’s habitat is the frozen Arctic. Camel’s have thick skin which protects them from heat while
polar bears have fur which help them to keep warm and also help them to camouflage into their environment.
2. a.
Scavengers Parasites
Animals that eat flesh of dead animals Animals that live on the body of other animals for
are called scavengers their food are called parasites
They have spongy bodies with lots of These plants have thin, long and hollow stems, and
empty space filled with air broad and flat leaves
b. Arboreal Aerial
Some land animals that live mostly on Animals that can fly andspend most of their timein
trees are called arboreal animals air are called aerial animals
For e.g. monkeys and koalas For e.g. birds and insects
3.
D. HOTS
Humans use lungs to breathe. Our lungs are designed in such a way that they can only extract oxygen from air and
not from water since the level of oxygen in water is lesser than that in air. Also we don’t have gills like fish which can
help us breathe in water. We cannot breathe through skin because only moist skin can absorb oxygen from water and
the skin of humans is not moist