Adventure in Science Book 4

Adventures in Science – Grade 4 Lesson Plan
Contents
Chapter 1: The Life of Organisms .......................................................................................................................................... 3
Chapter 2: Ecosystems .......................................................................................................................................................... 29
Chapter 3: Human Health ..................................................................................................................................................... 50
Chapter 4: Matter .................................................................................................................................................................. 77
Chapter 5: Energy ............................................................................................................................................................... 100
Chapter 6: Forces and Motion ............................................................................................................................................. 122
Chapter 7: Earth and its Resources ..................................................................................................................................... 144
Chapter 8: Earth’s Weather and Climate ............................................................................................................................ 168
Chapter 9: Earth in the Solar System .................................................................................................................................. 191
Chapter 10: Technology Around Us ................................................................................................................................... 216
Worksheets ........................................................................................................................................................... 242
Chapter 1: The Life of Organisms ........................................................................................................................................ 243
Worksheet 1 ................................................................................................................................................................... 243
Worksheet 2 ................................................................................................................................................................... 244
Worksheet 3 ................................................................................................................................................................... 245
Worksheet 4 ................................................................................................................................................................... 246
Worksheet 5 ................................................................................................................................................................... 247
Chapter 2: Ecosystems ........................................................................................................................................................ 251
Worksheet 1 - Lesson 2 .................................................................................................................................................. 251
Worksheet 2 - Lesson 3 .................................................................................................................................................. 252
Chapter 3: Human Health ................................................................................................................................................... 253
Chapter 3: Worksheet 1 ................................................................................................................................................. 253
Chapter 4: Matter ................................................................................................................................................................ 256
Chapter 6: Forces and Motion ............................................................................................................................................. 259
Worksheet 1 ................................................................................................................................................................... 259
Chapter 8: Earth’s Weather and Climate ............................................................................................................................ 260
Worksheet 1 ................................................................................................................................................................... 260
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Worksheet 2 ................................................................................................................................................................... 261
Worksheet 3 ................................................................................................................................................................... 262
Chapter 9: Earth in the Solar System .................................................................................................................................. 263
Worksheet 1 ................................................................................................................................................................... 263
Worksheet 2 ................................................................................................................................................................... 264
Worksheet 3 ................................................................................................................................................................... 265
Worksheet 4 ................................................................................................................................................................... 266
Worksheet 5 ................................................................................................................................................................... 267
Chapter 10: Technology Around Us ................................................................................................................................... 268
Worksheet 1 ................................................................................................................................................................... 268
Worksheet 2 ................................................................................................................................................................... 269
Worksheet 3 ................................................................................................................................................................... 270
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Chapter 1: The Life of Organisms
Chapter 1: The Life of Organisms Lesson 1

Section 1.1 : Characteristics of living and non-living things
Learning Objectives: Vocabulary
• To explain the difference between living and non-living things.
• To compare and contrast characteristics that distinguishes major Characteristics
groups of living things (plants and animals). Nutrition
• To know that living things need nutrition and that they grow.
Learning Outcomes:
Students will be able to:
• Explain the physical and behavioural characteristics of living
things and differentiate between living and non-living things.
• Explain that animals eat food and plants make their own food.
Warm up / Introduction -
Let’s Recall
Elicit - What do you know about living things?
Summarize the students’ ideas and key words on the board, in a mind map.
Teach - The term living thing refers to things that are alive or were once alive. A non-living thing is
anything that is not alive and has never been alive. For something to be classified as living, it must
breathe and grow, or once did so.
Distribution: Methodology
Teaching • Ask - Are human beings living or non-living?
methodology • Ask students if the things they can see in the classroom are living or non-living
things? As they respond, explain the characteristics that make living and non-living
things different from each other. Make 2 columns on the board and note their
responses.
• Read out the paragraphs on page 2 and the top of page 3, and discuss together.
• Ask - How can we tell the difference between living and non-living things? (Ans:
Living things have certain qualities or features that non-living thing do not have).
Watch the video. (Insert link)
Discussion of the video – focusing on 2 points
1. Living things need food

• Explain that the process of taking in food is called nutrition, and that living things
need food for survival and to grow healthily. Give the example of humans eating
food. Discuss together how some animals eat plants whilst other animals eat other
animals.
• Ask – Do plants eat food? Where do they get their nutrition from? Explain that
plants make their own food from sunlight and water. They will learn the details later.
(An activity for this is suggested below).
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2. Living things grow
• Discuss together about how a baby grows into a child and then an adult, and how a
kitten grows into a cat. Explain that is because of the nutrition they get through the
food they eat.
• Discuss together how tiny seedlings develop into adult plants. Show some seeds and
a flowering plant, or some photos of seedlings and adult plants. Explain that the
nutrition of plants comes from the food they make.
• Ask - Can a chair or table grow?
• Look together at the table on page 3 and explain points 3 – 7, as other characteristics
of living things. Encourage students to contribute any prior knowledge they may have
and have a quick class discussion.
Option: if time, complete Think about it, and the Activity on page 4.
Activity/ Place some coriander seeds on wet cotton wool and put them near sunlight.
Experiment (Remember to spray water on the cotton wool with water, twice a day.)
Explain that they will observe the seeds over the coming days and weeks. Ask the
students to predict what will happen.
Student Task Task – In their notebooks, ask the students to write a list of different kinds of healthy
food that they can eat to help keep them healthy and strong.
Plenary:
• End the lesson by asking students what they have learnt today
• What are living and non-living things? How can they be distinguished from one another?
Summary:
• A living thing is anything that is or has been alive.
• A non-living thing is something that is not, and has never been, alive.
• Some of the characteristics of living things are that they grow, breathe, move, need food and
water to survive (nutrition), respond to changes around them and reproduce.
Homework Materials
Complete Activity 1 from the
workbook • TB & WB
• https://www.youtube.com/watch?v=Gy60BqCnTG4
• Seeds
• A flowering plant or photographs
• Coriander seeds
• Cotton wool
• Water
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Chapter 1: The Life of Organisms Lesson 2

Section 1.1 : Characteristics of living and non-living things
• To compare and contrast characteristics that distinguishes major Characteristics
groups of living things (plants and animals). Respiration
• To explain that living things can grow, breathe, move, respond Stomata
to changes, reproduce and need nutrition. Reproduction
Excretion
Learning Outcomes: Respond
• Explain the differences between plants and animals in terms of
their characteristics.
• Compare and contrast characteristics of living things.
Let’s recall
Put the students into teams. Race to recall the 7 characteristics of living things learnt in the previous
lesson (they grow, breathe, move, need food and water to survive, respond to changes around them and
reproduce). Award points for the fastest and most accurate response.
Teaching Read the table on page 5. Explain the characteristics of living things whilst discussing
methodology the differences between plants and animals (Note: nutrition and growth were both
discussed in the previous lesson).
Living things can breathe

• Explain that another word for breathing is respiration. Practise saying the
word out loud.
• Ask students to take deep breaths in and out – can they see their chest rising
and falling?
• Teach the children that living things need oxygen for their survival. Human
beings and many animals take in oxygen from the air. Frogs have lungs, and
fish breathe in oxygen from water through their gills. Plants have tiny
openings or holes on their leaves called stomata for respiration.
Living things can move

• Explain that animals and human beings move from place to place by
themselves. Animals move to look for food and shelter. Plants do not move
from place to place but some parts do move towards the sunlight (think about
the sunflower on page 4)
Living things respond to changes in their surroundings

• Ask the students what happens when we touch something hot.
• Explain that human beings and many animals feel changes by using their
senses.
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• Explain that all living things can sense changes in their surroundings and
respond to these changes.
• Explain how plants respond to their environment, using the examples of a
sunflower and the leaves of the touch-me-not (page 4).
• Ask whether the chairs or tables in class respond to changes in their
surroundings?
Living things reproduce
• Explain that most animals and human beings reproduce young ones.
• Fish, birds, insects and reptiles lay eggs which hatch to produce young ones.
• Ask why birds build nests. (Ans: To protect their eggs and chicks from
predators).
• Explain that plants grow from seeds or parts of plants.
Living things excrete

• Animals release waste from their bodies. This is called excretion.
• Plants release oxygen and carbon dioxide into the air.
Conclusion – There are 7 characteristics of living things.
Activity/ Dancing Worms

Experiment Materials:
▪ Two transparent cups

▪ Gummy worms
▪ Baking soda
▪ Vinegar
▪ Water
▪ Spoon
▪ Knife
Experiment:
▪ Teacher step: Cut the gummy worms in half (lengthwise).
▪ Fill a cup 3/4 full of water.
▪ Add 2-3 spoons of baking soda and stir.
▪ Add the gummy worms and let them soak for at least 15 minutes.
▪ Fill a transparent cup with vinegar.
▪ Drop in the worms and watch what happens!
Ask - Are the worms alive? How come they are dancing? What happened?
Student Task WB Activity 2

The first two questions.
Plenary:
End the lesson by asking students what they have learnt today about the differences in characteristics of
plants and animals. As they share their ideas, put the ideas into a review chart on the board.
Ask the students if there are any other aspects of this topic that they would like to know more about.
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Homework Materials
Last question from the WB
activity 2 TB & WB WS
Worksheet 1 (attached) https://www.youtube.com/watch?v=eb-EjLiGROY (alternative to
teacher led explanation).
Materials as listed for Dancing Worms experiment.
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Section 1.1 : Characteristics of living and non-living things Lesson 3
• To be able to classify animals in terms of vertebrates and Classification
invertebrates, with examples. Vertebrae
• To identify the similarities and differences between vertebrates Vertebrate
and invertebrates. Invertebrates
Skeleton
Learning Outcomes: Backbone
• Understand that the classification of animals depends on the
presence or absence of a backbone.
Ask all students to reach behind their neck, between their shoulders, to touch their backbones. Tell them
to start at the top of their neck and see how far down they can reach. Demonstrate on one student, after
asking their permission. Count the vertebrae (there are 26).
Explain that they will learn about how to sort animals into groups by observing if they have a backbone
or not.
Teaching Classification of living things
methodology
Divide the class into teams and give each team to brainstorm as many different kinds
of animals that they can think of. Explain that we can sort animals into groups,
according to their characteristics (similarities and differences). This is a process called
classification. Explain that scientists have already sorted animals into such groups.
Ask what the difference is between a leopard and a jellyfish. Explain that a leopard
can run, jump and climb, because it has backbone. It is called a vertebrate. A jellyfish,
on the other hand, has a soft body, like jelly, with no backbone, so it is called an
invertebrate.
Ask whether they think humans are vertebrates or invertebrates, and remind them of
how they were reaching behind them to touch their backbone. Animals are classified
into vertebrates and invertebrates depending on the presence or absence of a
backbone.
Vertebrates:
• Explain that vertebrates have a backbone and a skeleton made of bones inside
their bodies. Bones give us our shape and allow us to move. Bone also protect
the insides of our bodies, and our organs (like our heart, and brain). Show the
diagrams of three vertebrates on page 6. Ask them to identify which animals
they can see in the diagram and to name 3 more that they can think of. Read
the paragraphs about vertebrates’ page 6).
• Mention that scientists classify vertebrates into five sub-groups: mammals,

amphibians, reptiles, fish and birds. Encourage them to share any prior
knowledge they may have about this, to spark their interest. (Note: This will
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be formally covered at Grade 5.)
Invertebrates:
• Explain that unlike the vertebrates, invertebrates do not have backbones. Give
examples - insects, worms and spiders. Share the fact that 95% of all living
creatures on Earth are invertebrates! Read the paragraphs about invertebrates
on page 6).
Look at the photo of the crab on page 6 and explain that several invertebrates, such as
crabs, have an outer skeleton (like a shell) for protection, but no inner skeleton.
Activity/ Let’s make a classification display
Experiment Ask the students to draw and label their two favourite vertebrates and two favourite
invertebrates. Stick their illustrations onto a bulletin board divided vertically into two
equal sections and labelled Vertebrates and Invertebrates. This classroom display
will serve as a useful visual review tool. Start in class and complete for homework.
Student Task Solve Activity 4 from the workbook and worksheet 2.
Plenary:
• End the lesson by asking the students to recall what they have learnt today.
• Review the basis upon which animals are classified into two major groups.
Summary:
• Animals are classified into vertebrates and invertebrates, depending on the presence or absence
of a backbone.
Homework Materials
Task 1 - Label the worksheet • TB WB WS
Number 2 • Suggested links
https://www.youtube.com/watch?v=R50Xc1EUHwg
https://www.youtube.com/watch?v=Sr_T4skBYNo
Drawing paper and pens
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• To be able to classify plants into flowering and non-flowering Conifers
varieties with examples Spores
• To analyse the similarities and differences between flowering Reproduce
and non-flowering plants. Seeds
Ferns
Learning Outcomes: Mosses
• Identify some flowering and non-flowering plants
• Explain the classification of plants based on their similar and
different characteristics.
Ask the students to name any plants in their house or garden. As they are calling out the answers, write
them in 2 circles on the board, one circle with flower petals drawn around and one without,
distinguishing between flowering and non-flowering plants.
After the 2 lists have been created, ask the student what the main difference between the 2 groups is.
Explain that just as we classify animals into groups, plants can also be separated into flowering and
non-flowering varieties.
Teaching Explain that just like animals, we also classify plants. Share the fact that there are
methodology 287,000 different types of plants in the world! Classification allows the studying
plants to be done in a organised (systematic) manner. It allows us to identify plants in
different regions, too.
Watch the video:
https://www.youtube.com/watch?v=bHp2GzacmhQ
Have the students watch the video. The teacher should stop periodically to discuss,
using the information below and in the student textbook.
Flowering plants:
Show the students a flowering plant or a photo. Read the paragraph on page 6 and
briefly explain the role of flowers in plant reproduction (i.e. brightly coloured flowers
turn into fruits with seeds inside them, and the seeds are used for reproduction). Give
the example of the jasmine flower (page 6).
Non-flowering plants:
Show the students a non-flowering plant or a photo. Ask the students how they think
non-flowering plants reproduce. Read the paragraph on page 7 and briefly explain
that these plants produce seeds in cones, which are hard protective coverings around
the seeds. Ferns and mosses produce spores. (show the photos on page 87 seeds of
pine protected in cone and fern spores).
Activity/ Visual Art Meets Science
Experiment
Ask the students to go around the school yard and collect or photograph plants to
classify. They should then look at one plant they have collected and make a pencil
drawing of it, showing all its most important features, for example, number of petals,
leaves, roots, any flowers, fruits or spores, and so on. Can they identify what type of
Page | 10
plant it is?
Students work Task: Complete Activity 5 from workbook.
Plenary:
Ask Questions
• What are the two main groups of plants?
• How do flowering plants reproduce?
• How do non-flowering plants reproduce?
Summary
• Plants can be classified into flowering and non-flowering varieties.
• Flowering plants have bright coloured petals that help in reproduction, while non-flowering
plants reproduce through spores.
Homework Materials
Make a list of 5 non-flowering TB, WB
plants in your notebook.
Draw and colour in your https://www.youtube.com/watch?v=bHp2GzacmhQ
favourtite flower. • A flowering plant
• A non-flowering plant
• Drawing paper and pencils
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• To recognize and appreciate diversity in life (both plants and diversity
animals.) biodiversity
• To identify ways to protect diversity. disappear
microorganisms
Learning Outcomes: polluting
Students will be able to: disposing
• Explain the diversity of life on Earth. garbage
• Explain certain environmental activities harmful for Earth. environment
• Explain the principle of the 5Rs. refuse
recycle
reduce
re-use
rot
Ask the students to think about the school garden and brainstorm as many different types of life found
both in the ground and above the ground. After they have given their answers, add any key life forms
that they have missed.
Explain that the Earth is home to many types of living things and that these can be classified into
different groups depending on their habitat (where they live). There is a diverse range of small and large
creatures. Explain that we use the word Biodiversity to talk about the range of living things on the
Earth. Write BIODIVERSITY in large letters on the board. Practise saying the word together until they
are confident with it. Ask them to practise writing it too.
Teaching Ask – Can you guess how many species of plants and animal there are on Planet
methodology Earth?
Ask students to guess and award a point to the nearest guess (Ans: 8.7 million!)
Explain that the word Biodiversity refers to the variety of plants, animals and
microorganisms found on Earth. It refers to the variety of life that can be found on
Earth (plants, animals, fungi and micro-organisms). Explain that we depend on this
variety for different things, like food, medicine etc., and that these living things also
depend on each other. Explain that Biodiversity is very important for all living things.
Harmful activities affecting biodiversity.

Introduce to the students the idea that certain human activities can destroy the homes
of animals or cause many plants and animals to decrease in numbers.
Ask – Can you think of any human activities that are harmful to the Earth?
Encourage the students to share any ideas they have about harmful human activities,
and write them on the board.
Explain that some human activities are so harmful that they can lead to plants and
animals even disappearing from Earth and never being seen again.
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Read the information under the heading ‘Diversity of life on Earth’, on page 7. Focus
on the bulleted points Discuss together the idea that we all have a responsibility to be
careful and take care of our planet.
Option: If you have time, you can allow the students to do the activity on page 8, at
this point. Alternatively, this can be completed for Homework.
The 5Rs
Introduce the five principles of Refuse, Reduce, Reuse, Rot and Recycle. Encourage
the students to explain what they understand by each term. Have a short discussion,
where they share which they think is the most important principle. Why? (And: They
are all important, but such a discussion will help check their understanding and
encourage them to think more deeply about each ‘R’).
Ask: How might we create less waste? Record the students’ ideas on a mind map
drawn on the board, with a waste-paper bin drawn at the centre. Invite individuals to
come to the board and write up their ideas.
Explain that we should reuse as many things as we can instead of throwing them
away. We should recycle paper, glass and plastic to be made into new items. Show
the infographic diagram on page 8.
Activity/ Think out of the box!
Experiment • Work in pairs. Look around the classroom.
• Identify any one item, like an old box, bottle, bag etc.,
• Come up with an idea of what new and useful object you could make from
that item.
Student Task
Task 1 - Activity 6 from WB
Plenary:
End the class by asking the following questions to assess student learning:
• What is biodivesity?
• What are the factors that contribute to making the environment harmful for living things?
• How can we protect biodiversity and save the environment? What are the 5Rs?
Summary:
• The variety of plants, animals and microorganisms found on Earth is called its biodiversity.
• Certain human activities like cutting down trees, etc., affect our own health, the health of other
living organisms and the whole environment.
• Urgent steps need to be taken to protect our environment e.g. 5Rs.
Homework Materials
Note down the Exercise Section E Part 3. TB, WB, WS.
Name some ways in which you can protect the Earth’s biodiversity Watch the link
and save https://www.youtube.com/watch?
the environment. Using this information do the activity on page 8. v=OasbYWF4_S8
Make a poster that explains ways in which we can keep Planet

Earth safe, clean and healthy.
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Section 1.2 : Functions of major structures in living things Lesson 6
• To identify major parts/organs in an animal’s body: bones, muscles, Machine
brain. Function
• To relate the parts/organs of an animal’s body to their functions as bones Complex
support the body, muscles move the body and brain control the body Nutrition
activities Movement
Breathing
Internal organ
Learning Outcomes: Nervous system
Students will be able to: Skull
• Understand that all the different activities that a living thing carries out, Information Processes
like breathing, movement, etc. are done by the different organs and Memory
systems. Bone marrow
• Understand the function of the brain and the nervous system. Support
• Explain how bones and muscles help the body to move. Direction
Elastic
Muscular system
Contracting and relaxing
Warm up / Introduction
Write the following anagrams on the board – ANBIR (BRAIN): GLUSN (LUNGS); LEMSSUC (MUSCLES).
Have the students race to unjumble each word. Elicit what the three words are. Ask the students to name any
other organs they can think of inside their bodies. Make a list down the side of the board.
Explain that our body works like a machine: it is made up of many different parts / organs and each part has a
function to carry out. Function means that different parts and organs have different jobs to do and they work
together to help us to do things.
Teaching Important parts of the human body
methodology Ask - Which parts of the body can you see and name?
Explain that some parts of the body cannot be seen. Ask them to share any prior
knowledge about body parts inside of their body. As they do so, explain the difference
between internal and external organs.
Explain that the human body is made up of internal organs, body parts, bones,
muscles and systems.
Read the middle part of page 9, and look at the photo of the body shown as a
machine. Discuss with students what they can see.
Show the video - https://www.youtube.com/watch?v=zKSqNLT8kAA
The brain
• Explain that the brain is a part of the nervous system and is the main control
centre of the human body.
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• Read the information about the brain on pages 9 and 10. Show how the brain
looks like a walnut. Explain that it is protected by a hard covering made of
bones called the skull.
• Discuss together that the brain receives information from different parts of the
body and processes this information. It then sends out instructions to the
different parts to perform actions.
• Explain that the brain can also store information. This is called our memory.
The bones
• Ask how we can stand or sit straight. Which part of the body makes this
possible?
• Read the information about the bones on page 10.
• Discuss how bones are hard on the outside and soft on the inside, and that
there is a jelly-like substance called bone marrow found inside bones.
Explain the function of bones

• Bones give the body shape and support.
• They protect the internal organs like the heart, stomach, lungs, etc.
• The smallest bone in the human body is the stapes; it is in the ear.
The muscles:
• Explain that muscles are tough and elastic and form the muscular system.
• Ask how we can move without muscles.
• Explain that muscles work in pairs. They work by contracting and relaxing,
which is helpful when it comes to movement.
• Read the information about the muscles on pages 10.
Activity/ My Body
Experiment Put the students into small groups. Give each group a long piece of paper. Each group
asks for one volunteer and, with their permission, draws around their outline. The
students then work together to label body parts and draw in organs.
Student Task Task: Complete worksheet 3

Plenary:
• End the lesson by asking the students what they have learned about different organs of the body.
• Ask - How can we interpret things and save our thoughts?
• Elicit - What are the major functions of bones and muscles?
Summary:
• The brain is part of the nervous system, the main controlling system of the body.
• Bones and muscles help the body to move. Together, they support body's weight, maintain your posture
and help you move.
Homework Materials
Exercise - Section E Part 4. TB WS
Why do you think the brain is often Watch the link
called a super computer? https://www.youtube.com/watch?v=zKSqNLT8kAA
A roll or butcher paper
Page | 15

• To relate the parts/organs of the human body to their functions. Blood vessels
• To explain the structure and function of the lungs for taking in Circulatory system
air. Muscular
• To explain the structure and function of the heart and how it Fist
helps to pump blood around the body. Pump
Oxygen
Learning Outcomes: Lungs
Students will be able to: Ribcage
• Explain different activities that a living thing carries out. Spongy
• Explain how the heart, along with the blood and blood vessels, Air sacs
forms the circulatory system. Carbon dioxide
• Analyze the function of the lungs as lungs move oxygen into the Breathe out
blood and send waste products like carbon dioxide back into the
air.
This is the game "Simon Says" but using the word "teacher", or your name, instead. Go straight into the
game (no explanations necessary) by saying "Teacher says point to your brain". Do the action and make
sure everyone else follows along. Give a few more "point to your …" instructions, recycling the body
parts vocabulary learnt last lesson. At some point, give a command without the "Teacher says" part (e.g.
"Point to your mouth"). First time round, everyone will touch their mouths, so make it very clear that
they shouldn’t do this when you don’t say "Teacher says". After a while your students will get the hang
of it. Play the game faster and faster. Whenever a student makes a mistake, they have to sit out the rest
of the game. The last student standing is the winner.
Teaching Ask students to perform a small activity.
methodology Say - Place your right hand on the left side of your cupper chest. You will feel
something beating. That’s your heart pumping blood around the body.
Ask – Do you know why the blood needs to be pumped around the body?
Read the paragraph about the heart on page 11.
Explain that the heart is a muscular organ. It is about the size of your fist. The heart
pumps blood around the body.
Explain that the blood takes oxygen and nutrients to all parts of the body and carries
away waste. The heart, along with the blood and blood vessels, form the circulatory
system. (Show the diagram on page 11)
The lungs
Read the paragraph about the lungs on page 11.
Remind students that all living things need oxygen to survive. When humans breathe,
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oxygen reaches our lungs.
Describe the structure of lungs (i.e. spongy organs filled with air). They contain tiny
air sacs. The lungs allow oxygen to move into the blood and travel around the body.
They also allow carbon dioxide to move from the blood back to lungs so that it can be
breathed out. Explain that the lungs form part of the respiratory system.
(Show diagram on page 11)
Activity/
Experiment Pumping Heart Experiment
What You Do:

1. Fill the jar half full of water.
2. Cut the neck of the balloon off at the part where it starts to widen into a
balloon. Set the neck part aside.
3. Stretch the balloon over the opening of the jar, pulling it down as tightly as
you can. The flatter you can get the surface of the balloon, the better.
4. Carefully use the tip of a skewer to poke two holes in the surface of the
balloon. Make them about 3 cm apart from each other and near opposite edges
of the jar.
5. Stick the long part of a straw into each hole. The straws should fit securely in
the holes so no air can get through around the straws.
6. Slide the uncut end of the balloon neck onto one of the straws and tape it
around the straw.
7. Set your pump in a large pan or the sink to catch the pumped water. Bend the
straws downward. Gently press in the center of the stretched balloon and
watch what happens to the water in the jar.
What happened:
You made a simple pump that moved water from the jar through the straws and into
the pan. The cut end of the balloon worked as a valve to stop the water from going
back down the straw. Your heart pumps blood out into your body through your
arteries in a similar way.
Human hearts have four separate chambers inside. This pump shows how one
chamber and its valve works.
A valve is used to keep blood that has been pumped from one chamber to another
from flowing back into the chamber it came from.
Try taking the balloon valve off of the straw and pump water again. Did you notice
anything different? You likely saw that water still came out of the straw, but without
the valve, there was nothing to keep some water from going back down the straw.
In order to keep blood moving through your heart and into your body, your heart
needs valves to separate its chambers.
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Students work Task: Do worksheet number 4.
Plenary:
End the lesson with the What am I? game.
The teacher calls out a series of clues and the students have to guess which body part is being
described.
E.g. I am like a pump.
My job is to pump blood around the body.
I am made of muscles.
What am I?
Summary
- The heart is an important organ. It is about the size of a fist. It pumps blood around the body.
- Blood helps to take oxygen to different parts of the body.
- The lungs are the essential organ in the chest on either side of heart. They allow exchange of
carbon dioxide and oxygen.
Homework Materials
Do exercise A – ‘Time to TB, WB.
Assess’ in their notebooks. A jar
A balloon
A skewer
Straws
Page | 18

• To explain the structure and function of teeth. Pieces
• To explain the main function of the stomach and how it mixes Digestive system
and grinds food. Crown
Enamel
Learning Outcomes: Milk teeth
Students will be able to: Incisors
• Explain that teeth help us to bite and chew food and break it up Canines
into small pieces. Premolars
• Understand that the stomach plays an important role in digestion Molars
Crushing
Grinding
Decay
Review what the students have already learnt about the circulatory and respiratory systems with
questions for a quick-fire quiz.
Explain that today they are going to learn about the system that helps us to convert food into energy –
the digestive system.
Draw a simple diagram on the board as you explain the digestive system process and how it starts with
the mouth chewing food and ends with excretion. The mouth is an important part of the body.
In the mouth there are teeth that have three main jobs: smiling, talking, and eating. The stomach has a
role to digest food broken down by the teeth. The food is then used as energy by the body.
Teaching Ask - What happens to the food that you put into your mouth?
methodology Discuss how our teeth help us to bite and chew our food and break it up into small
pieces before it goes through our digestive system.
A tooth has two main parts. Read the text and look at the diagram on page 11.
- The white part that can be seen, which is not covered by gums, is called the
crown.
- The crown is covered by enamel.
- The tooth is fixed in the gums by a long root.
Ask students how many of their teeth have fallen out? Do they know why they fall
out?
Explain that the first set of teeth a child has are known as milk teeth. These milk teeth
begin to fall out at the age of 5 or 6 and are replaced by permanent teeth. An adult has
32 permanent teeth.
Ask the students to look at a partner and see if all their teeth look the same? Discuss
using the diagram and table on page 12.
As they respond, explain that there are four types of teeth: incisors, canines,
premolars and molars.
Page | 19
Ask what we need to stay healthy and protect our teeth? How many times a day
should we brush our teeth?
Explain that brushing removes all the tiny pieces of food that get stuck between their
teeth. It also prevents tooth decay.
Ask – Where does the food go after it is chewed and swallowed? (Ans: the stomach)
Structure - Explain that the stomach is like a muscular bag. It is important for
digesting food.
Function - The food that enters the stomach, from the food pipe, is mashed and mixed
with juices. From the stomach, the mashed-up food passes into the small intestine.
Discuss this with the students, using the picture on page 12.
Activity/ Work in pairs

Experiment Plan posters about the importance of caring for your teeth.
Use slogans like “Better teeth, better health”, “Don’t rush when you brush”, etc.
What images will you use on your poster?
Student Task Task: Complete worksheet number 5.
Plenary:
End the lesson with a series of statements about the structure and function of teeth, the mouth and the
stomach on the board. The student should decide whether each statement is true or false. e.g. The
function of teeth is to digest food (FALSE)? We have four types of teeth (TRUE) etc.
Summary
Teeth help us to bite and chew this food and break it up into small pieces to make it ready for the
stomach to digest. The stomach helps in digestion of the food to give energy to the body.
Homework Materials
Complete Activity 7 from the TB WB WS
workbook by researching on Coloured pens and paper for planning the posters.
the internet. Complete the
teeth-care posters.
Page | 20

Identify parts of a plant body. Grow

• To identify parts of a plant (leaves, stem, flowers, roots, seeds Root system
and fruits). Root hair
• To relate the structures of plants to their functions (i.e., roots Tap root
absorb water and nutrients and anchor the plant; the stem Fibrous root
transports water and food etc.). Absorb
Support
Learning Outcomes: Branches
Students will be able to: Trunk
• Relate the structures of plants to their functions. Creeper
• Understand that roots absorb water and nutrients and anchor the Climb
plant.
• Explain how the stem of a plant transports water and food.
Draw a simple picture of a plant on the board. Include the roots, a stem, a flower, and leaves in your
drawing.
Alternatively, show a potted flowering plant. Ask the students to name and label the various parts they
can see, and to guess what is under the soil that they cannot see.
Explain that, like the body of an animal or a human, the body of a plant also has different parts and
systems. Some parts of a plant grow above the ground, and we can see them, while others grow below
ground and we cannot see them. Read the text at the top of page 13 and look at the illustration.
Teaching What is the structure of roots?
methodology
Explain that roots grow below the ground and form the root system. They have fine,
hair-like structures on them called root hair. Explain that there are two types of root
system: the tap root system and the fibrous root system. Show the two root
illustrations on page 13.
Use the illustrations to explain how that the taproot system has a main root with many
smaller roots growing out of it e.g. a carrot. Show real examples if you can.
Next, use the illustration of the fibrous root system to show how it has many thin
roots growing from the base of the plant.
Read the paragraphs about roots on page 13. Discuss together what the roots do.
Ask - How do the roots help to keep plants alive? How are the two root systems
similar and different from each other?
Page | 21
The stem:
Ask the students what the stem does.
Explain that the stem is the main support of the plant and forms the shoot system.
Branches, leaves, flowers and fruit grow from stems. Look again at the diagram of the
plant at the top of page 13.
Explain that some stems are green and soft. Some stems are hard and brown. The
hard, brown stems of trees are called trunks. Explain that some plants called climbers
have weak stems and need help or support to climb upwards.
Some plants are called creepers. Their stems creep along the ground.
Show the photos on page 14.
Explain that all stems, whether creepers or climbers, normal, upright plants, or trees,
all do the same job. They carry the water and nutrients that the roots absorb to the
leaves. They also transport food made by the leaves to other parts of the plant.
Activity/ Set up this activity to enable students to observe how the stem takes up water.
Experiment • Take a clear glass jar and add some water to it. Add 3-4 drops of food
colouring (blue) to the water and stir it gently.
• Cut 2-3 stalks of celery with a few leaves, about a quarter of an inch from the
bottom.
• Place the stalks in the coloured water. After a day or two, observe the stalks
and leaves.
• What happened? Why? What is the function of the stem?
Student Task Task: Complete worksheet number 6.
Plenary:
End the lesson and ask students what they have learnt today.
Call out a letter of the alphabet and see if the students can name a plant part or a type of plant that starts
with that letter.
Ask the students to recall how many parts of a plant they have learnt about. What do the roots do?
What is the function of the stem? How many types of stem were mentioned in today’s lesson?
Summary
• Roots grow under the ground and help to hold the plant in the soil. They absorb water and
nutrients.
• Stems support the plant and also carry water and nutrients to the different parts of the plant.
Homework Materials
Workbook, Exercise section TB WS
D, Part 4 in notebooks. Make Link – if time to watch
two columns in their https://www.youtube.com/watch?v=zKSqNLT8kAA
Page | 22
notebook and complete. A flowering plant
Celery stalks
A glass jar
Page | 23

• To relate the structures of plants to their functions.
• To relate the parts of leaves to their function as having a role in Flat
making food through photosynthesis. Chlorophyll
• To describe the role of the constituents of flowers i.e. buds, Processes
sepals, petals, seeds etc. Carbon dioxide
Brightly
Learning Outcomes: Sepals
Students will be able to: Buds
• Explain that plants can make their food in their leaves, by using Nectar
carbon dioxide and water. Fragrance
• Explain that flowers help in the reproduction which gives rise to Seeds
a new plant. Reproduce
Warm up /Introduction
Ask the students to look at a flower and to name as many parts as they can (petals, pollen, pistil and
stamen).
Ask - Have you ever looked really closely at a flower?
Discuss how all flowers have the same basic parts even though they all look unique. Explain that
flowers have a very important job in nature. Flower parts make new seeds for the plant. Flowers have
male and female parts that use pollen to create new fruits and seeds. Without flowers, there could be no
seeds or fruits. How would life change if there were no more flowers?
Teaching Ask: What purpose do leaves serve?

Methodology Explain the structure of leaves; they are flat green structure on plants. Some leaves are
red, yellow and purple in colour.
Explain that green leaves contain a substance called chlorophyll that helps them make
their food using sunlight, carbon dioxide and water. Plants need food to grow and for
other life processes.
Read the information about leaves on pages 13 and 14, and look at the photo. Discuss
the importance of leaves.
Flowers:
Ask: What do flowers do?
After getting the students’ suggestions, explain that flowers are the most beautiful part
of a plant. The brightly coloured parts of the flower are the petals.
Read page 15 together and explain that the flowers are very important for making
new, young plants. This process is called reproduction and is part of the life cycle.
Remind the students that they learned in the previous lessons that one of the main
characteristics of living things is that they reproduce.
Page | 24
Explain that the colours, nectar and fragrance from plants like rose and jasmine help
flowers to attract bees, butterflies and insects. These are called pollinators and they
are essential for reproduction in plants.
Activity/ Basic Flower Dissection
Experiment Students dissect flowers to observe the basic parts: petals, pollen, stamen and pistil.
1. Divide students into pairs and hand out one flower to each pair of students.
2. Have the students draw a careful, detailed picture of the flower in their
notebooks.
3. Hand out a toothpick and a Q-tip to each pair of students. Pass out magnifying
glasses if available.
4. Have the students look carefully at the flower and make any observations in
their notebooks.
5. Model the dissection of the flower in front of the class as students follow
along. Slowly remove each flower part and discuss:
1. What part of the flower is this? How can I best describe it? What does
it look like? What might be its purpose? How does it help the plant?
What part of the flower is it according to our diagram?
2. The petals attract pollinators with their bright colours and scents.
3. The pistil is the female part of the plant.
4. The stamen is the male part of the plant
5. The pollen has to travel from one flower to another (via pollinators
like bees) to make new fruits and seeds.
6. Have students tape each piece of their flower in their notebooks next to
their observations.
Student Task Task 1: Complete Worksheet 7

Task 2: Complete exercise D Q. 5. in notebooks.
Plenary:
Draw a large flower with ten petals on the board. Divide the class into two teams – red and blue. Have a
class quiz, based on the last 3 lesson’s content. Each time a team gets an answer correct, shade in one
petal of the flower in their team’s colour. The team to get the most shaded petals, wins.
Summary
Flowers have several parts and each part has its own function.
Homework Materials
Complete Activity 10 from
the workbook. TB WB WS
Watch the link
https://www.youtube.com/watch?v=zKSqNLT8kAA
flowers
Q-tips
toothpicks
magnifying glasses (if available)
Page | 25

• To explain the role of flowers in producing seeds.
• To explain how a plant is protected by seeds. Fleshy
Protect
Learning Outcomes: Seed coat
Students will be able to: Rupture
• Explain that fruits protect the seeds inside them. Grows
• Elucidate when a seed falls into the soil and gets enough water, Germinate
air and sunlight it grows into a new plant.
Ask students to talk about their favourite fruit and to describe it (colour, shape, texture, size, skin, seeds,
flavour). Discuss with students how different various fruits are.
Explain that fruit is the part of a flowering plant that contains the seeds.
The skin of a fruit may be thin, tough, or hard. Its insides are often sweet and juicy.
However, some fruits, like nuts, are dry.
Fruits develop from a plant's flowers.
Teaching Seeds:
methodology Explain that there are many different kinds of fruit. Some, like cherries, are small,
hard and round; others, like watermelons and mangoes, are large and round or oval-
shaped. Pears, strawberries, pineapples, avocados and bananas have a unique shape.
Explain that some fruits, like mangoes, have one seed; others, like watermelons, have
many seeds. Seeds also have a coat that protects them until they are safely in the soil.
Fruits can help to disperse seeds. When animals eat seeds, the seeds move through the
animals’ bodies and are excreted out into the soil. The seeds will then germinate and
grow into new plants. This is part of the life cycle of a plant.
Ask - What are the essential things that are needed to germinate seeds?
Explain that when a seed falls into the soil and gets enough water, air and sunlight,
the coat ruptures and the seed grows into a new plant.
Read the information on fruits and seeds, and look at the diagram on page 16, which
shows the life cycle of a tomato plant. Discuss what each stage of the diagram shows.
Activity/ Check back on previous experiments if needed.

Experiment
Student Task Task 1: Complete worksheet 8.
Task 2: Write the functions of the following in your notebook

Flowers, leaves, stems, roots, fruits and seeds.
Page | 26
Plenary:
End the lesson and ask a few questions:
How do seeds germinate?
How are seeds protected?
Summary
Fruits are the part of plants that form from flowers.
Fruits prevent the seeds from drying and help to disperse the seed.
As water is taken in, the seed swells bigger and bigger until the coat splits apart and started germinating.
Homework Materials
Complete Activity 9 from TB WB WS
work book. Link
https://www.youtube.com/watch?v=zKSqNLT8kAA
Fruit seeds to show the students.
Page | 27

• To review the main ideas and concepts of this chapter. Teacher should determine
• To be able to ask and answer questions about the main ideas. what is needed.
NB. Teacher can add his /her own additional objectives and
select from the activities.
Learning Outcomes:
• Can emerge with a sound knowledge of the chapter.
Not Needed
Teaching Discuss the section ‘Sum it up’ through questioning techniques.
methodology Do exercises A – D and F as a whole class.
Activity/ Task 1: Make a class scrapbook of plants and animals of Pakistan, with pictures
Experiment or drawings of plants and animals.
Each child to contribute one page which is then assembled and added to the class
Suggestion to library.
have different • Classify animals as vertebrates and invertebrates and plants as flowering and
groups doing non-flowering plants.
these activities
Task 2: Make a model of a skeleton with cotton buds.
• Work in groups.
• Use black paper as the background.
• Stick the cotton buds onto the paper with glue to form a skeleton.
Student Task Hands-on activity in the book.
Plenary:
Put the students into small groups. Ask each group to come up with 3 questions related to Chapter 1, to
ask another group. Combine the groups and exchange questions and answers.
This serves as a good way to review understanding.
Homework Materials
- Note down Exercise section TB WB
E, Questions 1 – 3 Large sheets of coloured paper and white paper for the scrapbooks.
- Complete the Workbook
Activity 8
Page | 28
Chapter 2: Ecosystems
Chapter 2: Ecosystems Lesson 1

Section 2.1 : Divesity of conditions for life on Earth
Learning Objectives: Vocabulary:
• Understand what an ecosystem is and learn about the various types
(e.g., forests, ponds, rivers, grasslands and deserts). Ecosystem
• Understand that living things are dependent on each other. Organisms
Individual
Learning Outcomes: Population
Students will be able to: Community
• Explain that the Earth is a place with many types of life. Role
• Identify some ecosystems and describe the living and non-living
things found there.
Warm up / Introduction:
Prior Knowledge:
Discuss - What do you know about living things? Can they survive on their own?
Elicit and understand - Let’s think about the school garden. How many types of living things can be
found there? What about in a forest or in the sea? There are many types of animals and plants of all
different shapes and sizes. They all depend on each other, and on the environment, to survive.
Distribution: Methodology:
Teaching Ask students to look at page 22. Encourage them to describe the ecosystem that is
methodology found under a log by using the information in the text. Describe the dark dampness
of the soil, and explain that many insects and worms live under the tree log. Moss
and fungus is growing on top of it. These living things are all surviving together in
the same place. This is called an ecosystem.
Watch the 2 videos and ask the students to relate what they watch to their existing
knowledge of what an ecosystem is:
https://www.youtube.com/watch?v=SYNEjBvPkps (first 2 min and 10 seconds only)

https://www.youtube.com/watch?v=7cRgK0qG00E
Review the concept of an ecosystem by revisiting the following key facts about
ecosystems (you could make this more challenging by writing the facts as gapped
sentences):
Ecosystems contain living and non-living things.

Ecosystems are all connected to other organisms and the environment.
Ecosystems can be large or small.
Ecosystems can be natural or manmade.
Page | 29
Read page 23 with the class to reinforce and discuss the vocabulary used to describe
the levels of an ecosystem, through the example of the pond shown in the book.
Activity/ Watch the videos mentioned above.

Experiment:
Student Task: Task - Reading with the teacher and responding to questions.
Plenary:
• Ping-Pong Pairwork
Ask the students to test their partner on facts from the videos, taking turns to ping pong back and
forth their questions and answers.
Homework: Materials:
Complete Activity 1 on page
11 of the workbook. Draw a • TB
pond. • Smartboard
Page | 30

• Understand that ecosystems can be aquatic and terrestrial (e.g.,
forests, ponds, rivers, grasslands and deserts). Aquatic
Freshwater
Learning Outcomes: Marine
Students will be able to: Saline
• Describe some terrestrial and aquatic ecosystems. Terrestrial
• Learn about animals found in different ecosystems.
Let’s Recall:
Elicit - Ask the students to recall any ecosystem. Summarise it on one side of the board in a list format.
Teaching • Recall the following words from the previous lesson by sticking them on large
methodology word cards around the classroom walls, calling out a definition, and having the
students point to the correct word. Ask the students to relate the words to the diagram
and table on page 23.
Definitions
• Ecosystem - Many living and non-iving things in one place living together,
dependent on each other.
• Organisms – any living thing, that can be big or small.
• Individual – single, separate.
• Explain the words aquatic and terrestrial.
• Look at the pictures in the textbook and discuss the terrestrial and aquatic
ecosystems mentioned.
• Write key words on the board in a chart with the headings. Students
brainstorm animals and plants that are found in these ecosystems.)
Forest Desert Grassland
1.
2.
3.
4.
• Explain that aquatic ecosystems can be freshwater or sea water, which is
saline, (this means that it contains salt).
Page | 31
Activity/
Experiment: • Work with a partner. Select one habitat and create a mind map of as many animals
as you can think of in your notebook that live in that habitat, using the table that
the teacher has drawn on the board.
Student Task: • Complete worksheet 1 to review the meanings of the words.
Plenary:
• Ask a select number of students to explain aquatic and terrestrial ecosystems through their
mindmaps.
Make a list of 5 aquatic
ecosystems. Write down any • TB WS
animals that you can think of
that live in them.
Page | 32

• Understand that an ecosystem has two components - living and non-
living. components
• Be able to explain biotic (plants, animals and humans) and abiotic autotrophs
(light, temperature, soil and water) components and their links. heterotrophs
• Understand the difference between autotrophs and heterotrophs. biotic
abiotic
Learning Outcomes: scavengers
Students will be able to: decomposers
• Explain the biotic components of an ecosystem. herbivores
• Identify autotrophs and heterotrophs. carnivores
• Learn the difference between omnivores, herbivores and carnivores, omnivores
and can identify some animals in each category. producers
consumers
Let’s Recall:
Elicit - What do we know about ecosystems? Do they only contain living things? Can you think of
any non-living things in an ecosystem?
Teaching • Using the diagram on page 25 to explain to the students the difference between
methodology biotic and abiotic. Draw a diagram on the board and introduce one word at a time.
Ecosystem
Biotic Abiotic
Soil
Plants Air
Animals Sunlight
Microorganisms Temperature
Plants - Animals
Autotrophs - Heterotrophs-
Make their own depend on
food plants for their
All plants food
• Briefly review how plants make their own food by using sunlight. Explain that
these plants are called producers.
Explain and elicit examples of each:
• Animals eat either plants or other animals so they are not producers but consumers
• Some animals eat plants – they are called herbivores. Animals that eat other
Page | 33
animals are called carnivores. Explain omnivore, scavengers and microorganism.
• Make 5 columns on the board with the headings.
• Call out from the following list (add more if required) and ask students which
columns they should go in:
deer, rabbit, sheep, lion, tiger, bear, elephant, hyena, vulture, eagle, sparrow, bacteria,
whale, crab.
Carnivore Herbivore Omnivore Scavenger Decomposers
Activity/ • Teacher led – as mentioned in methodology – can be done on board, chart paper
Experiment: or notebook.
Student Task: • Task - Do worksheet 2.

- If you have time, copy the diagram above into your notebook.
Plenary:
Summary:
• The biotic component of an ecosystem is made up of plants, animals and microorganisms
• Herbivores eat plants, carnivores eat other animals, while omnivores eat both plants and animals.
• Scavengers and decomposers feed on the dead remains of animals and plants.
Encourage the chhildren to note down, in their notebooks, anything else they would like to find out
about this topic?
Read some of the definitions • TB WS

from the vocabulary list on
Page 9 of WB.
Page | 34

• Review the idea that an ecosystem has two components - a living
and a non-living component. components
• Be able to explain biotic (plants, animals and humans) and abiotic autotrophs
components (light, temperature, soil and water) and the ways in heterotrophs
which they are linked. biotic
abiotic
Learning Outcomes:
• Explain the abiotic components of an ecosystem: light, temperature,
soil and water.
Let’s Recall:
Elicit - The biotic component of an ecosystem is made up of plants, animals and microorganisms
Recall the definitions learnt in the previous lesson.
Reward - Give stars or points to students who can define the words biotic, abiotic, autotrophe and
hetrortrophe.
Teaching • Draw a similar diagram as the one below on the board, and label it. Ask the
methodology students to share what they know about air, water, sunlight and soil.
• Abiotic components:
Air - Animals on land get the oxygen that they need to breathe from the air. and plants
get carbon dioxide from the air.
Water - All living organisms need water to survive. Plants get water from the soil.
Animals and humans drink water. Ponds, rivers and lakes contain dissolved gases like
plants and animals need to breathe and make their food.
Soil - The top layer of the Earth in which plants grow is called the soil. It contains
clay, sand, gravel, rocks and organic matter. It provides plants with water and
nutrients to make their food. It also contains microorganisms like bacteria. Small
Page | 35
animals like worms, rats and snakes make their homes in the soil.
Sunlight - Green plants make their food in the presence of sunlight. Life on Earth is
possible because of the heat from the Sun. Without this heat, the Earth would be
very cold and living organisms would not be able to survive.
How are abiotic components the same / different from biotic components of an
ecosystem. Discuss in groups and feedback.
Activity/ • Conduct Activity 4 in your workbook to show the need for abiotic components in
Experiment: plant growth.
• This activity will be followed up in lesson 9 and later in the term.
Student Task: N/A
Plenary:
Summary:
• Review with the students the four parts of the abiotic components of the ecosystm that they have
learnt about.
Write the definitions in your • TB WB

notebook by reading page 25
and 26 of TB.
Words: autotrophs,
heterotrophs, biotic, abiotic,
producers and consumers.
Activity 1 Part 2 (table) in

WB.
Page | 36

• Analyse and understand the way in which the biotic and abiotic
components create a balance to sustain an ocean ecosystem Unt related vocabulary -
dependent on the direction of
Learning Outcomes: the discussion
• Analyse the way the biotic and abiotic constituents create a balance
to sustain the Great Barrier Reef ecosystem.
Let’s Recall:
Elicit - Ask the students explain the terms biotic and abiotic. Use the picture below to jog their
memories and provide a visual stimulus for their ideas.
Teaching • Explain that they will learn about the biotic and abiotic parts of the ecosystem of
methodology an ocean. List the names of some ocean animals. Are they herbivores, carnivores
or omnivores? (Crab, seahorse, shark, whale).
• Let’ s connect page 37.
• Research about the Great Barrier Reef in Australia to make a poster showing the
knowledge they have gained.
The students should:
• Identify the goal of their poster.

• Consider the target audience.
Page | 37
• Decide where they want to display their poster.
• Select a pre-made poster template.
• Pick a relevant or branded colour scheme.
• Include a clear call to action.
• Use varied fonts to create visual hierarchy.
• Keep the text simple, concise and on-point
Activity/ • Poster-making activity.
Experiment: *Teacher should provide scaffolding for this activity.
Student Task: N/A
Plenary:
Summary:
• Students present their posters to the class.
• TB
• Paper and coloured pens making their posters.
Page | 38

• To recognize the interactions between animals and plants and the
importance of maintaining balance within an ecosystem. Interaction
• To understand that plants and animals depend on each other for Depend
their survival. Carbon dioxide
Oxygen
Learning Outcomes: Nutrients
• Explain the way in which plants and animals depend on each other.
Let’s Recall:
Elicit - Ask students how plants and animals affect them? What would happen if there were no plants
or animals? How would life change?
Teaching • Take the students for a nature walk into the school garden and ask them to make
methodology observations about what plants and animals they can see. Explain that they must
work in groups and note down their observations on the sheet provided. Give
them examples of things that they might find, as shown in the sample below.
• Discuss their findings whilst in the garden, and show how all these organisms
depend on each other. Discuss how bees pollinate flowers, and how they take
nectar to make honey. Explain how birds make nests in trees.
Nature walks observations

Flowering Non- Insects Birds Animals
plants flowering
plants
rose tree bee sparrow cat
Page | 39
• Back in the classroom explain how animals and

plants depend on each other. Elicit some
examples. Explain that plants take in carbon
dioxide and produce food. They give out
oxygen; humans and animals breathe in oxygen
and breathe out carbon dioxide. Animals eat
plants.
• Explain the idea of the decomposition of animals and plants and how nutrients
return to the soil. Remind the students that this is an example of the biotic and
abiotic parts of the ecosystem and their relationship.
Activity/ • Nature walks.

Experiment:
Student Task: • Task – observations on the nature walk.
Plenary:
Summary:
• Sum up how Allah swt has made so many different organisms that are useful to each other, and that
this beautiful system could not have come about by itself. It is balanced by Allah.
• Do activity 5 of WB • TB WB
• Nature walk observation sheet
Page | 40

• Describe a few food chains and analyse their structure to understand
their function. producers
• Describe the roles of living things at each link in a simple food consumers
chain (e.g., plants produce their own food; some animals eat plants, primary
while other animals eat the animals that eat plants). secondary
tertiary
Learning Outcomes: quaternary
• Explain some simple food chains and use appropriate vocabulary to
describe their parts.
Let’s Recall:
Teach - Ask 5 students to come to the front of the class and stand in a line. Give the first child a
packet of sweets and ask them to take one and pass it on to the next until the packet is at the end of the
chain of students. Explain that the food is passed from the first to the last child in a chain. A chain is
when many parts of something are linked together.
Show them a pictire of a metal chain that is used to seperate things, or better still, a real chain.
Teaching • Copy the food chain from the book onto the board and explain that frogs eat
methodology grasshoppers. A snake comes along and eats the frog. An eagle swoops down and
eats the snake. They are all part of a food chain.
• Discuss how the energy and nutrients in the grass are transferred to the eagle via
this chain, and all creatures in the chain benefit from it.
• Explain that the links in the food chain start with plants and these are known as
producers (recall from previous lesson). Explain the diagram and the words
Primary etc.
• Discuss how all food chains are different and can have 2 or more steps. Look
through some of the examples in the student book.
• Read page 23 with the class to reinforce and introduce the vocabulary used to
describe the levels of an ecosystem, through the example of the pond shown in the
book.
Activity/ Play the Food Chain Challenge
Experiment: https://www.bbc.co.uk/bitesize/topics/zbnnb9q/articles/z93vdxs
Page | 41
Student Task: • Task 1 – Ask the children to draw 2 food chains in their notebooks and label the
number of steps and the names of the organisms. Use the words in the vocabulary
list to label the chains.
• Task 2 – Activity 6 in WB.
Plenary:
Summary:
Ask the children to recap on what they have learnt and the skills they have practised today. Note their
ideas on the board.
Make a food chain diagram
with pictures that include the • TB
following: Soil, earth worm , • Sweets.
bird, cat. Dont forget to label • A picture of a metal chain, ora real metal chain.
your diagram.
Page | 42

• Identify and describe common predators and their prey.
• Recognize and explain that animals in an ecosystem compete with predators
each other for food and space. prey
Learning Outcomes:
• Explain the meanings of predator and prey and give examples.
• Understand that animals in an ecosystem compete with each other.
Let’s Recall:
Teach - Ask the studets to name 5 animals that hunt and eat other animals.
List them on the board then ask them to tell which animals they eat. Draw arrows and connect them.
Then write predator above the names that hunt and prey above those that are hunted.
Teaching • Explain that the ecosystem is always changing by discussing the 2 examples given
methodology on page ….
• Ask the students what happens at the school canteen in break time. Does the food
sometimes finish before you get to the front of the line? Or does your favorite
item get finished because its everyone’s favorite? What can you do to ensure that
you get what you want? Explain that whoever gets there first will get what they
want. In the same way in an ecosystem there is competition.
• Read and explain the paragraph about competition amongst animals explain with
the examples mentioned.
Activity/ Prey Scavenger Hunt
Exp eriment: Give each student a card with the name of a predator on it. Hide prey items / cards
around the room that the predators might eat
Discuss with the students what anikmals their predator might each. Group the
predators, wuch as birds of prey, jungle predators, water predatorsetc. The students go
on a scavenger hint with the aim of finding at least three prey items in 3 minutes in
order to stay alive. Repeat with new groups of predators.
Student Task: • Task 1 – Activity 3 workbook.
Plenary:
Summary:
• Ask the students to recall the terms predator and prey and explain how this leads to a changing
ecosystem.
Page | 43
Write the names of 3
predators and their prey in an • TB WB
aquatic ecosystem. • Predator and prey cards / items.
Do activity 7 of WB.
Page | 44

• Recognize and explain that some living things in an ecosystem
compete with each other for food and space. natural disasters
• Recognize the value of a balanced ecosystem. famines
droughts
Learning Outcomes:
• Explain how plants compete in an ecosystem.
• Understands the factors that lead to a balanced ecosystem.
Let’s Recall:
Elicit - Recall the terms predator and prey, and ask students how their presence leads to a changing
ecosystem.
Teaching • Explain that plants also compete with each other for their basic needs, like
methodology nutrients, sunlight, air, water and space, and if plants and their seeds do not have
enough space to grow, they will not reach their full height.
• Observe the experiment mentioned in the activity section.
• Discuss what factors can disturb and ecosystem and upset the balance. Explain
how the following affect it:
1. a new predator (biotic) introduced in a food chain;
2. a producer (biotic) being in short supply in a food chain;
3. a rise in temperature (abiotic);
4. a disruption to the food chains by hunting, overfishing, diseases;
5. disruption by natural disaster.
Activity/ • Students should check the growth of their plants from Lesson 4 and discuss how
Experiment: plants compete for growth. If there is some growth, they should answer the
questions in the WB. If there is not yet enough visible growth, ask the students to
predict what will happen.
Student Task: • Task – Answer these questions in your notebook:
1. Which animals would compete over grass in an ecosystem?

2. Which animals compete for antelope and deer in an ecosystem?
3. What happens to plants that grow in the shade of a tree?
4. What do seeds compete for in the soil?
5. How could a famine or a flood affect an ecosystem?
Page | 45
Plenary:
Summary:
Give each student a card with the name of a species from the forest ecosystem written on it.
Gather all your students in a circle. Start the game by throwing the ball of yarn to one student and
explaining how your species is connected to theirs. He or she, in turn, chooses someone else in the
circle. After explaining how their species is connected to the species represented by the student they
chose, toss them the ball of yarn. Continue until every student is linked into your classroom ecosystem.
Pakistan has some very
interesting ecosystems. Find • TB WB WS
out some interesting facts • A ball of yarn or string
about one of Pakistan’s
ecosystems. Be ready to share
the facts
with your classmates in the
next lesson.
Page | 46

Section 2.2 : Relationship in simple food chains
• Recognize and explain that some living things in an ecosystem
compete with each other for food and space. deforestation
• Recognize the value of a balanced ecosystem. agriculture
overgrazing
Learning Outcomes: fertiliser
Students will be able to: overhunting
• Explain how human activity affects ecosystems and food chains. overfishing
• Identify ways to preserve ecosystems. solar energy
Let’s Recall:
Elicit - Ask students to name 5 ecosytems.
Teaching • Explain that humans share Planet Earth with various types of plants and animals,
methodology and that the modern world has created many problems for ecosystems.
• Watch this video : https://www.youtube.com/watch?v=eAZtUm_KlQU.
• Discuss and explain all the types of problems discussed in the video and on the
textbook page.
Activity/ • Work in groups and make posters on the different types of human activity that
Experiment: have a negative impact on the ecosystems in the Amazon Rainforest.
• Help the students by providing material from the links in the materials box below.
Plenary:
Summary:
• Some students should present their work to the class.
Complete Activity 10 in the
WB. • TB
• https://www.nationalgeographic.org/education/amazon/
• https://rainforests.mongabay.com/amazon/amazon_destruction.
html
Page | 47

• To recall the concept of a food chain and apply their knowledge
through an activity. As required
Learning Outcomes:
• Explain the parts of a food chain independently.
Let’s Recall:
Elicit - Who can remember what food chains are? Brainstorm the main ideas.
Teaching • Watch the video: Food Chains as told by The Lion King.
methodology https://www.youtube.com/watch?v=76J9Omo4ecE
This video provides an excellent explanation of food chains and will keep the
students captivated.
• Then work through the steps on page 33 of the textbook.
Plenary:
Summary:
• Ask some students to discuss their project with the class.
Ask the students to make a
paper plate food chain • TB
using cut out picture from • As mentioned on page 33
old magazines or their own • Old magazines
drawings. • Glue
• Scissors
Page | 48

• To recall and review the chapter
• To asses the students’ knowledge. Teacher should determine
their lexical focus based on
Learning Outcomes: how the students have
• Students should show familiarity with the main concepts in the responded over the past 3
weeks.
chapter and be aware of the components of ecosystems.
Let’s Recall:
Elicit - What do we know about living things? Award team points for each correct fact.
Allow students to give their answers orally. Keep this fast-paced and fun.
Teaching • Using the information in the Sum It Up section, the teacher should recall the
methodology concepts of the chapter. Use the students’ workbooks and notebook to jog their
memories.
• Assess student learning by working through the questions in sections A, B, C and

D collectively on the whiteboard. No need for the students to write the answers.
• Sunlight Green plants make their food in the presence of sunlight. Life on Earth is
possible because of the heat from the Sun. Without this heat, the Earth would be
very cold and living organisms would not be able to survive.
Activity/ Paper Chain Food Chains

Experiment: This very literal interpretation of a food chain is one that students can easily begin in
class and complete at thime. All they need is paper, glue, scissors, and a little
creativity!
Plenary:
Recap on the unit with a quick fire quiz. Make it fun!
• Students should complete
questions E AND F in • TB WB
their notesbook.
• Workbook Activity 8
Page | 49
Chapter 3: Human Health
Chapter 3: Human Health Lesson 1

Section 3.1 : Symptoms, transmission, and prevention of
communicable diseases
• To observe and recognize some common symptoms of illness
(e.g., fever, coughing and influenza). illness
prevented
Learning Outcomes: appetite
Students will be able to: headache
• Explain that a healthy person has a healthy body and a healthy symptoms
suffering
mind.
disease
• Explain that symptoms are something that you feel or see, like a influenza
patient
pain or redness on the skin.
• Understand that symptoms can be shown and described to your

parents or a doctor when you are unwell.
Warm up /Introduction -
Explain to the students that germs are tiny living organisms that can get into our bodies and
make us sick when we don’t exercise proper hygiene. While we can’t see them with our eyes,
germs can spread from our saliva when we sneeze or cough without covering our noses and our
mouths – or when we sneeze or cough into our hands and don’t wash them properly afterwards
– and they can also be spread through our sweat and blood. Germs can make us sick with all
kinds of different illnesses. They can cause mild sicknesses like coughs and colds, and they can
also cause more serious infections make us get stomach bugs, which are NOT fun!
To demonstrate the importance of using soap to wash our hands and help them to stay free of germs,
add some glitter to a bowl of water, and have a volunteer dip their hands in the glitter water.
Next, ask them to wash their hands only with water to see if the glitter comes off. When it
doesn’t, ask them to wash their hands a second time using soap and, to count to 20 while they
lather their hands before rinsing and drying off. The difference will be q uite remarkable and
will help them realize the importance of proper handwashing!
Teaching Ask- How do you know that you are healthy?
Methodology Map the student’s ideas in a web on the board.
Read the points on page 40

Elicit the traits of someone who is healthy
• Has a good appetite
• Is able to study well.
• Has the energy to work hard.
Page | 50
• Enjoys playing and exercising.
• Sleeps well etc.
Explain that a healthy person’s body and mind is healthy.
When you feel sick, why can’t you function well?

Ask the students to share their experiences of being sick. How did they feel? What
were their symptoms? Who looked after them and helped them get better? What were
some of the things they couldn’t do when they were sick?
What are symptoms?

Explain that symptoms are something that you feel, like a pain, or a sore throat, and
you can describe them to your parents or a doctor. Every disease has symptoms. The
symptoms of flu (influenza) are cough, runny nose, sore throat and fever.
Elicit the symptoms of influenza.
Explain that when an organ, a body part, or the entire body is no longer in a healthy
condition, you are suffering from an illness or a disease. Your body cannot function
properly, and you feel unwell.
How does the doctor find out about the illness or disease a patient has?
Explain that by examining a patient and listening to a patient’s symptoms, a doctor

can find out what the illness or disease they are suffering from is. The doctor can then
treat the patient accordingly.
Activity/ Role Play

Experiment Put the students into pairs and role play a visit to the doctors. One student should be
the doctor, the other the patient. They should talk about their symptoms and how they
are feeling.
Plenary:
End the lesson by ask students to summarise what they have learned today.
• What are germs?
• What are the traits of healthy person
Summary
• A healthy person’s body and mind are healthy.
• Your body cannot function properly, and you feel sick. Every disease has symptoms.
• Symptoms are something that you feel, like a pain, or a sore throat, and you can describe them
to your parents or a doctor.
Homework Materials
Complete Activity 10, p.30 of TB WB WS
Workbook A bowl of water
Complete worksheet 1 Glitter
Hand soap
A hand towel
Page | 51

• contagious
To explain that a disease is a condition when an organ, a body
part, or the entire body is no longer in a healthy state. non-contagious
• To differentiate between contagious diseases (hepatitis, T.B,cancer
polio, influenza and non-contagious (diabetes, cancer). diabetes
• heart attack
To illustrate the different ways in which germs spread are called
modes of transmission. microorganisms
• To explain that some modes of transmission are through food microscope
modes of transmission
and water, air, insects and animals, or direct contact with an
infected person. infected
measles
Learning Outcomes: chicken pox
Students will be able to: mumps
• Explain different types of disease scabies
• Understand contagious and non-contagious diseases with respect obesity
to their mode of transmission
Ask the students to think of as many different kinds of healthy food as they can in 3 mins. Ask them to
raise their hand if they ever feel sick after eating unhealthy food?
Elicit the things that are important for us to stay healthy (good food, clean drinking water, exercise and
rest). Ask the children why we can’t drink water from rivers or ponds, emphasizing that drinking water
must be clean.
Teaching Explain to the students that there are two types of diseases
methodology -contagious
- non-contagious
Can they tell you the difference, and give you an example of each?
Non-contagious diseases
Explain that diseases like cancer, diabetes or heart disease cannot be passed from one
person to the next. They are called non-contagious diseases.
Non-contagious diseases are not infectious and are not caused by germs. Read the
paragraph on page 41.
Contagious diseases
Ask the students to recall what germs are (from Lesson 1).
As the students answer, explain that contagious diseases comeabout by tiny disease-
causing microorganisms. Show the diagram on page 41.
-Microorganisms are so small that they can be seen only under a microscope.
-These germs cause diseases in plants, animals and humans.
Page | 52
-Diseases such as influenza, measles, and chicken pox are contagious.
Transmission of contagious diseases
How do germs spread from one person to another?
Explain that the different ways in which germs spread are called modes of
transmission. Some of the different modes of transmission are through food and
water, through air, through insects and animals, or through direct contact with an
infected person.
Food and water
Explain that germs enter the body of a healthy person when they eat contaminated
food or water. Food should be covered to prevent flies from sitting on it. Show
pictures on page 41
Through air
Look at the pictures on page 41 and explain that when an infected person talks,
coughs or sneezes, they release droplets containing germs into the surrounding air.
These germs float around in the air for some time and contaminate it. Watch the
sneezing experiment on YouTube at
https://www.youtube.com/watch?v=Ighy7w49vTU
or better, still, demonstrate this yourself with just a balloon and some hole-punched
paper ‘germs’.!
If a healthy person breathes in this air, they can get infected and fall sick.
Through insects and animal bites
Ask the children to tell you how an insect can transmit disease.
Explain that a bite from a mosquito can spread a disease. A bite from an infected
animal, such as a monkey, could lead to a disease called rabies. Show pictures on
page 42
Give examples of malaria and dengue, spread by mosquitoes.
Through direct contact
-Explain how shaking hands can transmit disease.
-If a healthy person comes into direct contact with a sick person (e.g. shaking hands),
or with their personal belongings (e.g. clothes, towels), germs can pass to the healthy
person and they can also get infected.
Demonstrate this by shaking some cocoa powder onto your hand, and then shaking
the hand of a few of the hcildren. Notice how the ‘germs’ (cocoa powder) are
transmitted.
-Give the example of measles, chicken pox, mumps and scabies.
Activity/ Please see above – two hands-on experiments included in the Teaching methodology.
Experiment
Students’
work Let’s think!
A contagious virus was responsible for spreading a disease called Covid-19 across the
world. When a disease spreads from person to person across the world, it is called a
pandemic. The Covid-19 pandemic has changed the world. Think about what
precautions you took to keep yourself and your family safe and prevent the spread of
the disease. Do you remember how you made sure that the disease didn’t spread?
Write 5 – 8 points in your notebooks.
Page | 53
Plenary:
End the lesson by asking students what they have learned.
Ask- how many types of diseases are there?
How do contagious diseases spread via food, water and direct contact?
Summary
-There are two types of disease based on their mode infection: contagious diseases are transmitted
through contact with an infected person or their belongings, whilst non-contagious cannot be passed
from one person to the next.
-Contagious diseases are spread via infected food, water and people.
Homework Materials
Complete Activity 1, p.21
from the workbook TB WB
Complete Exercise section B.
Page | 54

• To understand the steps to follow for keeping ourselves and our
surroundings clean germs
• To be able to understanding some methods of preventing sneeze
common diseases and their transmission (e.g., vaccination, handkerchief
wearing masks etc). avoid
repellents
Learning Outcomes: stagnant
Students will be able to: vaccine
• Explain how to prevent the spread of disease, and the vaccination
importance of keeping ourselves and our surroundings clean. orally
• Explain that vaccination is the process of artificially introducing polio
small quantities of ‘disease causing’ germs into the body to quantities
protect it from future attacks from germs of the same disease. syringe
Why it Is necessary to keep ourselves and our environment clean?
Show the class two images taken from the internet: one of a clean environment, the other of a dirty one.
For example,
Ask the students to describe what they can see, and use the images as a stimulus to talk about how and
why it is important to keep ourselves, our homes and our surroundings clean.
Teaching
Methodology Prepare and print off the following statements on card strips. Put the students into
groups of 4-6. Have the children work collaboratively to arrange the statements in
what they feel is their order of importance (note: there is no ‘right’ or ‘wrong’ here:
ranking the statements in this way simply encourages the students to think deeply
about the advice and the steps we should follow. Once the students have decided on
an order of importance, in their groups, take feedback and discuss.
-Wash your hands frequently with soap and water, especially before eating and
handling food, and after visiting the bathroom, to remove any germs on them.
Page | 55
-Cover your mouth and nose when you sneeze and cough. Use a tissue or a
handkerchief to blow your nose.
-Avoid touching or sharing objects like toys, towels, handkerchiefs, or food with
anyone who is sick.
-Keep your home well ventilated and allows sunlight to enter, as this keeps the
air dry and kills germs.
-Use disinfectant to keep floors, kitchens and bathrooms clean and germ free.
-Prevent stagnant water from collecting around your house. Mosquitoes breed in
stagnant water.
-Never allow garbage to collect. Keep all garbage bins covered to prevent insects
from breeding in them.
-Use mosquito repellents and mosquito nets.
Masks
Ask the students to explain how they think masks can help prevent us from getting an
infection.
As they respond, explain to them that medical masks prevent diseases spreading from
an infected person to a healthy person when they speak, breathe, cough or sneeze.
When diseases such as Covid-19 are widespread, why do you think it is important for
people not to stockpile masks for personal use?
Who needs to wear masks?
Explain that masks are also worn by doctors, nurses, healthcare workers and other
people, as protection against germs, while they treat or look after infected persons.
Vaccines
What is a vaccine? Explain that the ‘disease-causing’ germs, called the vaccine, are
dead or weakened and so they cannot make the person who receives the vaccine sick.
Vaccines can be given to a person orally or through an injection. Show the children a
syringe.
Explain vaccinations
-Vaccination is the process of putting small quantities of the germs of a particular
disease into the body to protect it from future attacks from germs of the same disease.
-Vaccinations are given as protection against diseases like polio, chicken pox,
influenza and coronavirus.
Activity/ My School Canteen
Experiment
Plan a visit to your school canteen and make a list of practices that you think could
lead to the spread of diseases. Look out for places outside where stagnant water might
encourage the spread of disease.
Student Work Write the answers to Q1 from section E in your notebook.
Plenary:
End the lesson and ask the students what they have learned today.
-Review the concepts of personal and environmental cleanliness and hygiene.
Summary
Common diseases can be prevented by cleaning ourselves, by washing hands, avoid touching or sharing
Page | 56
objects.
Diseases can also be prevented by keeping surrounding neat and clean as by keeping homes ventilated,
using disinfectant on floors and prevent stagnant water to collect around.
Masks prevent diseases spreading.
Vaccinations are given as protection against disease.
Homework Materials
Complete Section E Part 2, 3 TB
and 4 in notebooks A syringe (minus needle)
Page | 57

Section 3.2 : Ways of staying healthy
• To understand that non-contagious diseases are often caused by a balanced diet

bad diet, a particular organ not functioning properly, an unhealthy carbohydrates
lifestyle, bad habits or air pollution. proteins
fats
• To know that a balanced diet supplies all the nutrients to the body in vitamins
the right quantities for us to grow and stay healthy. minerals
nutrients
Learning Outcomes: quantities
• Describe the importance of maintaining good health.
• Explain a balanced diet and recall its components.
Let’s recall - what are non- contagious diseases?

- Explain that diseases like cancer, diabetes or a heart attack that cannot be passed from one person to
the next are called non-contagious diseases.
- Explain that these diseases are not transmitted, but have several causes which can lead to the disease
condition.
Teaching Explain some of the causes of non-contagious diseases
methodology • A bad diet or deficiency of a particular nutrient, like a vitamin or mineral in the diet.
• An organ in the body that does not function properly, resulting in a disease.
• An unhealthy lifestyle, like eating too many fatty foods and not exercising, could
cause obesity. Obesity, if not controlled, can lead to other diseases like diabetes and
heart disease.
• Bad habits like smoking and chewing tobacco can lead to diseases like cancer.
• Air pollution, which can cause breathing problems.
Ways of staying healthy
Explain that to stay healthy, it is important to do things that are good for our bodies.
Ask the students if they can think of any. Complete Workbook Activity 6, p.26.
A balanced diet:
Do you sometimes feel tired and not to have enough energy to work?
One of the reasons could be the lack of a balanced diet which is needed for a healthy
body.
Nutrients are substances present in food that help us to stay healthy. They are
carbohydrates, proteins, fats, vitamins and minerals.
Our diet should not have too much of one nutrient or too little of another. It should be
balanced, meaning it should contain all the nutrients in the right quantities.
Look at the picture of the Food Pyramid and explain that they will study what is
needed for a balanced diet. Explain it briefly that we must eat a variety of foods.
Page | 58
Each type of food is important, but we have to make sure that we have the right
quantity. Draw the food pyramid on the board and deliberately label it wrongly. Invite
the students to help you to put it right.
Activity/ My Food Pyramid

Experiment Invite the students to make their own food pyramids as in the picture below, sticking
cut outs from old magazines onto the correct segments of the pyramid.
Student work Write in your notebook what you had for breakfast, lunch, snacks and dinner the day
before.
Reflecton anything you might need to change in your diet to make it healthier.
Do you eat something from each type of food in the pyramid?
Plenary:
End the lesson and assess student’s understanding.
• What is meant by a balanced diet?
• Why is a balanced diet is necessary?
Summary:
-Explain that an unhealthy diet and nutrient deficiences can cause non-contagious diseases.
-Some people are unhealthy is because of their diet.
-Nutrients are substances present in food that help us to stay healthy.
Homework Materials
TB WB
Activity 8, p.28 from Old magazines with pictures of food in them
workbook Scissors
Glue
Card
White paper
Page | 59

• Understand that, depending on their function, foods can be
classified as energy-giving foods, body-building foods and carbohydrates
protective foods. fats
• Understand that, besides nutrients like carbohydrates, proteins, provide
fats, vitamins and minerals, to stay healthy, our diet must also energy
contain roughage and plenty of water. cereals
nourishing
Learning Outcomes: dairy
Students will be able to: vitamins
minerals
• Explain that foods provide energy and how that occurs roughage
• Explain that some foods consist of protein
• Identify vitamins and minerals.
• Understand the importance of fruits and vegetables in our diet
Explain why we need food

Just like a mobile phone need to be recharged every day, so does your body. You need to eat food and
drink water every day to keep your body going. Food gives you energy to grow, play games, be healthy
and learn. Every day, you need to eat different foods from the five food groups. Ask the students if they
have any questions about your explanation.
Teaching Watch the Video – linked below. After that, the following information should be
methodology discussed through the use of real food items or food flashcards.
Energy from food
Explain that food containing carbohydrates and fats is called ‘energy-giving food’ as
it provides us with energy to grow, work, play and fight diseases. Show some food
products that contain carbohydrates. Elicit other carbohydrate-rich food items.
Carbohydrates
Explain that carbohydrates provide the body with quick energy. Fats supply the body
with energy that can be stored for future use, protects the internal organs and keeps
our bodies warm.
Food is rich in carbohydrates are rice, bread, cereals, pulses, sweet potatoes and
bananas. Show pictures on page 45
Fats
Fats are required in smaller amounts. Butter, cheese, oils and nuts are some food
items that contain fats. Fat is usually stored by the body and used for energy when
food is not available. For example, when we fast during Ramadhan, the body used
this stored energy.
Body building foods
Explain that food rich in protein is known as ‘body building food’ or ‘growth food’ as
it helps us to grow by nourishing our muscles, blood and skin.
Page | 60
Such food items heal cuts and wounds and repair the worn out parts of our body when
damaged.
Protein is found in milk and dairy products, meat, fish, eggs, nuts and pulses.
Ask how can we get protection by food?
Some nutrients like vitamins and minerals are required by the body in small
quantities. Fruits and vegetables are rich in vitamins and minerals. They are known as
‘protective foods’ as they protect us from diseases and help us to stay fit and healthy.
Important vitamins are A, B, C, D, E and K.
Explain that minerals like iron, calcium and phosphorous help the human body to
grow and develop.
Explain roughage:
Roughage is the part of the food that is not digested. It adds bulk to food, allows food
to pass easily through the intestines and helps in the removal of waste from the body.
Ask -Why we need to drink plenty of water?
Explain that we must drink plenty of water. Water helps us digest our food, maintain
our body temperature and remove waste products from our body. It is impossible for
us to live without water. It keeps us hydrated.
Fascinating Fact: Did you know that over three-quarters of your body is water?
Amazing!
Activity/ Select and play one of the wonderful online games around food and nutrition at:
Experiment https://www.healthyeating.org/products-and-activities/games-activities
Students work Attempts worksheet no. 2
Plenary:
Summary
• There are several foods which are energy-giving such as carbohydrates fats.
• Some are building food such as protein
• Minerals and vitamins help to grow and develop.
• The importance of roughage and water
Homework Materials
Complete Worksheet 2 TB WS
Food/flashcards
Watch the link
https://www.youtube.com/watch?v=YimuIdEZSNY
Page | 61

• Identify common food sources included in a balanced diet (e.g.,
fruits, vegetables, grains, milk and meat group). balanced diet
• Explain a balanced diet supplies all the nutrients to the body in carbohydrates
the right quantities for us to grow and stay healthy. vitamins
minerals
Learning Outcomes:
• Identify that a balanced diet contains a variety of food.
• Explain food groups.
• Identify essential biochemical nutrients present in the grain
(cereal) group, vegetable and fruit group, milk and milk
products group, meats and pulses group.
1. To get more roughage, is it better to eat a whole fruit or drink a glass of fruit juice?
2. Why do we like eating watermelon and cucumber in summer?
Teaching Let’s recall what the important nutrients we need to take in daily are.
methodology A diet consisting of just one type of food will not give us all the required nutrients. To
stay healthy, we need to have a balanced diet with a variety of foods.
Recall the types of food from the previous lesson- page 45/46
The food we eat can be divided into four groups; the grain or cereal group, the fruit
and vegetable group, the milk and milk products group, and the protein group.
Grain (cereal) group
Ask -what do they know about cereals? Name as many as you can. What type of
foods are cereals? Are they proteins?
Vegetable and fruit group
Ask students to name as many fruits and vegetables in 1 min ?
Set a timer and write on the board as they call out.
Explain that these provide us with carbohydrates, vitamins and minerals. They also
provide roughage or fibre to the body.
Milk and milk products group

Let’s recall previous lesson in which they have learned how can we get protein?
Explain milk, yoghurt, cheese, ice cream and other dairy products belong to this
group and provide proteins, fats and minerals to the body.
Meats and pulses group
This group consists of meat, fish, eggs, nuts, beans, peas, etc. It mainly provides
proteins and some fats to the body.
Page | 62
Activity/ Divide the class into 4 groups. Assign each group a paper plate. They must draw /
Experiment write a meal plan for one day. Do they all need the same type and quantity of
nutrients in their diet?
1. Builder – does a lot of physical work

2. A child
3. An elderly grandparent
4. A mother
Students work Complete worksheet 3
Plenary:
• Recap the lesson
• Describe food groups.
Homework Materials
Complete Activity 5, page 25 TB WB WS
from Workbook.
Page | 63

• Recall, with examples, what the 4 food groups are.
• Recall and apply the concept of a balanced diet. As in previous 2 lessons
Learning Outcomes:
• Distinguish between a healthy and an unhealthy diet.
• Explain what a balanced diet is.
Elicit - Ask students to tell you what food groups were included in their dinner last night.
Make sure they are applying the concepts correctly.
Teach – Use one or two examples from the class and ask the students to deconstruct the meal on the
board, by ingredient. Ask the students what could have been added to the meal to make it a more
balanced meal and ask them to write it down on the board.
Teaching
methodology • Recall the different food groups, with some examples of the types of food
included in each group.
• Copy the table onto the white board to organise the information with the
following headers:
Grains Meat and pulses Milk and dairy Vegetable and

products fruit
Activity/
Experiment: • Workbook Activity 2
• Discuss with the students what is required and get them to complete this task in
pairs
Student’s • Ask students to complete Activity 5 from the workbook using the information on
Task: the board.
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Plenary:
Summary:
Ask the students what a balanced diet consists of. Ensure they understand that you should consume food
from each food group daily. This includes grains, meat and pulses, milk and dairy, and vegetable and
fruit.
Workbook Activity 6
• TB WB WS
Think of a meal they can
make for dinner that is more
balanced.
Page | 65

• To understand cleanliness and developing good habits are an hygiene

important part of personal hygiene. odour
• Recognise the health benefits of regular physical activity. cleanliness
• Identify different types of physical activity. habits
• Describe the benefits of sleep. prevent
rinse
Learning Outcomes: regularly
Students will be able to: exercise
• Understand the value of keeping ourselves clean and inquires outdoor
about the factors contributing to personal hygiene. muscles
• Understand that daily exercise keeps the body active, healthy, aerobics
and strong.
• Describe what happens if we didn’t do regular exercise.
• Understand that for the body to work well, sleep and rest is
important.
Recall - Personal hygiene is how you care for your body. This practice includes bathing, washing your
hands, brushing your teeth, and more. Every day, you come into contact with millions of different
germs and viruses.
Teach - Besides keeping ourselves healthy through personal hygiene, exercise is also an important
factor to keep your healthy. Staying active helps increase your energy levels, and keeps your organs
healthy. It can be defined as activity requiring physical effort, carried out to sustain, or improve, health
and fitness.
Teaching • Ask the students what are some things that they do before coming to school?
methodology
• Explain the different aspects of personal hygiene.
Cleanliness and developing good habits:

• A daily bath or shower with soap and clean water keeps the skin free from germs,
sweat and body odour.
• Hair should be washed, combed and brushed regularly to keep it clean and
smelling nice.
• Nails should be trimmed and cleaned regularly. If dirt collects under them, germs
could start to breed, which can get into our food when we eat, which could make
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us sick.
• For teeth to remain strong and healthy, we should brush them at least twice a day.
If it is possible, brushing your teeth after every meal can further help to prevent
tooth decay. If we can’t brush them after every meal, we should try to rinse our
mouths out after every meal.
• Think of some other ways we can ensure personal hygiene. Work in a group to
make a list.
Don’t you feel good when you exercise?

• Explain to the students that in order to stay healthy, we must also exercise
regularly. Regular exercise improves blood circulation which keeps our bones and
muscles in good condition.
• We should try to include a minimum of 30 minutes regular exercise in our daily

routine.
• Regular exercise can be included as part of some fun outdoor games like cricket,
football, walking, cycling, swimming, aerobics, etc
• Without exercise, our muscles become weak and it can lead to becoming
overweight. Being weak or overweight is unhealthy, as it means we cannot work
or play quite as well.
Rest and sleep:

• For our bodies to work well, we need to rest and have regular, sufficient, hours of
sleep. Every part of our body including our senses, organs, heart, brain, skin,
bones, and muscles, needs rest.
• The best form of rest is sleep. We must have enough sleep, every night, so that we
can wake up and begin each new day refreshed.
Activity/ Activity 1 – Health Journal

Experiment: • https://pk1homeschoolfun.com/nutrition-journal-exercise-journal-for-kids/
• List something new every day in your health journal that you could do to stay
healthy. (It could be personal hygiene, getting more sleep, exercising, eating a
balanced diet, etc.)
• Keep the journal for a week or two and reflect back on it to see if there is anything
you would have changed.
Students
Task: • Complete Exercise section “C”
Page | 67
Plenary:
End the lesson and reflect on it.

What is personal hygiene?
Why should exercise should be a part of our lives?
Are there any benefits of sleeping and resting?
Summary:
• Personal hygiene includes cleaning your body every day, washing your hands with soap after going
to the toilet, brushing your teeth twice a day, plus many more activities.
• To stay healthy, we must exercise regularly.
• Without exercise our muscles become weak.
• For our bodies to work well, we need to rest and have regular hours of sleep.
Complete Activity 9 from the • TB WB
workbook.
Page | 68

• Understand the value of clean drinking water.
• Understand the factors that make water unclean. precious
• Explore a few ways that can help make water clean and suitable for lakes
drinking (water filtration and boiling). rivers
ponds
Learning Outcomes: polluted
Students will be able to: garbage
• Explore water from water bodies and understand that it is filtered filtered
and treated before it reaches us in our homes. filters
• Understand that we should boil and filter water before drinking it. chlorine
boiling
Elicit – Ask the students how would we describe the properties of water.
Teach - Explain that water is a clear liquid that has no colour, taste, or smell. It falls from clouds as rain
and forms streams, lakes, seas, and oceans.
Recall - Ask students to list the uses of water - drinking, washing, bathing, etc.
Teaching
methodology • Read the first paragraph of page 49: “Water is a precious gift given to us by
nature. All living organisms need water to survive. Almost three quarters of our
planet is covered with water. However, most of this water is in seas and oceans,
and is salty, so we cannot use it. We can only use fresh water from lakes, rivers,
ponds, and groundwater brought to the surface through wells.”
Fact: 70% of the Earth’s surface is covered by water.

• Ask: Is all the water on Earth suitable for drinking? Why or why not?
• Explain that sea water is unfit for humans to drink because it is unfiltered and and
needs to be cleaned by filtration and boiling before it is safe to drink.
• Water becomes polluted when garbage, waste materials, harmful chemicals, etc.,
from our homes and from industries pollute it.
• Washing clothes and animals can also dirty clean water.
• Untreated water must be cleaned or filtered before we use it, as using polluted
water spreads disease which can make us sick.
Page | 69
• The water we drink and access in our homes is filtered and treated with substances
like chlorine to remove dirt and other particles. The germs inside the water are
killed before it reaches us in our homes, making the water clean and usable.
Let’s recall what precautions we should adopt to drink water.
In our homes, we should boil and filter water before drinking it.
• Filtration is the process of using a filter to remove insoluble particles from water.
Filters are made of porous materials that trap dirt and mud and allows just the
clean water to flow through.
• Boiling water helps us get rid of germs as the high temperature kills them. Once
the water has been filtered and boiled, it is safe for us to drink and use for
different purposes.
Activity/ • Activity 3 from the workbook should be done as a whole class experiment with
Experiment: the teacher guiding the students through the concept of filtration.
Students • Complete the answers for Activity 3 in the workbook.

Task:
Plenary:
What can we do to make water clean and usable?
Summary:
• All living organisms need water to survive.
• We can only use fresh water from lakes, rivers, ponds, and groundwater brought to the surface
through wells.
• We should boil and filter water before drinking it.
Homework Materials
Time to assess Part D, • TB WB

Question 5 in the workbook • Materials for activity as mentioned in the workbook
Page | 70
• Apply the understanding of water conservation to everyday life.
• Understand why it is important not to waste water. conservation
• Understand the financial impact of wasting water.
Learning Outcomes:
• Show an understanding on the ways to save water and why it is
important.
• List different ways to conserve water at home and school.
• Understand that saving water can mean saving money.
Recall – go through the lesson, highlighting the importance of water in our lives.
Elicit – ask for some ideas from the students as to what are some ways to conserve water.
Teach – write the ideas on the board and then elaborate on why each idea is very important no matter
how small.
Teaching
Methodology • Refer to page 50 of the textbook.
• Discuss the task and explain it to the students.
• Discuss the bonus of saving money when conserving water by reducing the water
bill.
Activity/
Experiment • Divide the students into groups of 2 or 3 and ask them to make a poster, coming
up with some unique ways to conserve water (sharing bath water, taking a shower
instead of a bath, cutting shower time, washing hair less frequently, using the
washing machine less frequently, etc.).
• Analyse each of the ways they have stated and try to rank them from most
efficient to least efficient in terms of conserving water.
• Ask them if they already do some of these ideas on a daily basis or if not, which
ones they could do more of.
Plenary:
Comment on the different approaches the students have decided to use.
Page | 71
Summary:
Reflect on what other ideas they may have missed out on that could be useful in their everyday lives.
Complete Activity 3, p.23 of TB

the workbook. Glue, scissors, a variety of chart paper, coloured paper, paints and
brushes
Page | 72
Chapter 3: Human Health (Sum it up) Lesson 11

• To summarise the chapter and explain why there is need to protect
human health. Decided by teacher based on
• To understand different ways in which germs spread. formative assessment.
• To understand the difference between contagious and non- contagious
diseases, and some examples of each.
Learning Outcomes:
• Understand how to avoid contagious diseases.
• Differentiate between contagious and non-contagious diseases.
• Understand that different symptoms show for different diseases and that
it is important to tell a parent or doctor when you don’t feel well.
Recall - Good food, clean drinking water, exercise and rest are important for us to stay healthy. If we are not
careful when we are sick, we can make others sick, too.
Elicit – Ask the students what are some ways we might introduce germs into our body and how we can prevent
this from happening so that we don’t get sick.
Teaching
Methodology Recall the concepts using the sum it up section at the end of the chapter, through
questioning techniques.
• A healthy person has a healthy body and a healthy mind.
• When you have symptoms, you can sometimes feel or see them; like a pain or
redness on your skin. When you realise you are sick you can describe the
symptoms that you can feel or see (or both!) to your parents or doctor, so that they
can help you to get better.
• A disease is a disorder of a structure like an organ, a body part, or the entire body,
which affects a specific area in/on your body meaning that it is no longer in a
healthy state. A disease is not just a direct result of a physical injury.
• The different ways in which germs are spread are called “modes of transmission”.
When diseases spread they are known as contagious diseases.
• Some modes of transmission are through food and water, air, insects and animals,
or direct contact with an infected person.
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• Non-contagious diseases are often caused by bad diet, a particular organ not
functioning properly, an unhealthy lifestyle, bad habits, and air pollution.
• To prevent the spread of disease, it is important that we keep ourselves, our homes
and our surroundings clean.
• Vaccination is the process of artificially introducing small quantities of ‘disease

causing’ germs into the body. This helps the body to recognize the disease and
learn how to kill it successfully, which in turn protects your body from future
attacks of the same disease.
Activity/ • Ask students to work in pairs and pick a disease/illness (i.e., diarrhoea, a cough,
Experiment: obesity, etc.) and create a flow chart from how you would come about this
disease/illness, the symptoms you may experience and how you can get better.
(i.e., go to the toilet -> forget to wash hands -> eat your sandwich with dirty hands ->
have a tummy ache -> go to the doctor and get medicine -> start to feel better!)
Students Task: • Section D Q 1 – 3 in Notebook
Plenary:
Summary:
• Recall how diseases are spread and ways to prevent them spreading.
Homework Materials
Activity 7, p.27 from workbook. TB WB
Page | 74
Chapter 3: Human Health (Sum it up) Lesson 12

• To summarise the chapter and explain why there is need to protect
human health. Decided by teacher based on
• To understand what is meant by a good diet and a bad diet. formative assessment.
• To understand personal hygiene.
• To understand the importance of clean water.
Learning Outcomes:
• Understand importance of maintaining good health.
• Identify recognize everyday behaviors that promote good health.
• Understand the value of clean drinking water.
Recall - Good food, clean drinking water, exercise and rest are important for us to stay healthy. If we are not
careful, when we are sick, we can make others sick, too.
Elicit – Ask the students how we can take care to prevent ourselves and others from getting sick. Ask them what
we should be doing daily in terms of personal hygiene; washing hands before eating, discarding tissues
responsibly,
Teaching
methodology • Recall the concepts using the sum it up section at the end of the chapter, through
questioning techniques.
• Use Questions part A and C during this discussion.
Activity/ • Make two lists on the board with one side titled ‘Good foods’ and the other titled
Experiment: ‘Bad foods’.
• Ask each student to come up to the board and write down one example of a good
or a bad food (try and keep each side balanced so there are equal amounts of
examples for each list).
• Highlight the fact that a balanced diet can consist of a few ‘bad foods’ as long as
the majority of your diet is good.
Students Task: • Write a paragraph on the following topic: ‘Eat healthy, live healthy, be healthy.’
Draw some appropraite pictures
Page | 75
Plenary:
Make sure have students gain an overview of the chapter and learned the important concept in this chapter.
Summary:
• A healthy person has a healthy body and a healthy mind.
• To stay healthy, we need to have a balanced diet with a variety of foods.
• All living organisms need water to survive.
Homework Materials
Revise the sum it up section TB
Page | 76
Chapter 4: Matter
Chapter 4: Matter Lesson 1

Section 4.1: Matter
• To understand that all things are made of matter.
• To be able to describe matter and its states. matter
. states
mass
Learning Outcomes: atoms
Students will be able to: molecules
• Recall that matter is anything that has mass and occupies space.
• Understand that all matter is made up of tiny building blocks or
particles called atoms.
Explain that this new chapter is about what the objects we use every day are made of.
Brainstorm as many different kinds of materials the children can think of, and web them on the board.
Examples: wood, glass, plastic, metals (copper, aluminium, silver, gold) , steel, stainless steel, paper,
rubber, leather, cotton, silk , sand, sugar, wool, nylon, polyester, water, soil etc.
Talk about the difference between natural and man-made materials and elicit some examples of each
from the web.
...
Look around the classroom: note how everything looks and feels different. The things around us are
made of something called matter. Matter has small parts that we will learn about.
All physical substances are made up of matter. Matter is anything that has mass and occupies space.
Therefore, books, pencils, desks, buildings, trees, rocks, water, milk, and even the air that we breathe, is
matter. All living and non-living things are also made up of matter. Matter can be solid, liquid or gas.
Elicit some examples of solids, liquids and gases.
Teaching
methodology Watch the video and pause it periodically to discuss the ideas.
https://www.youtube.com/watch?v=24Yromifcss
Explain that matter is all around us and that it takes up space. Matter is different
depending on its atoms and molecules. Every materials in the world exists in one of
three states of matter: solid, liquid or gas.
Some matter we can see, smell, taste and touch. However, some matter, such as the
air we breathe, cannot be seen, smelt, tasted, or touched. Only if the wind blows, will
we see the effects of air being moved. It will blow away leaves and we will feel it on
our faces.
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Activity/ Group work
Experiment Students are asked to look at the matter around them and describe the matter they can
see in the classroom. Give a word bank to help them.
Word bank: hard/soft shiny /dull colour shape / size warm/cold
liquid/solid
Students’ Write the following subject heading in our notebook - Matter in my Classroom.
work
Solids Liquids Gases
Create and fill out the chart, consulting with a partner.
Plenary:
Call out the key vocabulary that the students have learnt to review the concept of matter.
Homework Materials
Find an object for show and tell
and describe what it looks and TB
feels like to the class.
Page | 78

Section 4.1: Matter
• To be able to describe characteristics of each state of matter
with examples of each. solid
• To understand that the arrangement of molecules is responsible liquid
for the different states of matter; namely solids, liquids, and volume
gases. gas
intermolecular
Learning Outcomes: force of attraction
Students will be able to: vibrate
• Describe the 3 states of matter as solids, liquids and gases
• Understand that their shape and volume depend on the
arrangement of the molecules.
Show and tell (homework from the previous day). Select a couple of students and ask them to show and
tell objects they have brought from home, referring to states of matter. Encourage the rest of the class
to ask questions and clarify their understanding.
Teaching Watch the 2 videos and discuss the concept of the 3 different states of matter.
methodology
https://www.youtube.com/watch?v=wclY8F-UoTE
https://www.youtube.com/watch?v=DE3LCPfP8N8
Look at the table on about states of matter and recall:

Solids - the molecules in a solid are arranged very closely to each other. They are
tightly packed and held together by a strong intermolecular force of attraction, and so
cannot move away from each other or move around freely.
Liquids - can be poured, and they flow freely because the molecules in a liquid are
loosely packed, and the intermolecular forces are not as strong as compared to with
those in a solid.
Gases - do not have definite shape or volume. The molecules in gases are far apart
from each. They can therefore move around freely in all directions, faster than the
molecules in a solid or a liquid.
Activity/ Optional: Solid, Liquid, Gas Science Experiment

Experiment Fill the water bottle a little more than half way with water.
Explain to students that the tablet and the water bottle are both solids and the water is
a liquid.
Break an Alka-Seltzer tablet in half and drop it into the water.
Page | 79
Observe the reaction between the tablet and the water. Point out the bubbles that are
popping at the surface of the water and explain that the reaction created carbon
dioxide bubbles (a gas).
Have students draw their observations.
Next, tell students you are going to repeat the activity using more Alka-Seltzer tablets
and covering the top of the bottle with a balloon. Have students write and share their
predictions of what they think will happen to the balloon.
Add 1-2 Alka-Seltzer tablets to the water and quickly cover the top of the bottle with
the balloon. The trapped gas from the carbon dioxide bubbles will cause the balloon
to inflate!
Find out what would happen if we added even more Alka-Seltzer to the water.
The additional Alka-Seltzer created more gas which got trapped in the balloon and
made it inflate even more.
Have students draw what actually happened and write about what they learned in their
notebooks.
Students’ Complete Worksheet 1

work
Plenary:
Explain that atoms are never still. Even those atoms in a solid vibrate back and forth. When you heat a
solid, the atoms vibrate faster and faster and then move away from each other to make a liquid. If you
continue to heat the liquid, the bonds break and the atoms float away on their own. This happens when
liquid turns to gas. It is responsible for the different states of matter, namely solids, liquids and gases.
As you explain, draw this process on the board, or have one of the students do so, creating visual
support for the students’ understanding of the process.
Homework Materials
WB Activity 1 TB WB WS
For optional experiment

plastic water bottle
water
balloon
Alka-Seltzer tablets
Page | 80

Section 4.1: Matter (Changes in the states of matter experiment)
• To understand that water can change state
atoms
evaporation
Learning Outcomes: condensation
Students will be able to: properties
• Understand that a change in temperature can turn water from ice
to a liquid and to a gas, then back again
Ask the students to discuss the following: Are jelly and honey solids or liquids? They should provide a
reason for their answers. Conclude that jelly is a solid which is formed when a liquid is cooled down,
and honey can be a liquid or a solid depending on the temperature. If possible, show the students jelly
and honey (in both liquid and solid forms) so that they can better understand the concepts being taught.
Note: This lesson should be conducted in a lab.
Activity/ • Explain that water exists in all 3 states (solid, liquid and gas) and that changes in
Experiment temperature will affect the molecules causing the state to change.
• Demonstrate to the class an ice cube melting, by holding it and using the warmth
of your hand to melt it.
• Ask if any students would like to try and they can also take part with an ice cube.
• Discuss that the solid (ice) has changed to a liquid (water).
• Pour the liquid into a beaker and place on the gauze. Heat the water with the
flame of the Bunsen burner and watch as the water heats up. Point out the bubbles
in the water. Wait for the steam to emerge. Explain that now that the state has
changed again by applying heat to the liquid and that the liquid is now a gas.
• Take a ceramic plate that was in the fridge and hold it over the beaker. The steam
should go under the plate and water droplets should form on the underside of the
ceramic plate.
• Ask the students to explain why there are droplets of water on the plate. Has
another change of state occurred?
Students’ Workbook Activity 5 - Fill in the blanks after the experiment

work
Page | 81
Plenary:
Ask a handful of students to come up to the board to draw the cycle of water from the ocean to rain.
(Evaporation from the ocean into clouds, heavy clouds drop the water as rain back into the oceans)
Homework Materials
TB WB
WB Activity 2 Jelly
Honey (liquid)
Honeycomb (solid)
Ice cubes
Water beakers
Bunsen burner
Tripod
Gauze
Ceramic plate
Page | 82

Section 4.2: Physical properties as a basis of classifying matter
• To describe the characteristics of each state of matter with mass
Examples. volume
• To classify and describe matter by studying its physical odour
properties of mass, volume colour and odour
Learning Outcomes:
• Can recall and understand how to measure mass and volume
• Can identify and differentiate between colour and odour.
Elicit - Ask students about things around them that they can smell. Flowers, food and perfume are just
some things that usually have a pleasant smell.
Teach - Introduce the word odour. Explain that we can see different things have different colours. We
can also feel different textures, so our senses can give us useful information about matter. However,
sometimes we must carry out experiments to find out about other properties, such as odour.
Teaching Mass and weight:
methodology • Explain that mass is a measurement of how much matter there is in an object.
Elicit some examples, and ask the students to measure the mass of various
classroom objects made ofdifferent matter using a balance scale.
• Add that mass is a combintaiton of the total numbr of atoms, the density of
theatoms, and thetype of atoms in an object. Add that mass is usually measured in
kilograms, which is abbreviated as kg.
• Ask the students if they have ever seen a balance used to weigh fruit or
vegetables? Have the students estimate then check the mass of a variety of fruit
and vegetables.
Volume:
• Explain to the students tht we can also measure how much space an object
occupies, which is known as its ‘volume’. Elicit how the volume of liquids can be
measured (i.e., using measuring cylinders, cups and spoons).
• Discuss how cooking and baking is often carried out by measuring ingredients
using spoons and cups. Have the students share their own experiences of
participating in cooking and baking activities.
Odour:
• Ask the students to find some things in the classroom that smell good and some
that smell bad. Have the students smell a variety of substances that have a distinct
odour without looking at them, and guess what the object is (e.g., a lemon,
Page | 83
jasmine, chcolate etc)
Activity/ For Mass:

Experiment • Using a balance scale, show how different objects have different weights. Start by
using fruits for this activity. After a couple of examples, ask the students to grab
some items they can see in the classroom and get them to guess the weight of the
objects before weighing them.
For Volume:
• Make a drink such as orange squash. Show how the squash is measured using
spoons, and the water can be measured using glasses and placed in a jug. The
water should be filled to nearly the top.
• Ask students to predict what would happen if ice were placed in the jug. Start to
add one ice cube at a time until the drink starts to overflow.
• Explain that the volume in the jug has been increased by adding ice and it cannot
be contained in the jug.
Students’ Ask the students to answer the following questions in their notebooks.
work 1. What is the mass of an object?
2. How is mass measured?
3. What is the volume of an object?
4. How is volume measured?
Plenary:
• Ask all the students to bring one item from the classroom and to group them together then try to
guess which item has the smallest mass (lightest) and which has the bigger mass (heaviest) and lay
them out in order. Once they have done this, weigh each item on the scales to see if they were
correct.
• Ask the students to explain their hypothese and point out any surprises.
Homework Materials
Find a recipe for your favourite cake TB
and write up its ingredients with the Fruit, vegetables, balance, weighing scale
measurements of mass and volume A variety of odorous substances
where appropriate. A jug of squash and ice cubes
Page | 84

• To describe the characteristics of each state of matter with
examples density
• To classify matter by studying its physical properties liquids
• To understand the concept of density float
sink
Learning Outcomes:
• Understand the density of an object
• Understand that liquids also have different densities
Pose the following question to the students and elicit their responses:
On a hot day when we make a drink with ice, does the ice float to the top of the jug/glass, or does it
sink? Why do you think that is?
Explain to the students that they are going to learnabout the concept of density, which helps us to
understand why some objects float in water whilst others sink.
Teaching This lesson should be carried out in a lab.
methodology The students will learn that some objects float in water
whilst others sink. They will understand the concept density
through this.
Activity/ Predict
Experiment The students will hold the objects in the worksheet and predict whether they will float
or sink in water. Explain that they should think about how heavy an object is. Ask
them if they think a heavy object will float or sink? The sample sheet can be modified
by the teacher to include / exchange any other objects.
Test prediction
After the students have made their predictions, the teacher or students should place
the objects one by one in a bowl of water.
Observations
They should then observe what happens and the teacher should tick or cross in the
correct column, then hold a class discussion about the fndings of the experiment.
Page | 85
Students’ Activity 4 from WB
work Worksheet 2
Plenary:
Recall - Heavy objects, like rocks, sink in water, whilst light objects, like feathers, float, due to their
density.
Homework Materials
Read pages 59 and 60 in the TB WB WS

TB about mass volume and A large tub of water
density and write definitions. Some objects as mentioned in the above worksheet
Page | 86

• To know that matter can be classified according to similarities
and differences Materials
• To be able to recognise properties of materials and describe Properties
them Appearance
Learning Outcomes:
• Classify materials according to their similarities and differences
• Understand that properties of materials determine their usage
Draw a 6 column grid on the board with the following headed columns: glass / wood / plastic / leather
/ cloth / metal. Put the students into teams and ask one person from each team to copy down the grid
on a large sheet of paper for their group. The children then work collaboratively tofill in each column
with objects made of the named material. (Note: theremay be some items made from a combination of
materials, such a windows, that need to be written in two or more columns). Award points for correct
team answers.
Teaching Teach
methodology Explain that classification is the grouping of things according to their properties,
similarities and differences. Give some examples, and elicit others. Explain that
matter can be classified based on colour, size, shape, or the materials it is made of.
Discuss the properties of glass, metal, plastic, wood, and cloth by referring to objects
in the classroom.
Elicit:
Would you use a metal box to carry your shopping in? Can clothes be made from
wood?
Explain that materials have different properties that help us to identify and classify
them.
Explain that classification is important because knowing the properties of one type of
matter can help us understand their use in daily life.
Activity/ Appearances and Texture

Experiment Classification based on appearance and how things feel.
Provide the students with items made from the following materials: glass, metal,
plastic, wood, and fabric. Ask them to look at them and feel them. Ask what words
would they use to describe these? (hard /soft; shiny /dull; smooth/rough;
cold/hot/warm).
Ask: What can these materials be used for? Students should fill in the worksheet with
Page | 87
their observations and analyses.
Students’ Fill in Worksheet 3

work
Plenary:
Summary -all materials have a different appearance and different properties.
Homework Materials
TB WB WS
WB Activity 6 A variety of objects made from different materials
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• To understand that matter can be classified according to
similarities and differences hardness
• To be able to recognise properties of materials and describe compressed
them surface
transparency
Learning Outcomes: transparent
Students will be able to: translucent
• Describe the hardness and transparency of materials opaque
Recall that materials have different properties from the previous lesson.
Teaching Watch the video- https://www.youtube.com/watch?v=NUskg2qWLPQ
methodology During the video, reinforce the concepts by asking questions . After the video, make a
mind map on the board, with student input, of the key words and ideas that the
students have learnt about.
Teach
Hardness - Explain using page 62. Discuss how the arrangement of atoms determines
how hard or soft something is. Ask the students if they know that diamond and
graphite are made from carbon but are different due to the arrangement of the
molecules: show them pictures. Diamond is hard and can cut glass, whereas graphite
is soft and is used in pencils. Link in the Islamic perspective of how Allah (swt) has
created things so differently, yet they are all useful for man.
Demonstrate: the difference between transparent, translucent, and opaque, using the
window, sunglasses, paper and card. Explain using page 62.
Activity/ Work in groups - Find out all the different materials used to make a ball pen.
Experiment Identify other objects that are made with more than one material. List them, along
with the materials used to make them, in your notebook.
Students’ N/A
work
Plenary:
Recall the words used to describe properties of materials from Lessons 6 and 7.
Homework Materials
Sts read page 62 of TB and, in their notebooks,
write the meanings of the following words: TB
1. appearance Sunglasses, card, and paper torch
2. compressed
3. transparent
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4. translucent
5. opaque
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• To understand the properties and uses of metals.
metallic lustre
Learning Outcomes: malleability
Students will be able to: ductility
• Recall properties of metals sonorous
• Understand that the properties of metals determine their use.
Ask the students to give some examples of metals. Does anyne know which metal is specifically
mentioned in the Qu’ran? (iron) – Qu’ran 57:25). Ask the students about the differences between metals
and non-metals by observing objects in the classroom. Make a list of 5 objects from each category on
the board from their responses. Explain that there are specific things we need to look at to understand
the properties of metals.
Teaching Watch the video and explain key terms. Discuss the table on page 63.
methodology https://www.youtube.com/watch?v=f57VogdexlE
10 min
Activity/ Demonstrate the following ideas:

Experiment Write the following four key words on the board: metallic lustre, malleability,
ductility and
sonorous. Ask the students if they know the meaning of any of these words and what
they are used to describe. Teach the words as follows:
Meaning of metallic lustre:

Show some artificial jewellery made of metal and some real silver or gold jewellery
such as a ring or a bracelet. Ask students to explain which they find more attractive,
and why?
Meaning of ductile:
1. Take some aluminium foil and show the students how its shape can be
changed easily.
2. Take some copper wire and using pliers, pull it to elongate it. Using a
hammer flatten it.
3. Try the same with an iron weight.
Discuss why the iron weight did not change shape but the aluminium and copper did.
(i.e. copper wire is able to be drawn out into a thin wire and bent, without losing its
toughness. Can the students think of instances where dictile metals lie copper wire
might be useful to us?
Meaning of sonorous:
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Using a bell, show how metals can make a sound when struck. A sonorous metal is a
metal that can produce a deep, ringing sound. Many drums are made of metal.
Meaning of malleability:
Discuss how things like cooking pots, cars and airplanes are all made from flattened
metal. They are all made from materials that are malleabie. They have malleability,
meaning that they can all be shaped into something else without breaking. Mention
how the Qu’ran describes how Allah created Adam from clay: "We created man
from sounding clay, from mud moulded into shape..." (15:26). Clay is malleable.
Students work In their notebooks, students answer the following questions:
Section D Q 5. What is the difference between malleability and ductility?

Section E Q 4. Why are metals like aluminium used to make cooking utensils?
Plenary:
Call out the terms learnt in the lesson and assess understanding of the students.
Homework Materials
WB Activity 3 TB WB
Bell, artificial ring, and bracelet.
Silver and gold ring or bracelet
Copper wire, aluminium foil, pliers, hammer.
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• To understand the properties of metals and their uses.
• To understand the concept of conductors and insulators. conductors
insulators
pvc
Learning Outcomes:
• Understand that the properties of metals determine their usage.
• Understand that metals conduct electricity whilst insulators keep
us safe.
Ask students to think of 10 things made of metal in the kitchen. List them on the board.
Teaching Reflections on learning: discuss that the kitchen has objects made from different
methodology materials in it. Now that we have understood the properties of different materials,
discuss how to keep safe in the kitchen.
Group work – discuss the following
1. How should we handle sharp knives?

2. How should we remove hot lids, and dishes from the oven?
3. How should we use electrical appliances?
Teach:
Explain about insulators, using page 64 of the student book. Discuss the materials
that are good insulators and how they keep us safe. Explain that electrical appliances
have metal wires inside them that conduct electricity. Explain how the insulators that
cover them can stop the electricity from harming us. Explain the danger of electrical
wires. Use the examples in this image to explain that all metals conduct electricity
but non-metals do not. Therefore, non-metals are used as insulators. For example,
plastic and PVC.
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Activity/ Activity 9 from workbook.

Experiment Follow the instructions in the workbook to do an activity with the students.
Ask students to make predictions about what will happen.
Answer the questions after the experiment.
Students’ N/A
work
Plenary:
Mention 6 objects and ask students which are conductors, and which are insulators. They should give
reasons for their answers.
Homework Materials
WB Activity 7 TB WB
Wooden, plastic and metal spoon, butter, 3 beads, a pan and hot water
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Hands on activity
• To observe the changes in the state of matter through an
experiment solid
• To learn the scientific method of hypothesising, then testing liquid
hypotheses through experiments gas
• Creating a summary of an experiment’s results molecules
states of matter
Learning Outcomes:
• Apply skills of observation and prediction in science
experiments
• Summarise the results of an experiment
Let’s make a ‘Baking Soda and Vinegar Balloon’.
This experiment will show how a liquid and a solid can react to make a gas.
Recall what the students already know about solids, liquids and gases?
Teaching Explain to the students that sometimes the state of matter can change when it
methodology combined with other matter. For instance, if we mix sugar with hot water, we get
sugar syrup. Can the students think of any other examples?
Activity/ Method
Experiment • Measure and pour out 3-4 cm of vinegar into a bottle, using a funnel.
• Prepare the balloon by using the funnel to fill half of it with baking soda.
• Predict what you think will happen when the baking soda and vinegar mix.
• Put the balloon over the mouth of the bottle and allow the baking soda to
drop down into the vinegar in the bottle.
The effect will be immediate. The balloon will quickly inflate as the
bicarbonate soda reacts with the acetic acid in the vinegar, making carbon
dioxide.
Discuss.
Students’ Students should make hypotheses and observations about the experiment and write
work down the results in their notebooks. They should then test their hypotheses. With the
students’ help, co-create a short summary of the experiment on the board to explain
the results.
Plenary:
Recall the concept of changes of states of matter. Matter is anything that has mass and occupies space.
All matter is made up of tiny building blocks or particles called atoms. Molecules are the smallest unit
of a substance that has all the properties of that substance. The arrangement of molecules is responsible
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for the different states of matter.
Homework Materials
TB WB
WB Activity 8 clean bottles
vinegar
baking soda
a funnel
balloons
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Revision
• To review the concepts of the chapter.
As determined by the teacher
– depending on the formative
Learning Outcomes: assessments
• Understand and explain the concepts learnt in this chapter.
Warm up /Introduction –
Write the word METHODOLOGIES on the board and put the students into groups of 3-4. Give them
5 minutes (timed) to make as many words as they can from METHODOLOGIES. Groups then swap
papers and award one point for each correct word to the paper theya re marking. The group with the
most marks wins a prize.
Teaching Recall and discuss the following:
methodology
• Most physical properties of matter can be easily observed and measured.
• Classification is the grouping of things and objects based on similarities and
dissimilarities between them.
• The choice of material used to make an object depends on its properties.
• Some important properties of materials are appearance, hardness, and transparency.
• Based on their properties, materials are broadly classified into metals and nonmetals.
• Depending on their properties, metals can be used for a wide variety of purposes.
Time to Assess - Section A and B – Quick- fire questions with the whole class.
Activity/ Think – Pair – Share

Experiment Different materials can be used to make the same object. Plates, for example, can be
made from ceramic, glass, plastic and stainless steel. Like plates, identify objects that
can be made from different materials, and list them, along with the different materials
they can be made from.
Students work Time to Assess – Sections C and D and F
Plenary:
Clarify any concepts that you have observed are still unclear from the students work.
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Homework Materials
Research about the states of TB WB

matter at the site of an active A small prize
volcano – make a poster
explaining the 3 states of
matter there. Presentations in
the next lesson.
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Revision
• To review the concepts of the chapter
As determined by the teacher
– depending on the formative
Learning Outcomes: assessments
• Understand and explain the concepts learnt in this chapter.
Divide the students into teams.

Write various words on the board from the vocabulary list of the chapter and have a quick definitions
quiz. Teacher says the definition – students give the word.
Student-led
presentations Presentations of posters on volcanoes.
Encourage the students to use the correct vocabulary when describing their research.
Activity/ NA
Experiment
Students’ Time to Assess – Section E in notebook
work
Plenary:
Gather the students round and recall the importance of the knowledge of matter in our lives.
Homework Materials
Revise the Chapter TB WB
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Chapter 5: Energy
Chapter 5: Energy Lesson 1

Section 5.1: Common sources and uses of energy
• To be able to identify sources of energy (e.g., the sun, flowing
water, wind). source
• To recognize that energy is needed to do work, (e.g., for moving utilized
objects), heating and lighting. solar cell
hydropower
Learning Outcomes:
• Recall the natural sources of energy (sun, flowing water and
wind)
• Understand that energy is needed for daily tasks
Recall - Food gives us energy to grow, work and play.

Elicit - What about cars and other vehicles?
What type of energy do they need to move?
What do you think is the main source of light during the day?
Do you know how the sun is a source of energy?
Teaching
methodology Watch and discuss the 2 short videos. This will give a quick overview of the topic to
the students and help them in their group work.
https://www.youtube.com/watch?v=inPtRWtvDaM (5 min 10 sec)
https://www.youtube.com/watch?v=hw2_hEMgE4o (1 and a half min)
Activity/ Group Research

Experiment Write the words solar energy, wind energy and water energy on the board with
prompt questions and ask the students to work in groups Students should look at the
pictures on page 71 and discuss which of these types of energy they have experienced.
Each group should be allocated one type of energy to find out more information about
using the internet.
Prompt Questions:
Have you ever seen a windmill? What does it look like?
What is the name of the famous dam in Pakistan that makes hydropower? Would
hydropower be available in a drought?
Where in Pakistan would solar panels be most effective? Are solar panels difficult to
maintain?
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Students’ Groups should fill in the table below and present their findings to the class.
work The students should be able to conclude that no one type of energy is sufficient to
provide all the energy needs of a country.
Energy type
How does it provide energy for
humans?
Advantages
Disadvantages
Plenary:
Summary – There are many types of natural energy, and all have advantages and disadvantages.
Elicit some of the advantages and disadvantages from the students.
Homework Materials
Make a pinwheel at home and bring it to
class. TB
Use the link to help you. Internet access – tablets or laptops
http://www.leslietryon.com/3dcolorcutou
t/makepinw/makepinwheel.html
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• To understand that fossil fuels are sources of energy
• To understand the importance of fossil fuels for humans fossil fuels
coal
Learning Outcomes: oil
Students will be able to: natural gas
• Understand how humans use fossil fuels as energy drilling
organisms
Elicit:
1. What kind of energy is needed for a car to move?
2. What is the blue flame of a cooking stove?
3. What do you use to barbeque food outside?
Teach:
Explain that the 3 substances are petrol, which is a type of oil, gas and coal. These are all found deep in
the Earth, and in the seabed. They are known as fossil fuels These materials are called fossil fuels
because, like fossils, they are the remains of organisms that lived long ago. Fossil fuels provide energy
for our daily lives.
Teaching Videos
methodology Watch the videos and elicit the following concepts by prompting the students with the
questions below:
What are the 3 main types of fossil fuels?
How are fossil fuels formed?
How are fossil fuels useful for humans?
How are fossil fuels extracted from the ground?
What are the effects of fossil fuels on the environment?
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Activity/ Poster Creation
Experiment Divide the students into groups.
They should create a simple poster with both words and illustrations showing three
facts about fossil fuels as a source of energy (examples below). Invite the students to
present their findings to the class, or to another group. Ask the students to critically
evaluate each others’ posters, giving feedback on areas that are good and those that
could be improved. Have a class vote on the best poster.
Students should read page 72 of the TB to understand the simple facts about the
science of fossil fuels. For example, fossil fuels are made from decomposed plants
and animals. Heat and pressure applied over centuries turn this material into fossil
fuels, such as coal, oil, and natural gas. Ask them to recall from the discussion about
the pros and cons of fossil fuel consumption and the impact fossil fuels have on the
environment.
This activity is helpful because students must fully understand the information
provided in order to represent it visually. Students are also given the opportunity to
share and discuss, which helps them internalize the concepts
Students’ Group work (see above).

work
Plenary: Reflections on learning

Ask the students to explain which part of the lesson they most enjoyed today, and why.
Homework Materials
Research the uses of fossil TB

fuels in everyday objects. https://www.youtube.com/watch?v=zaXBVYr9Ij0
Write the information in your https://www.youtube.com/watch?v=JasIvS7oYw4 (until 7 mins 40

notebook. Add pictures. sec)
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• Understand the various forms of energy (geothermal, heat, geothermal
electrical, light, chemical, mechanical and sound energy) and heat
how humans use them electrical
chemical
Learning Outcomes:
mechanical
geysers
• Can recall the forms of energy and their use by humans lava
volcanoes
hydroelectric
thermal
Ask the students to do the following:

1. Rub their hands together fast – what can they feel? Their hands warm up – heat is produced.
2. Rub an eraser on a piece of paper fast and ask the students if the eraser is hot or cold? It’s hot –
this is heat energy.
Teach: This is a form of energy caused by friction. The friction forces caused by the motion
creates mechanical
energy, which is converted into heat energy.
Explain to the children that they will learn about more types of energy today.
Teaching Explain the forms of energy (geothermal, heat, electrical, light, chemical, mechanical
methodology and sound energy) with examples from the classroom where possible.
Electric energy – ask, how many things can you see in the classroom that require
electricity? What would life be like without electricity?
Light energy – switch the light on and off- ask the students what happens when there
is no electricity due to a power shortage or during a storm? How would life be
different without light and electricity?
Mechanical energy – this can be seen when we do our daily tasks – all sports and
activities. Show through some actions what is meant by mechanical energy.
Chemical energy – when we eat, the chemicals in food such as sugar give us energy
to do our daily tasks. Petrol in a car is used to make the car move.
Sound energy is a form of energy that comes from humans, animals, and objects.
Geothermal energy is naturally found in the ground near volcanoes, geysers and hot
lava.
Elicit other examples, first working in groups, then sharing as a class.
Activity/ Energy Strips
Experiment Divide the students into 6 groups and allocate to each group one type of energy.
They should plan and sketch out a three-box comic strip similar related to the energy
their group has been given, then share it with another group, as a way of showing the
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different ways in which humans use different types of energy.
Students See above.

‘work
Plenary:
Ask for 6 volunteers to come forward and explain one type of energy without naming it. The other
students have to listen carefully and guess which type of energy is being described.
Homework Materials
WB - Activity 3 TB WB
Students are asked to write the definitions of all the Chart paper, coloured pages, pencils,
types of energy with one example of its use in daily colouring pencils
life in their notebooks.
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• Describe and demonstrate the transformation of energy. transformation

• Understand the importance of energy conservation. conservation
Learning Outcomes:
• Describe and demonstrate the transformation of energy.
• Explain the importance of energy conservation.
Recall: some examples of different types of energy from the previous lesson.
Ask – what happens to food when it enters the body?
What type of energy is produced? ( it is chemical energy)
Howis this energy measured? (in calories)
Teach: Chemical energy is needed by our bodies to do many things, like studying and playing sports.
The energy from the food we eat is transformed into mechanical energy.
Today we will learn how one form of energy is transformed to another and can become useful for
humans.
Teaching Transformation of energy from one form to another
methodology Ask students to look at the examples of energy transformation on page 75 of the TB.
Explain each type of energy transformation and ask them to give similar examples
from dally life.
The law of conservation of energy -
Explain that humans cannot create energy. We can use one type of energy to and
convert it to another type of energy. The Quran explains that Allah is the originator
of all things. He is the creator of all things. He created the universe and he created all
types of energy. Link to the Qu’ran:
"Verily in the heavens and the earth are signs for those who believe. And in the
creation of yourselves, and the fact that animals are scattered (through the earth), are
signs for those of assured faith. And in the alternation of night and day, and that fact
that Allah sends down sustenance from the sky, and revives therewith the earth after
its death, and in the change of the winds, are signs for those who are wise" (45:3-5).
Highlight how humans, animals and plants use the energy created by Allah for their
own purposes.
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Activity/ Divide the class into groups of 4 and give them the following activity written on a
Experiment card – with a space to write their answer. The first group to finish should raise their
hands and the teacher will check if the answers are correct- the winning group must
have all answers correct in order to win the game.
Group participant name: -
Name the energy transformation in each of the following:
1. Playing the drums _________________

2. Lighting a candle _________________
3. Switching on a fan _________________
4. Eating an apple _________________
Students work WB Activity 1
Plenary:
Homework Materials
WB Activity 6 TB WB
Activty sheet for each group
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Chapter 5: Energy Lesson 5 and 6

Section 5.2: Light and sound in everyday life
• Relate familiar physical phenomena to the behavior of light phenomena

(shadows, reflections and rainbows). reflection
shadow
Learning Outcomes: opaque
Students will be able to: transparent
• Recall familiar physical phenomenon in relation to the refraction
behaviour of light (shadows, reflections, and rainbows). prism
rainbow
Elicit: What is the main source of natural light for humans, animals and plants?
Is the moon a source of light?
Can you name some man-made sources of light?
Teach: The sun is a natural source of light, and its light reflects on to the moon, which appears bright.
The sun gives off light that helps us to see in the day. It also reflects off the moon, which helps us see
at night, but it is not as bright as the sun. Street lights help us see at night, but they are also not as bright
as the sun.
Teaching Watch the 3 videos on shadows, prisms and rainbows to introduce the topic (see
methodology Materials). Discuss the key words and ideas, and elicit responses.
Activity/ The effect of light on objects

Experiment
Give each student the following printed table to paste into their notebooks.
Object Prediction Result Conclusion
Mirror
Plate
Magnifying
glass
Prism
Predictions:
Ask these questions to help the students predict what will happen when a
torch/flashlight shines on the different objects.
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1. Will the light penetrate the paper plate, or will it stop?
2. Will the light reflect off the magnifying glass, or penetrate it?
3. Will the mirror stop the light?
4. Will light go through the prism?
Take time to look at each object and discuss some terms associated with light:
• penetrate: when light passes through an object and is visible on the other side.
This happens when objects are transparent.
• reflection: when light bounces back at you, like with a mirror or something
shiny.
• stop: when the light is blocked, not reflecting or penetrating. Sometimes a
shadow is formed. This happens when objects are opaque.
• Refraction: thisis when light is split or broken up.
Make predictions, or guesses, about how the light will behave with each object.
Students should write their predictions in the first column of the chart.
Method:
Choose the first object and have one student shine the flashlight at the object.
Watch how the light reacts with the object. Does it shine through, shine back at you,
or stop completely?
Record on the observation chart what the light did with that object. Check to see if
your predictions were correct.
Keep going with the rest of the objects, making sure to observe and record your
findings.
Discussion of results and conclusions:
The Mirror – the students should recognize that the light was shining back or
reflecting.
The Paper Plate – the students should observe that the light didn’t go anywhere except
for on the plate. The light stopped because the plate blocks or stops the light. So
opaque objects do not allow light to pass through.
The Magnifying Glass -The light will go through the magnifying glass, shining onto
the floor below. Discuss the term “transparent,” meaning that light passes completely
through.
The Prism – this will break up the light into the colours of the rainbow: discuss, using
the information on page 78.
Review each object and outcome together while comparing your observations to the
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predictions, and write the conclusions in the correct column.
Students’ In your notebook, write down the meanings of the following words using the Student
work Textbook to help you.
reflection
shadow
opaque
transparent
refraction
prism
rainbow
Plenary:
Summarise the lesson by discussing the vocabulary around this topic.
Homework Materials
Answer these questions in your notebook. TB

Select the correct answer.
https://www.youtube.com/watch?v=k0SRKglcg8E
1. A shadow is formed when an object Prism
allows/does not allow light to pass through.
(answer – does not allow) https://www.youtube.com/watch?v=YuUJCNzfoBw
Shadows
2. An object that allows light to pass
through is called opaque/transparent. (answer https://www.youtube.com/watch?v=dIdE-pqYqbs
-transparent) Rainbows
3. When light bounces back from an

object, this called reflection/refraction. For the activity
(answer – reflection)
flashlight
4. A rainbow is formed due to the mirror
phenomena of reflection/refraction (answer – magnifying glass
refraction) paper plate or anything opaque
prism
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Section 5.2: Light and sound in everyday life
• To be able to relate familiar physical phenomena (i.e., vibrating
objects, echoes etc.) to the production and behaviour of sound. kinetic
• To know that sound is a type of energy and is caused by the vibrations
vibration of matter. waves
Learning Outcomes:
• Identify familiar physical phenomena (i.e., vibrating objects,
echoes) to the production and behaviour of sound.
• Recall that sound is a type of energy that is caused by vibration
of matter.
Place your hand on your throat while you speak - what do you feel?
Place your hand on your heart – what do you feel?
How do you know if someone is at the door?
Teach: Sound energy is all around us. The fan, the mosquito buzzing in your ear, and the crack of the
cricket bat are all examples of energy we can hear. Sound is energy that we can hear. It is a type of
kinetic energy that moves through the air and other matter in the form of sound waves. Some sounds
are pleasant and some are unpleasant. Make a list of 5 pleasant and 5 unpleasant sounds on the board,
eliciting ideas from the students.
Teaching Watch the video: https://www.youtube.com/watch?v=BFWLb_MKyRE
methodology The video explains how sound can move through different types of matter; solid,
liquid and gas. Refer to the pictures on page 79.
Good Vibrations - While sound waves are different than the waves you might see in
the ocean, they move much the same way: through matter. Sound waves are made by
vibration, or the fast, back and forth movement of something. That means that all
sound is vibration. If you can hear it, it's vibrating. Your heart? Vibrating. The fan?
Vibration.
Sound is made when a force acts on an object and makes it vibrate. The vibration
pushes against matter, like the air, and moves away from the force through the matter
in the form of a compression wave. This means that if there is no air or water or other
matter for the wave to travel through, there will be no sound. One place that happens
is in space. With no air, when things crash together, no sound is made.
Echoes – explain echoes using page 80.
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Activity/ Activity 1 – String telephone
Experiment
• Make a small hole in the bottom of each cup with the scissors.
• Thread one end of the twine through the hole in one cup and pull it out
through the other cup.
• Make knots at both ends of the twine to prevent the twine from coming out of
the cups. Your telephone is ready.
• Hold one cup to your ear and ask your friend to speak into the other cup.
• Remember, the twine should be held tight to allow the sound waves to travel
through.
Activity 2 – drum vibrations
• Put the tin with the plastic lid on a table.

• Place some dry rice on one side.
• Using the wooden spoon, ‘beat the lid’
• The vibrations of the plastic will make the rice grains jump
Activity 3 – echoes
Take the students to the school auditorium (if there is one, or the largest empty room
if not). Ask one student to shout and see if an echo is made.
Students’ WB activity 5
work
Plenary:
Recall what they have learnt by asking

1. Is sound a form of energy?
2. What things can sound travel through?
3. Are all sounds pleasant?
Homework Materials
WB Activity 7 TB WB
2 paper or styrofoam cups
A long piece of twine or string
Scissors
Empty clean food tin with plastic lid (ghee tin)
Some dry rice
A wooden spoon
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Section 5.3: Heat transfer
• To recognize that warmer objects have a higher temperature
than cooler objects. Temperature
• To investigate the changes that occur when a hot object is Heat transfer
brought into contact with a cold object. Thermometer
• To identify ways to measure temperature and understand its Particles
units of measurement. Atoms
Molecules
Learning Outcomes: Celsius
Students will be able to: Fahrenheit
• Recall that warmer objects have a higher temperature than
cooler objects.
• Understand the changes that occur when a hot object is brought
in contact with a cold object.
• Identify ways to measure temperature and understand its units of
measurement.
Elicit: How does the heat from a heater/campfire reach you and keep you warm?
How does a woollen jacket keep you warm?
What happens to the temperature in a room with an a.c. when the doors or windows are open?
Why does a cup of hot tea get cold?
Refer to the students’ ideas and responses while explaining the concepts.
Teaching
methodology Teach: Heat is a form of energy that can change the temperature of any object. Heat
transfer happens from hot to cold. Everything is made up of tiny particles called
atoms and molecules. These particles are always in motion. When something is hot,
the particles have more energy and they move faster. When these fast-moving
particles come in contact with the slow-moving particles in a cold object, energy is
transferred between the two objects. The slow-moving particles speed up, while the
fast-moving particles slow down. After a while, both objects appear equally warm or
cool.
Demonstrate:
Heat transfer always takes place in the direction of hot to cold. This is why when the
door is left open in a room with an ac, the heat from outside comes into the room and
makes it warmer. Similarly on a cold winters’ day, when the heater is on and the door
is open, the heat leaves the room, and the room becomes colder. Use this information
to demonstrate the concept depending on the weather!
Ask: How do we measure how hot or cold an object is?
Explain: Temperature helps us to measure this using a thermometer. Celsius and
Fahrenheit are 2 units used to measure it. Celsius is easier for us to use.
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Activity/ Heat transfer demonstration
Experiment
1. Take a bowl of ice and measure the temperature. Show the students that the
ice is 0 degrees Celsius.
2. Take a kettle boil water. Place in a beaker and measure its temperature, show
the students that it is 100 degrees Celsius.
3. Transfer the water in the beaker to a bowl and place the bowl of ice inside it.
Ask the students to predict what will happen. Explain that the heat from the water
molecules is moving towards the bowl of ice and making it warmer and thus
increasing its temperature. This means that the ice will melt as it is absorbing the heat
and is no longer at 0 degrees Celsius. At the same time the boiling water is losing heat
and its temperature is reducing.
Take the temperature every 3 minutes and observe the changes. Write the results on
the board.
Time Temperature of ice Temperature of water

Start
3 mins
6 mins
9 mins
12 min
Students’ Respond to these statements by marking them true or false

work
1. Heat is not a form of energy.
2. Everything is made of tiny particles
3. When something is hot, the particles have less energy.
4. Heat transfer always takes place from hot to cold.
Complete these by writing in the missing words in your notebooks.
1. Temperature is a measure of how _______ or _______ an object is.

2. The freezing point of water is ___________.
3. The boiling point of water is ___________.
4. Normal body temperature is __________.
Plenary:
Recall
1. Heat transfer takes place from hot to cold.
2. Temperature can be measured in Celcius or Farenheit.
Page | 114
Homework Materials
WB Activity 8 TB WB
2 bowls
ice
kettle
water
beaker
thermometer
Page | 115

Section 5.4: Electricity and simple electric circuits
• Describe and demonstrate that electrical energy in a circuit can Industry

be transformed into other forms of energy (e.g., heat, light, Appliances
sound.) Transformation
Learning Outcomes:
• Recall and explain that electrical energy in a circuit can be
transformed into other forms of energy (e.g., heat, light, sound.)
Ask the students to list objects in our homes, schools, offices, and shops that rely on electricity.
Brainstorm at least 20 objects and write on the board for the activity.
Teaching Group work
methodology Ask them to differentiate between the types of energy that these objects use. Make 4
columns on a chart paper; energy heat, light, sound and mechanical; fill in the
relevant column. From the objects that are written on the board.
Can any of the objects be put in 2 columns?
Teach: about how electrical energy can be converted into other forms of energy, like
light, heat and sound energy.
Electrical energy is converted into:
• Light energy in light bulbs and tube lights.
• Sound energy in televisions and radios.
• Heat energy in irons, room heaters and ovens.
• Mechanical energy in blenders, fans and vacuum cleaners.
Activity/ As above
Experiment
Students’ WB Activity 4
work
Plenary:
Recall all the types of energy that can be produced by the transformation of electrical energy.
Homework Materials
WB Activity 6 TB WB
Chart paper and markers
Page | 116

Section 5.4: Electricity and simple electric circuits
• To be able to explain and provide reasoning that a simple electrical circuit

electric circuit requires a complete electrical pathway. electrical pathway
switch
Learning Outcomes: battery
Students will be able to: positive
• Explain and provide reasoning that a simple electric circuit negative
requires a complete electrical pathway.
Ask students to recall how fossil fuels are used to make electricity in a power station.
Ask if they know how that electricity gets to our homes?
What happens when there is a power failure?
Teaching Explain to the students that they will now do an activity to understand how a circuit
methodology needs to be complete to work, and how a break in the circuit will slow the flow of
electrical energy.
Activity/ Make a simple electrical circuit!
Experiment
• Connect one end of a wire to the positive (+) end of the battery and the other end of
the wire to the bulb.
• Connect one end of the other wire to the battery.
• Observe how the bulb has not yet lit up. Why do you think this is so?
• What do you think will happen when you connect the other wire between the other
end of the battery (-) and the bulb?
• Now connect one end of the second wire to the battery (-) and the other
end of the second wire to the bulb, to complete the electrical circuit.
• Observe how the bulb lights up. Why is this so?
• Now you are going to add a simple switch to the wire that is carrying electricity
from the battery (+) to the bulb. What do you think the switch will do when it is open?
• Add the switch and press it on and off to test if you were correct in your hypothesis.
• Observe how the switch is used as a breaker, to either complete the path of the
electricity around the circuit (and light up the bulb) or to break the path (and switch
off the bulb).
• Ask students to explain the findings of the activity in their own words.
work
Plenary:
Ask the students to recall the conditions required for a complete circuit.
Page | 117
Homework Materials
Write an essay on “Electricity TB WB

is one of the most important
discoveries made by a battery
human beings”. electrical wire
a small bulb
a simple switch
Page | 118

Time to access
• To review the main ideas of the chapter and clarify them To be decided by the teacher
based on formative
Learning Outcomes: assessment.
• Recall the main ideas of the chapter and clarify them
Ask the students to list the different types of energy.
Teaching Group work – ask the students to get into groups. Have each groups write 5 lines
methodology about one of the following questions. Each group will present their findings to the
class. Circulate and prompt them. Encourage them to refer to the textbook and their
notebooks to recall the information.
1. How are fossil fuels formed?
2. Define chemical energy. Give examples of chemical energy.
3. Why are renewable sources of energy called ‘green energy’?
4. Explain the law of energy conservation.
5. How is sound produced? What is required to produce a sound?
Activity/ Quiz
Experiment Keeping to the same groups, conduct an inter-class quiz using the questions from
sections A – C on page 86.
Students’ Complete any unfinished work from the unit.

work
Plenary:
Clarify and recall the main points from the ‘Sum it up’ section page 85
Homework Materials
WB Activity 3 TB WB
Chart paper – markers
Page | 119

Sum it up
• To ensure a thorough understanding of the key concepts in the To be decided by the teacher
chapter. based on formative
assessment.
Learning Outcomes:
• Understand the key concepts in the chapter.
Elicit responses: students should support their answers with reasoning.

1. What will happen if you put ice cubes into a glass of warm water?
2. Is energy created when you switch on a light bulb?
3. What happens if the filament in a light bulb is broken?
Teaching Discuss the following questions as a whole class. The students should complete the
methodology work in their notebooks.
E. Answer in detail.
1. Define energy transformation. Give three examples to explain energy
transformation.
2. What is the difference between renewable and non-renewable sources of energy?
3. Identify different ways of conserving energy.
4. What is an electric circuit? With a neat, labelled diagram describe the components
of a simple electric circuit.
5. Explain the difference between an open and a closed circuit.
Activity/ N/A
Experiment
work
Plenary:
Review any content or that still needs clarification.
Page | 120
Homework Materials
Make a list of ways that you TB WB

can change your lifestyle to
conserve energy and use
more renewable sources of
energy.
Page | 121
Chapter 6: Forces and Motion
Chapter 6: Froces and Motion Lesson 1

Section 6.1: Familiar forces and the motion of objects
• To be able to describe force and motion with examples from
daily life force
• To understand how forces act on objects motion
Learning Outcomes: contact
• Describe force and motion with examples from daily life
• Understand how forces act on objects
Recall from previous learning that:

• Why don’t these objects move on their own?
• We push and pull things when we want to move them.
• Light objects are easy to move, but it is more difficult to move heavy objects.
Ask: How can we move a chair? Ask 3 volunteers to move a chair in different ways. Can anyone
move their desk? What is the best way? By pushing or pulling? Can anyone move the resources
cupboard?
Teach: Explain that this chapter is about different types of forces and machines that humans use
to make life easier. Sometimes machines are used to apply a greater force to move objects.
Teaching Activity
methodology
Place a coin on the table.
Ask students to observe the position of the coin.
Ask one student to push the coin gently. Note the new position as well as the distance
covered by the coin.
Ask the same student to push the coin with more force.
What difference do the students observe between the two actions? (Elicit: The
greater the force, the greater the change in the distance covered by the object).
Have two more students try the same activity with a pencil and an eraser, and
observe the difference in distance covered. Why does the pencil move more easily?
(Because it rolls). Why does the eraser move more slowly? (Because of its texture).
Teach:
1. To move objects, different types of force can be applied
2. Some objects need more force to move them depending on how they are
shaped or what material they are made from. Can they think of any?
3. The greater the force, the more the object will move.
4. Applying force can change the shape of an object (elicit examples).
Page | 122
Activity/ Give each student some playdough. Ask them to make it into a ball. Then ask them
Experiment to flatten it. Can they explain how they changed the shape of the playdough? Elicit:
by applying force.
Students’ WB Activity 1
work
Plenary:
Recall:
• A push or pull applied to an object is a force.
• The amount of force used depends on how heavy or light an object is.
• A force can make an object that is stationary move. It can change the speed and direction of a
moving object. It can slow down or stop a moving object. It can also change the shape of an
object.
Homework Materials
WB Activity 7 TB WB
coin
eraser
pencil
playdough
Page | 123

• To Investigate how friction force works against the direction of
motion friction
contact force
Learning Outcomes: distance
Students will be able to: opposite
• Understand that friction works against the direction of motion resistance
Elicit: What can happen when you walk on smooth surfaces like marble or on wet or icy roads? Why?
Who has a marble floor at home? Can you slide on the marble more easily with socks or shoes?
Teach: A smooth surface allows things to move more easily, and less force is required. However, rough
or textured surfaces require more force. This is because the material has resistance. This is called a
contact force.
Teaching Teach:
methodology An example of a contact force is when friction tries to stop objects sliding past each
other. Friction allows things to start and stop moving and slows them down.
Demonstrate: Slide two strips of ribbon over each other. Now repeat using 2 ribbons
that have dried glue or paint on them. The texture of the ribbon is no longer smooth,
so it takes more force to slide them. There is more friction between the painted
ribbons. Discuss how the amount of friction between two objects depends on what the
objects are made from. Elicit the conclusion that the rougher the surface, the more
friction is produced.
Activity/ WB Activity 10
Experiment
Procedure:
• Glue the bottle cap over the hole at the centre of the CD. Leave it aside so that the
cap seals firmly in place.
• Make sure the pop-top cap is closed. Blow air into the balloon and carefully stretch
it over the bottle cap, making sure no air escapes from the balloon. The balloon
should stand straight above the CD.
• Place the hovercraft on a smooth table. Open the cap, give the hovercraft a
push and observe what happens.
Observations:
The hovercraft begins to move on the surface of the table. Ask students to explain
why this has happened? Is there any friction? How was the friction reduced?
They should conclude that the air from the balloon created a space and allowed the
Page | 124
CD to move easily as there was no friction with the surface.
Students’ Answer the questions of Activity 10 in WB

work
Plenary:
Recall:
Forces that act between two objects that are in direct contact with each other are called contact forces.
An example is friction.
Homework Materials
WB Activity 5 TB WB
A CD
A balloon
A pop-top cap (from a liquid soap bottle)
Glue or paint.
Ribbon
Page | 125

• To Investigate how friction force works against the direction of
motion advantages
• To provide reasoning with evidence that friction can be either disadvantages
detrimental or useful under different circumstances. direction
detrimental / useful
Learning Outcomes:
• Understand that friction force works against the direction of
motion
• Provide reasoning, with evidence, of how friction can be either
detrimental or useful under different circumstances.
Ask:
Have you every walked-on ice? Is it slippery? What do we use to help us walk on ice? Have you ever
seen a skier? Their skies are smooth so that they can move very fast. What would happen if their skies
were rough? There would be more friction and they would slow down. Why do drivers often use rough
tyres for driving in the snow?
How does it feel when you rub your hands together? Do they feel hot? Why? Would the same thing
happen between the tyres and the road? How would that affect the tyres? This means that we must
look after tyres and make sure that they are in good condition, so that they can grip the road effectively
when the brakes are applied.
Think about other things that become hot or wear out due to friction (e.g., engines)
Teaching
methodology Watch the video to understand how friction is useful in everyday life and how it can
also have disadvantages.
Make a table on the board. Ask the students to list as many as they can.
Advantages of friction Disadvantages of
friction
Activity/ N/A
Experiment
Page | 126
Students’ Answer these questions, using the information on pages 93 – 94
work
1. Why is sand spread over ice or snow in winter?
2. Why do football players have studs on their shoes?
3. How does the rough surface on tyres help drivers?
4. What would happen if tyres were smooth?
5. What can be used to prevent damage to an engine due to friction?
Plenary:
Quick Fire Quiz

Ask students to quickly recall 3 advantages and 3 disadvantages of friction.
Homework Materials
Write 3 advantages and 3 TB

disadvantages of friction in
your notebook. https://www.youtube.com/watch?v=Gxjoy4Sj58E
Page | 127

• To identify gravity as a force that draws objects to Earth. gravitational force
attract
universe
Learning Outcomes:
planets
magnetic force
• Identify gravity as a force that draws objects to Earth.
Ask:
Why does water fall to the ground when you turn on a tap?
When you throw a ball up I the air, why doesn’t it keep going up? Why does it fall back to the ground?
Have you ever seen an astronaut floating in space? How is this possible?
Teach: There is a force that pulls things towards each other. Earth is so big that it can pull all things
towards it and thus keep all the mountains, trees, animals, plants and humans on the ground. Without
gravity, what would happen? (Everything would be floating around!
Teaching Teach:
methodology
Many people think that Newton discovered gravity. But Newton had many books of
Muslim scientists in his library. Ibn al-Haytham’s name is frequent. Isaac Newton
even kept a copy of Ibn al-Haytham’s magnum opus, Kitab al-Manazir, in his
personal library. Ibn Haytham and other Muslim scholars discussed the laws of
motion centuries before Newton, thus contributing to our knowledge of gravitational
force
https://themuslimvibe.com/faith-islam/in-history/the-little-known-muslim-influence-
on-sir-isaac-newtons-scientific-breakthrough
Gravitational force
Any object thrown into the air or dropped falls back to Earth because of the
gravitational force that the Earth exerts on all objects on or near its surface. It is an
invisible force of attraction exerted by all objects in the universe on each other. The
moon is also kept in orbit by the GF. All the planets orbit around the sun because of
GF.
Magnetic force
Demonstrate magnetic force by using a large magnet and paperclips. A magnet pulls
nails and pins towards itself. A magnetic force is a force exerted by magnets on other
magnets and on metals like iron attracting them towards themselves. Magnetic force
is a non-contact force.
Page | 128
Activity/ How To Defy Gravity – Magnet Trick
Experiment
This is an easy demonstration of gravity and magnetism. The paperclip doesn’t fall
down because it is attracted to the magnet and doesn’t jump up to the magnet as it is
held in place by string making it look like the paperclip is defying gravity!!
Procedure:
First tie one end of your string to a paper clip and sticky tape the other end to the
bottom of your box. The length of the string should be about 1cm shorter than the
box.
Place your magnet on top of the box
Hold the paper clip just under the magnet, you should find it floats in the air, making
it appear to defy gravity!
Add a butterfly to the paperclip and draw a background of flowers.
Next add a method of winding and unwinding the string by wrapping the string
around a skewer. This allows you to slowly shorten the length of the string so you
could find out exactly how far under the magnet the paperclip could be. This will also
make the butterfly spin.
Students’
work
Plenary:
Recall the definitions of gravitational and magnetic forces.
Homework Materials
Write and explain what a cardboard box

gravitational force and cardboard
magnetic force is in skewer – remove the sharp ends
notebooks. Draw some magnets
pictures. Use the information paperclip
on page 95 of the textbook to string
help. sticky tape
Page | 129

Section 6.1: Familiar forces and the motion of
objects
• To understand forces through practical
activities (push, pull, magnetic and Push – A force to move something away.
gravitational) Pull – A force to move something closer to
you.
Learning Outcomes: Friction – a force created when 2 objects rub
Students will be able to: against each other.
• Understand forces (push, pull, magnetic and Gravity – A force that attracts objects towards
gravitational) and how they work each other.
Magnetism – A force that pulls metal towards a
magnet.
Explain to the students that today, they are going to do a variety of activities. They must use the words
in the vocabulary section to explain what is happening in each of the activities. The students might
circulate in groups for these activities.
Teaching
methodology
Activity/ Push & Pull Painting
Experiment Explore the force of push and pull as you try to move paint to create a unique abstract
work of art.
Materials:
White Cardstock Pape, Tape, Tray, Small size
cardboard rectangles, Paint
Method:
Tape your paper to your tray.
Dip your cardboard rectangle into the paint.
Push and pull the cardboard on your canvas to create a unique design. Experiment
with different sizes of cardboard.
Gravity Painting
Gravity is what keeps people and objects on the ground and causes objects to fall
toward the Earth. Experiment with how to use the Earth’s gravitational pull to direct
the paint on your canvas.
Materials: White Foam board or Cardboard, Liquid Watercolors, Pipette, Drop cloth
Method:
Page | 130
Prep your workspace with a drop cloth. Prop your board against a table or easel.
Use a pipette to drip the paint at the top of your board. What happens to the paint?
Experiment manipulating the drips by turning the board as the drips run down.
What happens to the paint if you turn the board?
Magnetic painting
Materials: Baking tray small metal objects, Magnet, Chart Paper, Taper, Washable
Paint, Tray
Method:
Tape your piece of white paper to the baking tray.
Place your small metal objects on the white paper and place the magnet on the
underneath side of the tray. Experiment with moving the metal objects around the
paper with the magnet.
Place a small squirt paint on the paper and use the magnet to move the objects
through and around the paint. Try moving the objects fast, slow, across the page or in
circles.
Students’
work
Plenary:
Ask 3 students to explain what they learnt through the activities.
Homework Materials
Do a research project on Ibn Mentioned above with each activity
al-Haytham’s discoveries and
inventions.
Page | 131
Chapter 6: Froces and Motion Lesson 6 and 7 (80 mins)

Section 6.2: Simple and complex machines
• Recognize that simple and complex machines help us with
different tasks. complex
• Recognise some types of simple machines. tools
wedge
Learning Outcomes: gears
Students will be able to: lever
• Understand that simple and complex machines help us with inclined plane
different tasks. screw
• Identify the types of simple machines in real life. pulley
Ask: - What is a machine? Students will respond with mostly examples of complex machines.
Show the following items and explain that they will learn how these things are simple machines.
Scissors, tongs, clothes peg, stapler, screwdriver, jar with a lid, zip and a bottle opener.
Teaching Think-Pair- Share
methodology Ask each pair to select one item and discuss how it is a tool/simple machine that
makes our life easier. Share the findings with the class. One representative from each
pair will demonstrate the use and explain how it makes the task easier to d
Using the PowerPoint, present the subject of simple machines to the students.
Connect the examples given to real life situations. Ask questions to prompt critical
thinking. The students will become familiar with the different types, and it will easier
for them to identify simple machines in everyday life.
.
Activity/ As above
Experiment
Students’ WB Activity 2 Columns 2 and 4 can be done in class.

work Students can work in groups but should fill in their own workbooks.
Plenary:
Recall the following types of simple machines and ask students to give one example of each.
Wedge, Gears, Lever, Inclined Plane, Screw, Pulley.
Page | 132
Homework Materials
WB Activity 2 column 1 and TB WB

3 PPT and projector or smartboard
Scissors, tongs, clothes peg, stapler, screwdriver, jar with a lid, zip, and
a bottle opener.
Page | 133

• Recognize that simple machines, (e.g., wedge and inclined
plane) can make life easier and reduce the amount of force inclined plane
required, change the distance, or change the direction of the wedge
force).
Learning Outcomes:
• Understand that simple machines, (e.g., wedge and inclined
plane) can make easier and reduce the amount of force required,
change the distance, or change the direction of the force).
Recall the following types of simple machines and ask students to give one example of each:
wedge, gears, lever, inclined plane, screw, pulley.
Explain to the students that today, they will learn more about two types of simple machine – inclined
plane and wedge.
Teaching Teach
methodology
Wedge
The wedge is a simple machine that forces objects or substances apart by applying
force to a large surface area on the wedge, with that force magnified to a smaller area
on the wedge to do the actual work. A nail is a common wedge with a wide nail head
area where the force is applied, and a small point area where the concentrated force is
exerted. The force is magnified at the point, enabling the nail to pierce wood. As the
nail sinks into the wood, the wedge shape at the point of the nail moves forward and
forces the wood apart.
Demonstrate using a doorstop the concept of a wedge.
Inclined Plane
Inclined planes make it easier to lift something. Think of a ramp. Engineers use ramps
to easily move objects to a greater height. There are two ways to raise an object: by
lifting it straight up, or by pushing it diagonally up. Lifting an object straight up
moves it over the shortest distance, but you must exert a greater force. On the other
hand, using an inclined plane requires a smaller force, but you must exert it over a
longer distance.
Ask students about everyday examples of inclined planes (highway access ramps,
sidewalk ramps, stairs, and inclined conveyor belts)
Page | 134
Activity/ If the school has a slide, demonstrate the use of an inclined plane.
Experiment Ask students to predict what the fastest way of moving a heavy box to the top of the
slide might be.
One student should push a heavy box up the slide. Ask the same student to carry the
same box up the stairs of the slide. Ask the students which method way was easier?
Students’ Read page 96 and 97 and do the following work in notebooks –

work
1. Make a list of 5 types of inclined planes.
2. Write a definition of a wedge and an inclined plane.
Plenary:
Call out a simple machine and have students point to the wedge label, stuck on the left-hand classroom
wall, or the plane label, stuck on the right-hand classroom wall.
Now have the students recall the definitions of wedge and inclined plane, referring to examples.
Homework Materials
WB Activity 3 TB WB
Heavy box
Wedge and Plane labels
Bllue-tac
Page | 135

• Recognize that simple machines, (e.g., levers and gears) may
make life easier and reduce the amount of force required, lever
change the distance, or change the direction of the force gears
Learning Outcomes:
• Understand that simple machines, (e.g., levers and gears) may
make life easier and reduce the amount of force required,
change the distance, or change the direction of the force
Elicit: Ask the students if there is a seesaw in the school, and show them how its is an example of a
lever.
Demonstrate: In the school grounds, find a large rock that is difficult to lift or even push with your
hands. Discuss how force is applied by the stick, which acts as a lever and makes it easier to move such
a heavy object.
Teaching Teach
methodology
Levers
Using the diagrams on page 97, discuss the following. A lever is a simple machine
consists of a load, a fulcrum and effort (or force). The load is the object that is moved
or lifted. The fulcrum is the pivot point, and the effort is the force required to lift or
move the load. By exerting a force on one end of the lever (the applied force), a force
at the other end of the lever is created. The applied force is either increased or
decreased, depending on the distance from the fulcrum (the point or support on which
a lever pivots) to the load, and from the fulcrum to the effort. Everyday examples of
levers include a see-saw, crow bar, hammer (using the claw end), fishing pole and
bottle opener. Recall how they used a stick to move a stone by pushing down on the
long end of the crowbar, a force is created at the load end over a smaller distance.
Gears
Gears are wheels with teeth that can either increase the speed of a machine or its
force, but not at the same time. Bicycles use gears in both ways. If you want to pedal
up a hill, you use gears to increase your force so you don't have to work quite so hard,
although the catch is that they reduce your speed at the same time. If you're racing
along a straight road, you can use gears to increase your speed, but this time the catch
is that they'll reduce your force. Although it's not obvious just by looking at them,
gears work in exactly the same way as levers.
Activity/
Experiment
Students’ Read page 97 and 98 and do the following work in notebooks –
work
1. Make a list of 5 types of levers
Page | 136
2. Write the definition of levers and gears.
Plenary:
Recall the definitions of levers and gears with examples.
Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a
greater effect.
Homework Materials
WB Activity 4 TB WB
Long stick and large stone
Page | 137

• Recognize that simple machines, (e.g., a pulley) can make life
easier and reduce the amount of force required, change the pulley
distance, or change the direction of the force). load
Learning Outcomes:
• Understand that simple machines, (e.g., a pulley) can make life
easier and reduce the amount of force required, change the
distance, or change the direction of the force).
Explain to the students that they are going to learn about how a pulley works through an experiment.
The experiment will demonstrate how a simple machine like a pulley can be used to lift or lower a
heavy load. Elicit some examples of items that might benefit from using a pulley to be lifted or lowered.
Teaching
methodology
Activity/ Procedure:
Experiment • Tie one end of a piece of string around a book.
• Try lifting the book straight upwards by holding the string.
• Next, pass the end of the string that is not tied to the book over a staircase railing or
banister.
• Pull downwards on this end of the string to lift up the heavy book.
Observations:
In the beginning, it was easy/ hard to lift the book straight upwards by holding
the string. It was easier/ harder to lift the heavy book when the string was
passed over the stair railings. The railings acted like a pulley. When the string
was pulled upwards/downwards by applying a small/ large force the heavy
book was lifted.
Show some images of Angkr Wat and explain the ingenuity that people brought to
creating wonders such as this without computers or heavy machinery.
Students work Fil in the answer on page 56 of the WB in Activity 8

Name some objects that you see in your own home and your surroundings that
are based on the principle of the pulley?
Read page 98 and do the following work in notebooks –
1. Make a list of 5 types of pulleys

Page | 138
2. Write a definition of a pulley
Plenary: 3 min
Recall the definition of a pulley with examples.
Homework Materials
WB Activity 6 TB WB
A heavy book
A length of strong string
A staircase railing, or a banister
Page | 139

Hands on Activity
• Recognize that simple machines, (e.g., a pulley) can make life
easier and reduce the amount of force required, change the Pulley
distance, or change the direction of the force
Learning Outcomes:
• Understand that simple machines, (e.g., a pulley) can make life
easier and reduce the amount of force required, change the
distance, or change the direction of the force
Explain that the students that they are going to look at another way of making a pulley.
Teaching
methodology
Activity/ Look at the diagram on page 99 and follow the instructions to demonstrate another
Experiment type of pulley.
Procedure:
• Cut the lower part of a wire hanger and push an empty cotton reel through one
of the cut ends.
• Push the other cut end into the reel from the opposite side.
• Once both ends of the reel are secured onto the wire, carefully bend the cut
ends down so that the reel stays in place
• Hang the hanger from a nail or a door frame.
• Tie one end of a long piece of string to a container and thread the other end
over the reel.
• Pull the loose end of the string to lift the container.
Observations:
Discuss about how the container moves along the string.
Hypothesise what causes the container to go faster, slower, be unstable, and so on.
Also, notice the load the “pulley” carries. What does it do?
Predict how you think your observations would change if the material of the string or
the weight were different. Would the pulley be impacted by the weight/shape of the
load? What type of load is easiest to lift?
Students’ Time to Assess

work
Section D
Answer the questions in your notebook
Page | 140
Plenary:
Review the different types of simple machines students have learnt about in this chapter by calling out a
definition and having the students, in teams, decide which type of machine is being described. Awared
team points for correct answers.
Homework Materials
WB Activity 9 TB WB
coat hangers and wire cutters

cotton reels
cotton thread
a mug or cup with a handle
Page | 141

Sum it up
• To recall the main ideas of the chapter and ensure a good
understanding of different types of forces To be decided by the teacher
using formative assessment
Learning Outcomes:
• Recall the main ideas of the chapter and have a good
understanding of different types of forces
Call out the following words, one by one, and ask students to tell you what they mean.
Friction, gravitational force, magnetic force etc.
Teaching Revise these ideas:
methodology
A push or pull applied to an object is a force.
• The amount of force depends on how heavy or light an object is.
• A force can make an object that is stationary move. It can change the speed and
direction of a moving object. Slow down or stop a moving object. Change the shape
of an object.
• Forces that act between two objects that are in direct contact with each other are
called contact forces. An example is friction.
Forces that act between two objects that are not in contact with each other are non-
contact forces. Examples are magnetic and gravitational forces.
• When a moving object is in contact with another object, the stationary object exerts
a force on the moving object and tries to slow it down, or stop its movement is called
friction. Depending on the circumstance friction can be useful or harmful to us.
Activity/ Teamwork – competition
Experiment
Work in small teams to complete worksheet 1. Students should discuss and find the
correct answer.
The team that finishes with all correct answers first, is the winning team. There is a
machine mentioned that has not been studied in detail – which one is it?
Students work Time to Assess –

A–C
E 1-3
WS 1-Simple Machines
Plenary:
Discuss the worksheet activity answers to conclude the lesson.
Page | 142
Homework Materials
Revise the Chapter TB WS
Page | 143
Chapter 7: Earth and its Resources
Chapter 7: Earth and its Resources Lesson 1

Section 7.1: Composition of earth
planet
• To recognize that the Earth’s surface is made up of land and space
water and is surrounded by air. layer
abundance
• To know about the role of the atmosphere in the regulation of
quarters
hot and cold environments. atmosphere
• To know about the Earth’s natural resources that are essential ozone
for living things uv rays
Learning Outcomes: natural resource
Students will be able to: essential
• Understand that the Earth’s surface is made up of land and water illustrations
and is surrounded by air.
• Explain how the atmosphere helps to maintain the Earth’s
temperature.
• Understand how natural resources make our survival possible
Show the students a globe.

Ask them to point out the names of any oceans that they know.
Ask them to point out any areas of land that are familiar.
Ask them what they noticedabout the amount of land compared to water on the Earth’s surface.
Teach:
The Earth is a planet in the Solar System and moves around the Sun. The surface of the Earth is covered
by both land and water. Nearly three quarters of the Earth’s surface is covered with water.
The Earth is surrounded by air which is a mixture of various gases.
The Earth is our home, and it provides us with everything we need to survive. In this chapter we will
see how Allah (swt) has given us so many resources.
Note: The about teaching segment could be taught via a running dictation. For this, make several copies
of the Teach text and stick them around the walls of the classroom.
Put the students in pairs or small groups. The aim is for one of the students in each pair to walk (or run!)
to read the passage on the wall. They remember some of the passage and walk (or run!) back to their
partner. They quietly dictate what they remembered to their partner, who writes it down. They then
swap roles. Over several turns they will build the whole passage. This means they really do have to run
back and forth because students will only remember three or four words at a time.
The winning pair is the team that finishes first – although you need to check for mistakes. If there are
mistakes, they must keep walking / running to check!
Page | 144
Teaching The Composition of the Earth
methodology Ask-how does Planet Earth look from space? Show the picture on page 105.
• Explain that it appears blue because of the abundance of water. It is often

called the blue planet. The outer layer of the Earth is called the crust. We live
on the crust.
• The surface of the Earth is covered with land and water. Nearly three quarters
of the surface is covered with water.
• The Earth is surrounded by air, which is a mixture of various gases. This is
called the atmosphere.
The atmosphere
• Explain the layer of air surrounding the Earth is called the atmosphere.
• It is hundreds of kilometers above the Earth. Its thickness is not the same. It is
thick near the Earth’s surface, but it thins as you go higher.
Elicit: How does the atmosphere help to regulate the temperature of the Earth?
The atmosphere stops the Earth from becoming too hot during the day and too cold at
night. Explain that the ozone layer of the atmosphere protects the Earth from the
harmful Ultraviolet rays (UV rays) of the Sun. Explain the concept by drawing the
diagram on page 106 on the board.
Activity/ Think -Pair -Share
Experiment
Amazing Earth - what natural resources are available on Earth for human beings and
other living things to survive? Explain that a resource is something that we use every
day to meet our needs and enable us to survive.
Prompts:
• Think of what you do every day and what natural things are needed for those
activities.
• Look at the pictures on page 107 for assistance.
At the end, ask the students to share their ideas and write them on the board.
Teach:
Earth’s Natural resources
Using the student’s feedback from the activity above, clarify the following
ideas:
• Natural resources are found in nature and are useful or essential to
human beings.
Page | 145
• Soil and water are essential for growing food.
• Fuels can make our vehicles move and can provide us with light, heat
and power.
• We use other natural resources like trees and cotton to make useful products
such as pencils, books, clothes and medicines.
Students’ Make a list in your notebook of 10 natural resources needed for humans to survive.
work
Plenary:
Recall:
Why does the Earth appear blue from space?
What is meant by atmosphere?
How does the ozone layer help us to survive??
Summary:
The layer of air surrounding the Earth is called the atmosphere.
Almost three-quarters of the Earth’s surface is covered with water.
Natural resources are things that are found in nature and are useful to human beings.
Homework Materials
Complete the Exercise in TB
Section E Part 1 in notebooks Watch the link
https://youtu.be/071lUxclTBw https://www.youtube.com/
Page | 146

Section 7.2: Earth’s resources
• To differentiate between renewable and non-renewable infinite
resources deplete
• To understand and describe how some fuel comes from natural regenerate
resources. renewable
non-renewable
restore
Learning Outcomes: classified
Students will be able to: utilize
• Differentiate between renewable and non-renewable resources fossil fuels
• Recall the sources of energy in the environment quantities
Recall: Name some ways in which the Earth is amazing? What natural resources are found in the
Earth’s atmosphere?
What kinds of eergy come from the Earth’s natural resources.
Can natural resources run out?
Teaching
methodology Watch the 2 videos and discuss the ideas during and after. Teach the following
concepts.
Natural resources are classified into two types: Renewable and non-renewable
Renewable natural resources will not run out.
Non-renewable resources will run out one day. Let’s learn more about this.
Renewable resources – These are natural resources like air, water, plants, animals,
forests, sunlight, soil and wind and can be either grown back, restored or replaced
over time by natural processes.
Ask: Is it ok to waste these natural resources? (Although these resources are renewed
continuously, we should never over-utilize or waste them. We must protect and use
them carefully.)
Non-renewable resources - Some natural resources like minerals, metals and fossil
fuels are available in limited quantities and cannot be renewed by rapid natural
processes. They are called non-renewable resources. They are being depleted faster
than they can be regenerated. We must use these resources very carefully and in
limited quantities so that they last longer.
Activity/ Natural resources are gifts given to us by nature. We must look after them and
Experiment use them carefully and wisely. Each one of us must make an effort to do so.
Remember, when we turn off a tap, we save water, and when we switch off a light, we
save fossil fuels. When we write on both sides of a sheet of paper, we are
saving the forests! Allah (swt) has given us the world as an Amanah? Islam
encourages us to use things wisely and not to be wasteful.
Page | 147
Group work – In groups make a list of things that you can do to save natural
resources. Make 2 columns on a chart paper – one for renewable and one for non-
renewable.
Students’ As above.
work
Plenary:
End the lesson and ask few questions to assess the students learning
• What are the natrural resources?
• Can we recycle non renewable resources?
• Water is renewable or non renewable resource?
• How much time fossil fuel take to become a resourse?
Summary
• Natural resources that can be grown back, restored or replaced over time by natural processes
and are available in infinite quantities are called renewable resources.
• Natural resources that are available in limited quantities and cannot be renewed by rapid natural
processes are called non-renewable resources.
Homework Materials
TB WB
WB Activity 1 • Renewable and non-renewable resources
https://www.youtube.com/watch?v=PLBK1ux5b7U
• Conservation of natural resources:
https://www.youtube.com/watch?v=IcyM43z0UE8&t=13s
Page | 148

• To understand that some of the Earth’s natural resources are gases
found in nature and are useful to human beings. (e.g., water, nitrogen
wind, soil etc). oxygen
carbon dioxide
Learning Outcomes: dissolve
Students will be able to: industries
• Explain the importance of the Earth’s natural resources and their earth’s crust
usefulness to human beings. (e.g., water, wind, soil etc). humus
weathering
Recall:
• All living things need air, water and soil to survive.
• We must save resources and be wasteful.
• The surface of the Earth is covered by both land and water.
Do this by writing the above 3 sentences on the board with the words in each sentence jumbled up.
Working in groups, the students hae to unjumbe the sentences to reeal the three facts under review.
Teacher -led Draw 3 columns on the board with the headings, Air, Water, and Soil. Ask the
explanation students to offer some ideas about how these 3 natural resources can be useful to
human beings. Fill in the table with their ideas.
Air Water Soil
Teach:
Air - Draw a pie chart on the board and mention the percentage of different gases in
the air from page 108. Explain that air is a mixture of gases. The most abundant gas is
nitrogen followed by oxygen. Air also contains smaller amounts of carbon dioxide,
argon, water vapour and hydrogen.
Ask - Which gas do we take in when breathing? Living organisms breathe in oxygen
from the air and breathe out carbon dioxide. Plants use carbon dioxide to make their
own food.
Water - Explain that water is a very precious resource and living organisms cannot
survive without it. 70% of our body is made up of water.
-We use water for drinking, bathing, washing, cooking, and various other purposes.
-Farmers use water to grow crops. Many plants and animals live in or near water.
-Many substances can dissolve in water. It is used in industries for making different
products including paper, chemicals, and food. It is essential in many areas of our
lives.
-Sea water is not suitable for drinking because it contains salt.
Page | 149
The above facts can be taught by the teacher reading aloud each sentence but leaving
out the key word (s) for the students to fill in the gaps (i.e. oral cloze).
Soil -All trees and plants need soil to grow.
-The uppermost layer of the Earth’s crust is soil. It is a mixture of tiny rock particles,
clay, sand, humus, microorganisms, water, and air.
-Soil is formed by the breaking down of rocks into small pieces due to water, rain and
the effect of the Sun. This process is called weathering. It is a slow process and takes
place over a long period of time.
Activity/ Make a windsock

Experiment
Purpose of Activity: To create a simple
instrument that can detect the movement of air.
Procedure: Set-up prior to experiment: Cut the
string to length (about 30cm each) and have
strips of tissue paper prepared (about 3cm wide
and 20cm in length) for the students.
1. Use tape or glue stick to attach some
strips of tissue paper to the bottom of
the tissue roll.
2. The students should personalize their
windsock with stickers and/or pencil
crayon.
3. Attach a length of string for the
handle of your windsock. Use tape to attach both ends of the string to
either side of the top of the windsock. Now hang it outside and observe
the movement that is caused by air.
Students work Write 5 facts for each natural resource using the information on the board and the TB
pages 108 and 109.
Plenary:
Recall - to assess the students learning

Why is water a precious resource?
What is weathering?
Summary.
• Water is a renewable natural resource and living organisms cannot survive without it.
• Water can be used in industries for making different product.
Page | 150
• Soil is formed by the breaking down of rocks by a process called weathering.
• Soil is mixture of tiny rock particles.
• All trees and plants need soil to grow.
Homework Materials
TB
Do Exercise section D Q 1
and 2 on note book Tissue rolls
Crepe paper
String
Glue
Crayons
Scissors
Page | 151

• Identify some of the Earth’s natural resources that are used in microorganisms
everyday life (e.g., forests) soil erosion
environment
Learning Outcomes: destroyed
Students will be able to: industrialization
• Explain the significance of forests and how they meet our needs.
Explain that they will look at the effect of water on different types of soil. The purpose is to understand
how forests are important for humans and animals. Removal of forests leads to soil erosion.
Teaching Ask students to brainstorm the importance of forests. Write their answers on the
methodology board in a mind map. Clarify the following points, prompting them to arrive at the
correct answers.
Forests
• A forest is a large area of land with many trees, plants and shrubs. It
provides a home to many animals and microorganisms.
• The trees in the forest are important to us as they take in carbon dioxide
and release oxygen. They clean and purify the air.
• They also give out water vapour which lowers the temperature and
provides the Earth with rain.
• Forests also provide us with wood from trees to build houses and furniture.
• Forests can provide us with things we use in our daily lives like, rubber,
honey, wax and the ingredients we use in medicines. The roots of trees
hold the soil and prevent soil erosion.
Activity/ Part 1 - Purpose of Activity: For students to freely investigate how soil moves
Experiment around when water flows over it.
Procedure:
1) Set-up prior to experiment: Lay 4 deep trays out on the grass

• Tray 1 with sand
• Tray 2 with garden soil
• Tray 3 with garden soil on one half and large rocks in the other half
• Tray 4 with clay
2) Demonstrates at each tray the effect of water on the soil by pouring on one side
Page | 152
from a bottle. Tell students this activity is for investigating how water moves
soil/sand/clay around and how the different components of the soil are moved
differently. Ask them to make predictions
Observations
• Tray 1 with sand – water easily displaces it
• Tray 2 with garden soil – displaced
• Tray 3 with garden soil on one half and large rocks in the other half –
much less displacement – discuss how forests prevent soil erosion
• Tray 4 with clay – little displacement – but how useful is clay?
Part 2- use a hose pipe at the base of a small plant and then a tree. Discuss how the
soil around the tree was displaced less than the soil around the trees. This is because
the roots of the tree are able to hold the soil in place – similar to the rocks.
Students’ Time to Assess section E Q 2. Write in your notebook

work
Why are trees in a forest important for us all?
Plenary:
End the lesson and ask few questions to assess the student’s learning:
• What things we can obtain from forests?

• How does a forest prevent soil erosion?
Summary.
• Forest are important for maintaining the natural ecosystem of the Earth as they provide much
oxygen and remove carbon dioxide.
• They help to meet our daily life’s requirements such as rubber, honey and wax.
Homework Materials
WB Activity 2 TB WB
4 deep trays
Sand
Clay
Garden soil
Rocks
Bottles for water
Hose pipe
Page | 153

• Reviews some of the Earth’s natural resources that are used in earth’s crust
everyday life (e.g., oil, natural gas, minerals). limestone
• Recognizes that some remains (fossils) of animals and plants quartz
that lived on Earth a long time ago are found in rocks, soil and mica
under the sea. gold
silver
Learning Outcomes: natural gas
Students will be able to: fossil fuels
• Recall the use of rocks and minerals. pressure
• Identify what are fossil fuels and how they formed temperature
• Identify several types of several fossil fuel such as coal, oil prehistoric
natural gas etc. buried
swamp
sediment
kerosene
Explain that today, they will learn about important resources within the Earth’s crust.
Ask – Who knows about important rocks, minerals and natural fuels in the ground?
List the students’ contributions on the board.
Limestone, quartz, mica, gold and silver are examples of minerals found in rocks. They are used in
watches, to make jewellery and even in mobile phones and electronic goods.
Coal, oil and gas are also important fuels for humans.
Teaching From the previous chapter, recall the concept of fossil fuels – students should discuss
methodology their projects.
Teach
Fossil fuels
Ask- For what purposes do we use natural gas and oil in our homes?
Explain that we depend on them for most of our energy needs. We use them to run
vehicles and to produce electricity. Coal, oil (petroleum) and natural gas are sources
of energy called fossil fuels.
Ask - Why are they called fossil fuels?

Fossil fuels are formed from the organic remains of prehistoric plants and animals that
lived millions of years ago buried deep down under layers of rock and sediment.
Pressure and temperature changed these organic remains into fossil fuels.
Coal
• Coal is a solid fossil fuel that has to be dug out from the Earth.
• Coal is still used sometimes to heat our homes, cook food and in power plants
Page | 154
to generate electricity.
Oil
• Crude oil or petroleum is a liquid fossil fuel that is formed from the
remains of marine plants and animals deposited.
Ask - How is crude oil useful?

• Crude oil is refined to make kerosene, petrol, diesel and other fuels that we
use in vehicles and industries.
• Crude oil is also used in the manufacture of plastics, fertilisers and
medicines.
Natural gas
• Natural gas is found in pockets near oil deposits below the surface of the
Earth.
• It consists mainly of methane gas.
• It can be pumped in the same way as oil. It is used for cooking and heating our
homes.
Activity/
Experiment
Students work WB – Activity 3
Plenary:
End the lesson by asking few questions to assess the students learning
• List some minerals found in nature.
• How are fossil fuels formed?
• Which natural resources we can get from fossil fuels?
Summary.
• Rocks are made up of naturally occurring substances called minerals.
• Coal, oil (petroleum) and natural gas are called fossil fuels.
Homework Materials
WB Activity 5 TB WB
Page | 155

• To investigate the impact of human activities on Earth’s natural impact
resources and wildlife negative
wildlife
Learning Outcomes: industrialization
• Explain how industrialization and other human activities have
affected our environment and wildlife
Let’s recall what fossil fuels provide us with.
Elicit: Are there any disadvantages to the use of fossil fuels?
When fossil fuels are burned, they release carbon dioxide and other greenhouse gases, which, in turn,
trap heat in our atmosphere and affect the temperature of the Earth. This causes global warming.
Teaching Ask students to look at the pictures on page 112.
methodology Discuss the following effects of human activity on the environment.
• Excessive logging: If managed improperly, logging can have serious
environmental impacts. Logging potentially removes habitat for birds and
other wildlife that use trees for cover, nesting etc.
• Factories contaminate the air by blowing chemical vapours and smoke out
through their vents.
• Passenger vehicles are a major pollution contributor, producing significant

amounts of nitrogen oxides, carbon monoxide, and other pollutants.
• Water pollution is the contamination of water bodies, usually as a result of

human activities. Water bodies include, for example, lakes, rivers, oceans, and
groundwater. Water pollution results when contaminants are introduced into
the natural environment.
Activity/ Group work

Experiment On a piece of chart paper, make a list of ways in which humans sometimes damage
the Earth and how this can affect wildlife. Draw pictures to represent ideas. Give
each group a different aspect to research and report back on.
• Hunting
• Deforestation
• Industrial pollution
• Clearing land for building
Page | 156
Students’ As above
work
Plenary:
End the lesson by asking a few quiz questions to assess the students’ learning.
How do human activities affect our environment?
Summary.
• There are several human activities that have a negative effect on our environment and on
wildlife.
• Water pollution is caused by household waste thrown into rivers or canals.
• Air pollution is caused by industrialization and motor vehicles emitting various hazardous gases
in air.
Homework Materials
WB Activity 5 TB WB
Chart paper
Markers
Coloured pens
Page | 157

• Identify why there is a need to conserve natural resources conservation.
• Suggest ways to conserve natural resources. polluted
factories
Learning Outcomes: afforestation
Students will be able to: overgrazing
• Explain how to effectively use natural resources.
• Understand the importance of conservation of natural resources.
Show the students the following list:
1.Use more water
2. Turn off the tap when brushing your teeth
3. Keep lights in your home turned on.
4. Recycle
5. Compost
6. Use polytyrene food containers
7. Reduce heating and air-conditioning to conserve energy
8. Buy second hand clothing where possible
Ask the students to identify which of these ideas help us to conserve natural resources. Explain that
natural resources are used to make food, fuel, and raw materials to produce goods, so there is a need to
conserve these resources.
Elicit: Is there an endless supply of water, fossil fuels, and mineral resources? It is important for
students to understand that these resources are finite; if they are used continuously, we will eventually
exhaust them. Students need to recognize the importance of protecting and conserving natural resources.
Teaching Group work
methodology Divide the class into groups. Allocate the following topics amongst them and ask
them to make a list of ways to conserve the natural resource they have been allocated
in their group and make a group poster about it. They can read page 113 for help.
Give each group a word bank and some brainstorm questions to help them. Circulate
and direct the discussion.
Write 5 points on chart paper about what they can practically do in their lives to
conserve natural resources. Draw pictures to represent theirideas.
Examples are below.
Air – Brainstorm Q
• Living organisms need clean air to survive.
• Polluted air causes breathing and other health problems.
• We must try to prevent air pollution.
Page | 158
Water - Brainstorm Q
• What is water used for?
• How can water pollution be prevented?
• How can water be saved?
Soil- Brainstorm Q
• What is Afforestation? How does it help to prevent soil erosion?
• How can the soil be protected?
• How can overgrazing be prevented?
Each group will present their findings to the class. Clarify any points that have been
missed. Allocate a wall and display their posters on a wall. Invite the students to visit
the poster gallery and comment n the ideas. Add a heading – Conservation of natural
resources.
Activity/ As above
Experiment
Students work As above
Plenary:
Merged into main lessons for students’ presentations.
Homework Materials
WB Activity 8 TB WB
Make the poster on an A4 Chart paper markers and coloured pens.
sheet of paper and bring to
school to display on the
conservation wall.
Page | 159

• To understand some ways to conserve natural resources. conservation
• TO understand some ways to protect forests and wildlife. deforestation
encouraged
Learning Outcomes: recycled
Students will be able to: wildlife sanctuaries
• Identify ways through which forests can be conserved.
• Identify steps regarding the conservation of forests, wild
animals and wild plants.
Let’s recall the importance of trees in the natural ecosystem. As trees and other natural resources are
important for our survival, there is a need to conserve them and to take steps not waste them.
Discuss endangered species and how human activity can affect them.
Teaching Group work
methodology Divide the class into groups. Allocate the following topics amongst them and ask
them to make a list of ways to conserve natural resources. They can read page 113
and 114 for help. Give each group a word bank and some brainstorm questions to
help them. Provide encyclopedias or computers so that students can do their research.
Circulate and direct the discussion.
conserve forests and wildlife. Draw pictures to represent their ideas.
Examples are below
Forest – Brainstorm Q
• Who benefits from forests? (Animals, air, humans)
• What is deforestation and why should it be controlled.
• How can recycling paper help forests?
Wildlife – Brainstorm Q
• Why do humans hunt wildlife?
• What are endangered animals? Do you know any examples?
• What will happen if plants and animals become extinct?
• Do you know any wildlife sanctuary or organization that helps endangered

species?
missed. Display the students’ ideas on the classroom wall.
Page | 160
Activity/ As above
Experiment
Students work As above
Plenary:
Merged into the main lesson for students’ presentations.
Homework Materials
WB Activity 9 and 10 TB WB
Do activity 9 on A4 paper Chart paper markers and colors
and bring to school to display Computer lab access
on the Conservation wall.
Page | 161

• Identify ways to conserve rocka and minerals. minerals
• Investigate ways to reduce the use of fossil fuels and to prevent scrap metal
pollution. pollution
energies
Learning Outcomes: wind energy
Students will be able to: solar energy
• Explain ways to conserve rocks and minerals.
• Explain how to reduce the consumption of fossil fuels
Brainstorm: Conservation of rocks and minerals – brainstorm some important metals and minerals that
are used in everyday life. Show the students some examples, if available, using realia to pique their
interest,
Teach: Many items that we use every day are made from fossil fuels. Conservation of fossil fuels can
be done through the process of recycling. Recycling also helps conserve natural resources and
materials.
Teaching Group work
Methodology Divide the class into groups. Allocate the following topics amongst them and ask
them to make a list of ways to conserve the natural resource. They can read page 114
and 115 for help. Give each group a word bank and some brainstorm questions to
help them. Provide encyclopedias or computers so students can research. Circulate
and direct the discussion.
conserve minerals and fossil fuels. Draw pictures to represent their ideas.
Examples are below.
Rocks and minerals – Brainstorm Q
• Are minerals and metals found in limited amounts?
• Think of ways of conserving minerals by recycling products.
• Can scrap metal can also be melted and reused to make other products.
Fossil fuels – Brainstorm Q

• How can fossil fuels cause of air pollution?
• What types of everyday items are made from fossil fuels?
• What are some alternative, clean sources of energy, such as renewable

energies (e.g. solar and wind energy).
missed. Display the chart papers on the conservation wall.
Page | 162
Now gather together the whole class and discuss:
Re-using and recycling – Brainstorm Q
There are different ways in which each one of us can conserve natural resources.
Reusing things like jars, bottles, containers and bags is one way to help conserve
resources. Explain about taking responsibility for sorting out unwanted materials
before we throw it away, will make it easier to recycle. This way we help to protect
the Earth’s natural resources.
Ask each student to write one thing on a colored strip of paper they will do in future
to help conserve natural resources. Award a star for the most unique answer!
Add to the conservation wall.
Activity/ As above
Experiment
Students’ As above
work
Plenary:
Take the students to the conservation wall and ask them to summarise all the ways they will try to
change their lives to save natural resources.
Homework Materials
WB Activity 6 TB WB
Chart paper markers and colors
Coloured strips of paper.
Computer lab access
Page | 163

Section 7.3: Distribution of earth’s water
• To know the distribution of fresh water across the Earth's fresh water
surface. glaciers
• To understand drinkng water properties polar ice caps
• To be able to describe the water cycle evaporation
condensation
Learning Outcomes: precipitation
Students will be able to: source
• Identify where water is found on earth. streams
• Describe the type of water we use for drinking. wells
• Describe the water cycle. springs
Warm up /Introduction -5 min
Ask: A river keeps flowing even when it does not rain. Where does it get its water from? Hint: All
water on the Earth is not on the surface.
Explain that small streams form when glaciers or snow melts and they join rivers. Some water is also
found underground.
Explain the importance of water for the human body.
Water is very important to the human body. Drinking water is great for your overall health. Every one
of our cells, organs and tissues use water to help with temperature regulation. Keeping hydrated and
maintaining bodily functions is vital to life.
Teaching Brainstorm -
Methodology List the places where we see water. What are the names of different bodies of
water?
Explain: Water is found in streams, rivers, lakes and seas. It is also found in the
atmosphere as water vapour, and even under the Earth’s surface. Polar ice caps,
glaciers, and snow are made up of frozen water. The beginning of a river is called its
source. Many rivers get their water from streams that begin in hills and mountains. As
snow, ice or glaciers melt, the water starts to flow downward as streams. Smaller
streams join together to form rivers that flow along the land reaching the sea and
oceans.
Fresh water also seeps into the soil and is stored underground. This water is called
groundwater. Fresh water available on Earth is less than 1% and is found in ponds,
streams, rivers and lakes. The rest is underground. Wells and springs are underground
sources of water.
Can we use sea water for drinking?
Explain Most of the Earth’s water is salty or saline and found in seas and oceans. It
cannot be used for drinking and other purposes.
The water cycles
Ask: what came first, the water on the earth or the rain?
Explain that Allah (swt) gave important properties to water. As they learnt in chapter
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5 water can evaporate and condense depending on the temperature.
Draw the water cycle on the board and explain that the water on Earth is constantly
moving from one place to another and changing its form. Water from water bodies
evaporates, goes into the atmosphere, precipitates and falls back to Earth in the form
of rain, snow and hail. It flows into streams, rivers and lakes and eventually to the
Seas and oceans. The same water is recycled again and again.
Explain the terms, evaporation, condensation, and precipitation.
Activity/
Experiment
Students work Ask the students to look at the diagram on page 116.
Draw the water cycle in their notebooks. Label what happens at each stage.
Plenary:
End the lesson by asking few questions to assess the students learning
• Where does water in river lakes come from?
• Which type of water can humans drink?
Summary.
• All living things need water survive.
• The water cycle is the path that all water follows as it moves around Earth in different states.
Water is found in oceans, rivers, lakes.
• Rivers get their water from streams that begin in hills and mountains.
• Groundwater seeps into the soil and is stored underground
Homework Materials
WB Activity 7 TB WB
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Revision
• To recall the main concepts in the chapter
atmosphere
earth’s crust
Learning Outcomes: natural resources
Students will be able to: renewable resources
• Recall the main concepts in the chapter non-renewable resources
Write the following words on the board and ask the students to explain their meanings.
Atmosphere
Earth’s Crust
Natural resources
Renewable resources
Non-renewable resources
Teaching Time to Assess
methodology Do sections A – C as a whole class to assess the students and clarify concepts.
Activity/
Experiment
Students’ Using the TB, write the definitions of the following words in your notebook.
work
1. Atmosphere
2. Earth’s Crust
3. Natural resources
4. Renewable resources
5. Non-renewable resources
Complete Time to Assess - Section D 1 - 4

Plenary:
Ask some students to read out their definitions and clarify as needed.
Homework Materials
Hands on activity project to
be submitted before lesson TB
12.
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Time to access
• To investigate the impact of human activities on Earth’s natural
resources. conservation
Learning Outcomes:
• Identify how to conserve natural resources.
Teaching Presentations
Methodology The students should present their hands-on activity projects, linking their projects to
the relevant concepts in the chapter.
The students should be able to explain the impact of human activity on the
environment and use the vocabulary learnt in the chapter. Prompt and support them
where needed.
Award prizes and certificates for their effort.
Conservation wall
The students should gather at the conservation wall and discuss the work that they
have done, recalling ways of helping in the conservation of resources and critically
examining each others’ work.
Summary
• Earth is a planet in the Solar System and moves around the Sun.
• The surface of the Earth is covered by both land and water.
• It is the only planet known to have life on it.
• All living things need air, water and soil to survive.
• We must conserve natural resources.
Activity/ As above
Experiment
Students’
work
Plenary:
Merge with lesson
Homework Materials
Revise the lesson TB
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Chapter 8: Earth’s Weather and Climate
Chapter 8: Earth’s weather and climate Lesson 1

Section 8.1: Weather and climate
• To understand the difference between weather and climate. weather
• To be able to relate the components of weather (i.e., daily atmosphere
variations in temperature, humidity changes, etc.) with changing temperature
geographical location. humidity
Learning Outcomes: blowing
Students will be able to: precipitation
• Understand the difference between weather and climate. measured
• Understand how the components of weather change between humidity
regions. evaporates
Warm up/Introduction:
Start the class by taking the students outside.

Elicit: Ask them what the weather is like today. Encourage the students to describe the weather using all
five senses and all the weather words that they know. Ask, can you see the sun shining? Is it windy or
raining? Is the sky clear or cloudy?
Recall: Go back inside and write the answers they gave on the board. If they have used simple words,
introduce more challenging vocabulary and different describing words they could use instead.
Teach: The weather can be observed through the conditions of the sky and the air outside. It is more
than just sun, wind or rain, but also includes other things in the sky like rainbows, flashes of lightning
and sunsets.
Teach:
- The weather can change through the day or from one day to another.
- Weather is temporary. It keeps changing from minute-to minute, hour-to-hour and day-to-day.
- Weather sometimes changes at different times in the same day. You may go out to the park when it is
sunny then all of a sudden, heavy rain starts to fall, forcing you to return home.
Ask: How is life affected by the weather? (Food, activities, and clothes)
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Teaching Teach:
methodology Write the following words on the board: ‘atmosphere’, ‘components’, ‘humidity’,
‘temperature’, ‘precipitation’.
Recall the word ‘atmosphere’ from chapter 7.
Ask students about how weather changes from day-to-day?
Explain:
Weather changes because of the change in atmosphere. There are many variables that
determines the weather like the temperature, rain, wind, cloud cover and humidity of
a place over a short period of time.
The temperature, precipitation, humidity, wind and clouds are all factors of the
weather. They must be measured and recorded regularly to identify patterns and to
predict future weather in an area.
Explain that today we will learn about temperature and humidity.
Show the class a thermometer and ask students if they know what it is used for.
Explain that a thermometer tells us how hot or cold the atmosphere is. Temperature
is measured with a thermometer.
Ask: why is the temperature higher during the day and colder at night?
Each day, the maximum temperature is usually in the early afternoon when the rays
of sunlight are directly overhead, heating up the Earth’s surface.
The lowest temperature of an area usually occurs at night because the heat from the
Earth’s surface on the particular area has escaped overnight. This is called
‘evaporation’.
Humidity:
Ask the students to describe the weather in July and August.
Conclude that it feels sticky and hot but there is a lot of rain. There is a lot of water
vapor in the air during these months, causing high levels of humidity. Humidity is
measured by an instrument called a hygrometer (show diagram on page 123), when
there is a lot of water vapour in the air, the humidity is higher, making it hot and
sticky when you go outside.
Activity/
Experiment:
Student’s Read the passage on page 123.

Task:
Write the definitions of these words in your notebook.
- Atmosphere
- Temperature
- Humidity
Complete Activity 3 in the WB.
Plenary:
Recall: Ask what is meant by temperature?
Summary:
• Weather is the day-to-day condition of the atmosphere of a place.
• Weather is related to the temperature, rainfall, wind, humidity, and cloud cover of a place, over a
Page | 169
short period of time.
• Temperature tells the hotness and coldness of environment.
• Humidity defines the presence of water vapour in air.
• Remind the students to fill in the weather chart everyday – allocate a team leader to monitor
every group.
Complete WB Activity 1. • TB
• WB
Page | 170

• To understand why weather changes every day. clouds
• To know about different types of clouds and how they are drizzle
formed. freezing
• To know about the different forms of precipitation (e.g., rain, ice crystals
snow, clouds etc.). evaporation
snowflakes
Learning Outcomes: nimbus
Students will be able to: streamers
• Understand the how clouds are formed and they how they stratus
maintain weather conditions cirrus
• Understand different forms of precipitation changes according cumulus
to the weather.
• Identify common types of clouds.
Activity 1: Take the students outside and ask them to close their eyes and use their senses to describe
the weather. What words come to mind? How do you feel? What can you feel on your skin or hair?
Responses should reflect the temperature and weather conditions.
Activity 2: Now look at the sky for clouds. Describe what you see.
Explain that clouds sometimes look white and puffy and at other times thin and spread out; Sometimes
they cover the whole sky. Different types of clouds affect the weather.
If it is a rainy day, ask them to describe the rain. On the other hand, liquid and solid water particles that
fall from clouds and reach the ground are known as precipitation.
Teaching Watch the video and discuss the types of clouds and how they are formed:
methodology https://www.youtube.com/watch?v=dnL5LPil77M
Questions to Ask:
How are clouds formed?

What are the different types of clouds?
What does the term ‘precipitation’ mean?
Summary:
• Clouds are specific components of the weather and are formed of tiny
droplets of water and ice crystals. Clouds affect the weather condition.
• Water that is falling out of the sky could be rain, drizzle, hail, or snow. These
different forms of water are known as precipitation. Different precipitation
forms depend on the temperature of the atmosphere.
Activity/ Complete the activity on page 125:

Experiment:
Divide the students into groups to make a weather chart, and monitor the weather for
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one week. Allocate space for displaying the weather charts in a suitable place, in
view of the classroom.
Encourage them to decorate the charts with different key weather words and printed
pictures.
The students will have to check the daily maximum and minimum temperatures from
a weather report to fill their chart in daily. (Don’t forget to take note on the weekend
and on the days that they do not have a science lesson!)
Show the students how you check the maximum and minimum temperature on a
mobile phone from a weather app/website.
Student’s As above
Task:
Plenary:
(Merge with main lesson)
Read page 124 and find more • TB

about the different types of • WB
clouds. Draw the different • Chart paper
types of clouds that you have • Markers
learnt and write about them in • Colours (like pens, crayons, colour pencils or water colour
your notebook. paints)
• Video link:
Make it colourful using https://www.youtube.com/watch?v=dnL5LPil77M
different materials like pens,
crayons and even some water
colour paints.
Page | 172

• To understand wind and how it changes with changing across
geographical location. speed
gentle
Learning Outcomes: breeze
Students will be able to: thunderstorm
• Explain how wind describe the weather changes.
• Explain types of wind in different weather conditions.
Recall: Remind students to update their weather charts.
Recall: the windsock activity from the previous chapter. How does a windsock help us to know about
the movement of air?
Teaching Introduce the topic of wind via the activity below:
methodology Demonstrate:
• Place a small electric fan on a table, (supervised)
• Explain that we will simulate wind using the fan. Ask them to predict the
effect of the wind on different objects.
• Place various items in front of it, and find out if they blow away when the fan
is turned on (e.g. paper, foil, ball, tissue, rock, leaves, toy, pencil, etc).
• Try it with different speeds.
• Repeat with a hair dryer – does hot wind make any difference?
Teach:
- Moving air across the Earth’s surface is called wind. Wind can bring rain clouds or
clear skies
- The speed and direction of the wind are important factors that control the weather.
A light gentle wind is called a breeze. Winds during a thunderstorm or hurricane are
strong and powerful.
Explain:
Changes in the temperature of air, land, and water cause wind. When air flows over a
warm surface, it heats up and rises, leaving room for cooler air to flow in. The
flowing air is the wind.
Watch the video and discuss using the vocabulary of the chapter:
https://www.youtube.com/watch?v=A_LOsCaRzNA
Activity/ As above
Experiment:
Page | 173
Student’s As above
Task:
Plenary:
Ask students to recall the things that affect weather and how the movement of air and clouds is
determined by the temperature of the Earth.
Complete WB Activity 6. • TB
• WB
• Small fan
• Hairdryer
• 10 objects from the classroom of different sizes and weights.
• Video: https://www.youtube.com/watch?v=A_LOsCaRzNA
Page | 174

• To identify the causes of weather change. movement
• To recognize the importance of weather forecasts. responsible
warmer
Learning Outcomes: formation
Students will be able to: humidity
• Explain heat, humidity, rain, and clouds are factors contributing snow
to cause weather change. block
• Explain heat uneven distribution from the sun impacts the escaping
weather. trap
• Understand the importance of weather forecasts. forecast
Recall: the components of weather
Ask: What things affect weather? How do we know what the weather will be on a particular day?
What is the role of temperature, pressure, wind, humidity, precipitation, and cloudiness?
Teaching Teach: The heat from the Sun, the movement of air, humidity, rain and clouds are
methodology some of the factors responsible for weather changes
Ask: Do the sun’s ray’s fall on every object evenly?
The Sun’s rays do not fall evenly on the Earth’s surface. The Sun warms the air in
different places to different amounts. When the air in an area is warmer than the
surrounding area, the hot air above the land rises and cool air rushes to take its place.
This causes movement of air or winds which lead to changes in weather.
Humidity: Explain Humidity in the air also affects the weather. It affects cloud
formation and can cause rain or snow.
Clouds: Explain clouds can both cool down and warm up temperatures on the Earth.
On a cloudy day you feel cool because clouds block the heat and light from the Sun.
But, on a cloudy night you feel warm because clouds can also trap the heat and
prevent it from escaping.
Video
The Pakistan Meteorological Department and UK Met Office– discuss the way in
which the weather forecast is presented in both videos.
What information was given? How were predictions made? How does this help us
in our daily lives?
Activity/
Experiment:
Student’s Carry out WB Activity 2 and Worksheet 1

Task:
Page | 175
Plenary:
Recall:
• Which components affect the weather conditions?
• How does wind, humidity increase or decrease temperature?
• How does the sun plays major role in weather conditions?
Summary:
• The temperature, precipitation, humidity, wind, cloudiness, etc., are all components or elements
of the weather, and they describe the weather at any time.
• The heat from the sun, air, humidity, rain and clouds are some of the factors responsible for
weather changes.
Homework: Materials
Solve the worksheet 1. • TB

• WB
• WS
• Video: https://www.pmd.gov.pk/en/video-
watch.php?v=u5MeYPnCivA&p=PLO_XSHIzioZFXSOIoH0l1iUN
d2vJgFldT
• Video: https://www.metoffice.gov.uk/weather/videos
Page | 176

• To compare climate and weather. atmosphere
• To identify how climate changes from region to region. pattern
rainfall
Learning Outcomes: vegetation
Students will be able to: unique
• Understand the difference between weather and climate. period
• Identify factors upon which climate depends. North Pole
• Explain why climate changes from region to region. South Pole
Ask: What is the climate in Pakistan? What is the weather like at different times of the year? Is there a
difference in temperature if you’re at the top of the mountains or in the city?
Ask: Ask students to answer by starting from the month of January – go through the calendar and write
their responses on the board.
Ask: Do they can see a pattern? Which months are described as winter and summer? What about the
other months? What seasons are used to describe them? Is the climate of Pakistan the same for the
whole of it? What differences are there between the northern areas and Baluchistan for example?
Teaching Teach the following ideas through questioning and using the students’ responses to
methodology build ideas.
Ask: How does climate affect life?
Discuss life in the summer and winter months and how it affects them personally.
Ask: Is there a difference between climate and weather?
Explain: The weather today could be quite different from what we may experience
tomorrow. It could be sunny today and cloudy tomorrow. Climate, on the other hand,
is the weather pattern in a place over a long period of time (about 30 years).
Explain: With the help of example A place could have a very dry climate with little
rainfall. On a day that it does rain, we say that the weather on that particular day is
rainy. The climate of that place, however, does not change. It will continue to have a
dry climate.
Different climates: Show the students a globe and ask them if they know about the
coldest regions of the earth and the hottest. No two places on Earth have exactly the
same climate. Each place has a unique climate. Deserts are usually warm and dry
with little or no rainfall. The North and South Pole and the polar regions are always
Page | 177
very cold and covered with snow. They are cold deserts.
How can the climate of a particular region be evaluated? Scientists study the climate
of a region by recording the weather condition over a long period of time and then
finding the average.
Activity/ N/A
Experiment:
Student’s Solve worksheet 2.

Task:
Plenary:
Recall:
How are climate and weather different from each other?
What factors affecting the climate of a particular region to change?
Summary:
• Climate is the weather pattern in a place over a long period of time (about 30 or more years).
• Regular patterns of temperature and precipitation tell us the climate of a region.
• To know the difference between weather and climate remember that the climate is ‘what you
expect’, like a very cold winter. The weather is ‘what you actually get’, like a hot day with
thunder showers
Research about Climate change – gather • TB

some information. • WB
• WS
Allocate the following to different students: • Video:
https://www.youtube.com/watch?v=A_LOsCaR
1. Effect of climate change on animals zNA
2. Effect of climate change on plants
3. Effect of climate change on humans
4. Effect of climate change on the Earth
Page | 178

• To identify the factors affecting climate and the concept of temperature
Seasons precipitation
tilted
Learning Outcomes: axis
Students will be able to: orbits
• Understand how the movement of the Earth around the sun
changes the seasons
• Understand how seasons affecting the climate of a particular
region.
Recall: Go over the concepts of climate and weather.
Ask: Ask the students what season they are in and to describe the weather in this season.
Explain that they will learn about how the seasons change.
Teaching Demonstrate the concept of the Earth rotation and movement around the sun using a
methodology globe and a torch.
Discuss and Explain:
- Seasons reflect how solar energy is distributed to the Earth based on its axis of
rotation as well as its shape.
- Weather changes with the seasons. This is because of the movement of the Earth
around the Sun.
- The Earth is tilted on its axis. As the Earth orbits around the sun, the part of the
Earth facing the Sun gets the direct rays of the sun and experiences a warm
temperature and summer. The part away from the sun has cooler temperatures and
winter.
Read and explain from page 128 of TB.
Activity/ As above
Experiment:
Student’s
Task: Time to Assess:
Complete sections A, B and C
Page | 179
Plenary:
Recall:
How does the tilt of the Earth affect season?
How does the movement of the Earth around the sun affect seasons?
Summary:
• Seasons changes due to the movement of Earth around sun.
• Summer and winter season comes when earth tilted at specific direction toward or away from
sun.
Complete Worksheet 3. • TB
• WS
Page | 180

• To know the definition of latitude. latitude
• To know the definition of equator. equator
• To understand the relationship between latitude, equator, and
climate.
•
Learning Outcomes:
• Recall the definition of latitude and equator.
• Identify the relationship between latitude, equator, and climate.
• Understand temperature is higher at the equator
Using a globe show and explain that the part of the earth that is the widest is known as the equator. The
latitude helps us to understand the position of a particular pace on the earth. Point out the lines of
latitude.
Teaching Video
methodology Watch and discuss only the relevant ideas using page 128. (The video has too much
detail which snot needed)
Explain that the latitude of a place is its distance north or south of the equator, while
lines of longitude run the length of Earth from the North Pole to the South Pole.
Ask: Why is it always warm at or near the equator?
Explain: The climate of a place depends on the latitude or the nearness of a place to
the equator.
• As the Earth is round, different locations receive different amounts of
sunlight at different times of the year. The equator gets the direct rays of the
Sun.
• The Sun’s rays are spread over a smaller area and so places near the equator
are very warm.
• The difference in temperatures between the Equator and the Poles also causes
winds.
Activity/ N/A
Experiment:
Page | 181
Student’s The latitude of their city should be investigated.

Task:
Draw and label the Earth with the following:
Equator
North pole
South pole
The latitude of their city
Plenary:
Recall:
What is meant by latitude?
Why does the temperature near the equator be high?
Relate the latitude with equator.
Summary:
The climate of a place depends on the latitude or the nearness of a place to the equator.
Time To Assess: Section D • TB

Q4. Why do many places • WB
located near the equator have • Video link: https://www.youtube.com/watch?v=Ctq49JKZvLQ
a hot climate?
Page | 182

• To be able to describe ‘altitude’. altitude
• To identify how climate changes in respect to altitude. regions
dense
Learning Outcomes: absorb
Students will be able to: hilly
• Understand a place at a higher altitude, will have a colder maintain
temperature. climate zones
• Explain the Earth’s climate zones. tropical
temperate
polar
Recall: Recall the terms latitude and equator. Today we will discuss altitude.
Have you ever been in an airplane and heard the captain say, 'We've reached our cruising altitude of
36,000 feet?’ What does that mean?
Altitude is how high something is compared to the ground, or sea level.
Elicit: How does the climate and air of a mountainous region differ from the coast?
Teaching Teach: Explain page 129 of TB:
methodology - Altitude is how high something is compared to the ground, or sea level. Altitude is
important because of how it can affect people.
- The temperature does not remain the same as you climb higher and higher up a
mountain. It gets colder.
- A place at a higher altitude will have a colder temperature. This is because as you
go higher, the air becomes thinner, or less dense, and so it absorbs less heat.
- The height of a place above sea level (altitude) affects its climate.
- Places in hilly regions and mountains record lower temperatures, than temperatures
recorded at the coast.
- Based on these factors, Earth has been divided into three climate zones - tropical,
temperate, and polar
Activity/ N/A
Experiment:
Student’s In your notebook, complete Section E of Question 4.
Task: What is altitude? How does temperature change with altitude?
Why does Mt. Kilimanjaro, located near the equator in Africa, have a peak which is
covered in snow?
Plenary:
Recall:
Page | 183
What is altitude?
List the world major climate zones.
What is the temperature at different climate zones?
Summary:
• Altitude is the high place having colder temperature.
• Regions near mountain have lower temperature.
• There are three major climate zones includes tropical, temperate and polar.
Complete WB Activity 8 – • TB
bring this information on the • WB
last day of this topic.
Page | 184

• To understand how oceans and seas affect the climate of the ocean
land. seas
• To understand that water in the ocean heats up and cools down climate
slower than on land. coast
• To be able to describe the climate around coastal areas. inland
humid
Learning Outcomes:
• Understand the effect of the distance from the ocean on climate.
• Understand that water in the ocean heats up and cools down
slower than on land.
• Describe the climate around coastal areas.
Elicit: Start a class discussion on what the students think the difference between the Ocean and the Sea
is.
Teach: Identify the Oceans and the important seas on Earth.
Teaching Teach referring to TB 129:
methodology - Explain Oceans and seas affect the climate of a place.
- The water in the oceans heats up and cools down slower than the land. Therefore,
places located near the coast are cooler in summer and warmer in winter than places
that are located inland at the same latitude and altitude.
- Land heats and cools faster than water and so the temperature in inland areas is hot
in summer and cold in winter.
- Coastal areas are also more humid as compared to inland places that have a dry
climate.
Activity/
Experiment: Engage the students in a fun and engaging way. Split the class in two and assign each
group either France or Peru. Ask each group to research their country’s climate and
present it to the class.
Ask them to consider questions like:
1. Are there are climate differences along the coast of that country?
Page | 185
2. How close is that country to the equator?
3. What effect does this have on its climate?
Student’s
Task: Time to Assess:
Complete Section D, Question 5:
5. Describe the climate of coastal areas
Complete Section F, Question 1 and 2:

1. Why do we feel cool when the humidity is low?
2. Would you say that the climate in the desert is rainy because of a
thunderstorm on a particular day?
Plenary:
Recall:
1. How does ocean affect the environmental conditions of area?
2. Why does land heat up faster than oceans?
3. Why are the regions near the ocean are cooler is summer?
Summary:
• Oceans also affect the climate condition.
• Places located near the ocean are cooler in summer and warmer in winter.
• Coastal areas are humid compared to areas on land.
Complete WB Activity 7 • TB
• WB
Reminder to bring homework
for lesson 5 for activity.
Page | 186
Chapter 8: Earth’s weather and climate Lesson 10 and 11

Activity
Through this activity, students will practice:
• Brainstorming ideas, climate change
• listening comprehension., global warming
• mind mapping,
• making a personal checklist, (To be determined from the
• critical thinking skills, and student’s research)
• acting against climate change.
Learning Outcomes:
• Develop their researching ability to perform scientific analysis.
Introduction: Explain that the students will present a project on climate change. They will have to
produce a poster and plan what their personal actions would be to help the Earth’s environment in
preventing climate change.
Teaching Video: https://www.youtube.com/watch?v=-D_Np-3dVBQ
methodology Watch, discuss and brainstorm.
Human impact on Climate:
• Humans impact the physical environment in many ways: overpopulation,
pollution, burning fossil fuels and deforestation.
• Changes like these have triggered climate change, soil erosion, poor air
quality and undrinkable water.
• These negative impacts can affect human behavior and can prompt mass
migrations or battles over clean water.
Use this link to provide students with ideas for their activity (make handouts/ print
pictures etc.): https://www.weareteachers.com/climate-change-activities/
Activity/ Group work: Divide the class into groups of two.
Experiment:
Using the research from lesson 5’s homework:
1. Effect of climate change on animals
2. Effect of climate change on plants
3. Effect of climate change on humans
4. Effect of climate change on the Earth
Brainstorm as a class the impact of your topic.
Page | 187
• Mind map your ideas from your research and the video.
• Next, use your mind map to make a checklist of five things you can do to
help prevent climate change.
• Make a poster with the problem and the solutions that you have researched
about your topic.
Student’s Each group will present their findings to the class by discussing their mind map and
Task: poster.
Display all work in the class or a suitable place in the school.

The students can also do this same presentation in a school assembly/science
exhibition.
Plenary: Merge into the main lesson.
Use your mind map to make a • TB

personal checklist of five • Video link: https://www.youtube.com/watch?v=-D_Np-3dVBQ
things you can do to help • Access to computer lab
prevent climate change. • Chart/Poster paper
• Colour pens/pencils/paint
• Glue
Page | 188

Sum it up
• To recall the main ideas of the chapter.
• To be able to explain the term weather and describe factors (To be determined by the
affecting it. teacher based on formative
• To be able to explain the term climate and describe the factors assessment.)
affecting climate.
Learning Outcomes:
• Compare the differences between the weather and climate.
• Identify the factors affecting weather and climate conditions.
• Identify how climate differes from region to region.
Recall: Go through a summary of Chapter 8. Weather and climate are environmental components; they
fluctuate season to season or day to day, as weather the day-to-day condition of the atmosphere of a
place, while climate is the weather pattern in a place over a long period of time.
Teaching Sum up the chapter – draw a mind map on the board as they recall information:
methodology • What is the difference between weather and climate?
• How do clouds change the weather?
• How do moving air make the weather favorable?
• What are the factors affecting climate conditions?
Weather - Weather is the day-to-day condition of the atmosphere of a place. It is

related to the temperature, rainfall, wind, cloud cover and humidity of a place over
a short period of time.
Components of weather - Write the name of each component on board and
explain them.
1. Temperature
2. Humidity
3. Clouds
4. Precipitation
5. Wind
What are the causes of weather change?

The heat from the Sun, the movement of air, humidity, rain and clouds are some of
the factors responsible for weather changes. Humidity in the air also affects the
weather. It affects cloud formation and can cause rain or snow. Clouds can both
cool down and warm up temperatures on the Earth.
What is climate?
Climate is the weather pattern in a place over a long period of time (about 30
years).
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No two places on Earth have the same climate. Each place has a unique climate.
The climate depends on the temperature and precipitation in that place, over many
years
Climates can change over time, both in a local area, and across the whole Earth.
Climate change can be caused by humans. Using fuels like oil and coal pollutes the
air. This can cause the temperature of the Earth to increase, which harms plants and
animals.
Factors affecting climate
1. Seasons
2. Latitude
3. Altitude
4. Distance from the oceans
Activity/
Experiment: Study the weather chart that has been filled daily and discuss it.
Discuss Activity 8 from the WB – the amount of rainfall in your area.
Student’s Task:
In notebook, draw a summary mind map of all the topics of the chapter.
Plenary:
Summary: (Carry out a pop quiz with these points included)

• An area’s climate changes over years and years while the weather changes day by day.
• The temperature, precipitation, humidity, wind, cloudiness, etc., are all components or elements
of the weather, and they describe the weather at any time.
• Regular patterns of temperature and precipitation tell us the climate of a region.
• Temperature and precipitation change with the season and the location of a place.
• Weather changes with the seasons.
• The climate of a place depends on the latitude or the distance of a place to the equator.
• Coastal areas are cooler in summer and warmer in winter than places that are located inland at
the same latitude.
• We must do our part to help the Earth maintain its natural climate by preventing climate change.
Complete Activity 4 in the • TB

WB. • WB
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Chapter 9: Earth in the Solar System
Chapter 9: Earth in the Solar System Lesson 1

Section 9.1: Objects in the solar system and their movements
• To know about the Solar system, with the sun at its center and twinkling
planets revolving around it. constellations
• To know what a star is. solar system
Learning Outcomes:
• Explain what a solar system is
• Explain why stars are not visible in the day.
Elicit: What do you see when you look up into the sky on a cloudless night?
Ask: What are stars? What are planets? What are moons? Can you name any examples?
Brain teaser: Do you know that the sun is a star?
Teaching Watch video 1: https://www.youtube.com/watch?v=RzkJkEKV8Yk and discuss as a
methodology class.
Ask:
1. What comes to their mind when they listen to the word star?
2. Why do stars appear only in nighttime?
Explain Stars just don’t only appear in the sky at night. They are always present in
the sky, both in the day and at night. However, we cannot see them during the day.
We can only see them when the sun sets.
Explain A group of stars seen together are called constellations.
They form shapes or patterns in the sky. Show picture on page 137
Explain that the Sun has its own light that’s why it is also a star, however it is much
closer to the Earth than all of the other stars. It therefore appears bigger and brighter
when compared with the other stars.
Watch video 2: https://youtu.be/Qd6nLM2QlWw and briefly discuss the overview of
the solar system.
The Sun is at the center of our solar system. The Earth moves around the Sun. All
planets move around the Sun.
Activity/
Experiment
Student’s
Task: Complete the attached Worksheet 1.
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Plenary:
End the lesson and ask few questions to assess the students learning:
1. Is the Sun is star or planet?
2. Why do stars appear only at night?
Summary:
• The Sun is a star.
• Stars are always present in the sky, but we cannot see them because of the bright light of the
Sun.
Answer in notebooks. • TB
Read page 137 and write your • WS 1
own notes on: • Video link 1:
1. Stars https://www.youtube.com/watch?v=RzkJkEKV8Yk
2. The Solar system • Video link 2: https://youtu.be/Qd6nLM2QlWw
3. The Sun
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Chapter 9: Earth in the Solar System Lesson2

• To describe and demonstrate the solar system, with the Sun at gravity
the center and the planets revolving around it. orbiting
• Identify the Sun as a source of heat and light for the solar helium
system. solar system
Learning Outcomes:
• Explain the components of a solar system.
• Understand the importance of the sun.
• Understand the role of the planets.
Elicit: Ask the children to list and share everything they Know about space. Ask open-ended questions
to help guide their thinking.
1. What would happen if we traveled to outer space?
2. What do you think we will see?
3. What can we find in outer space?
4. Why do astronauts have to wear special suits and why do they float?
Teaching Ask: What can you remember about the solar system?
methodology
Explain that the solar system consists of the Sun and everything that travels around
the Sun. At the center of the solar system is a star called the Sun. It is the largest
object in the solar system. (Link the concept that Allah is the creator of this system
and he made it perfect.)
The Sun allows there to be life on Earth. (Recall from previous lessons about
photosynthesis.)
Like the other stars, the Sun is also a huge ball of glowing hot gases. The gases are
predominantly hydrogen and helium.
Explain that the Sun is continuously giving out energy in the form of heat and light.
Life would not be possible on Earth without this heat and light.
Ask: what do you know about gravity?
Ask: How do you think the sun stays in its place?
Recall the chapter about forces and discuss that there is a force called gravity that is
holding the solar system in place.
Explain that Earth's gravity is incredibly strong and pulls objects towards its center.
Explain the force that attracts a body towards the centre of the earth, or towards any
other physical body having mass.
Discuss: The Sun is a star. It is the largest object in the Solar System and is at the
center of the solar system. All the other bodies are bound to it by an invisible force
called gravity. The Sun’s gravity keeps them circling, or orbiting, around it.
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Make a diagram or show this picture to explain the pull of the earth on the objects on
it and then the pull between the earth and the sun and the other objects in the solar
system.
https://k8schoollessons.com/gravity-for-kids/
Watch the Video and discuss.

Activity/ Investigate:
Experiment
• Throw a ball in the air. Explain why it falls to the ground.
• Throw a tissue paper. Describe how it falls differently to a ball.
Discuss the reasons for this.

Students work
Plenary:
End the lesson and ask few questions to assess the students learning
How does gravity keep the objects in the solar system in place?
Summary
• The Sun and everything else that revolves around it, like the planets, their moons, etc. together
form the Solar System.
• The Sun is a huge ball of glowing hot gases.
• The Sun is energy in the form of heat and light.
Find 2 verses from the Quran about the sun moon and • TB
stars. • WB
• Video link:
Write the meaning in English in your notebook. https://www.britannica.com/video/16
Remember to write which Surah and verse number it is 2231/Explanation-objects-influence-
from. orbits-gravity-move
The Sun and all the planets of our Solar System were
formed a long time ago from a big cloud of gas and dust.
Find out about how the Solar System was formed.
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• To understand that the solar system has the Sun at the center and the planets
planets orbiting around the Sun. reflects
• To identify some facts about the planets. orbits
satellites
Learning Outcomes: appearance
Students will be able to: terrestrial
• Recall the names of the planets.
• Understand what is meant by orbit.
Recall: Ask the class what the main points were from the previous lesson. Can they remember what a solar
system is? What planets are in ours?
Ask: What are some other things found in our solar system?
Teach: Planets are large natural objects that orbit, or travel around, stars. There are many other things in our
solar system such as moons, stars, asteroids, comets and meteorites. Some planets have more than one moon
and some even have rings around it.
Teaching Watch the video and discuss: https://www.youtube.com/watch?v=libKVRa01L8
methodology
Planets. Ask the students if they can name all 8 planets. List the names of the planets on the
board and ask the students to guide you in a brief description of each. Draw a rough sketch of
each under their name.
Discuss planets are large bodies of rock and gas that rotate around the Sun. They have no
light of their own. They reflect the light from the sun.
Explain to your students that they can easily remember the planets' relation to the Sun if they
memorise the sentence, My Very Energetic Mother Just Served Us Nachos. Explain that the
first letter of each word in that acronym represents the name of a planet in relation to the sun.
Activity/ Group work:

Experiment:
Divide the class into two. Ask them to review the table on page 138, comparing the
information about the planets. Compare their appearances and distance from the Sun. Point
out differences between the Terrestrial and Jovian planets.
• Terrestrial planets (Mercury, Venus, Earth and Mars)

Discuss Mercury, Venus, Earth, and Mars are called Terrestrial planets because they all have
a solid rocky surface.
• Jovian planets (Jupitar, Saturn, Uranus and Neptune)
Explain Jupiter, Saturn, Uranus, Neptune are called Jovian planets as they are made up of
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gas, ice and liquid and do not have a solid surface.
Each group to present what they have observed. If either group have missed out any key
points, make sure they add them to their notes so they don’t miss any vital information.
Student’s Complete the attached worksheet # 2.
Task:
Plenary:
End the lesson by asking a few questions to assess what the students have learnt this lesson:
Ask the class questions in a pop group quiz. Keeping the class in their divided two groups from the group work
activity, ask the following questions and mark points on the board for whichever team answers the question
correctly first.
1. Name the eight planets in our solar system.
2. Why some planets are hotter and some cold?
3. What is meant by a Terrestrial planet?
4. Name two Terrestrial planets.
5. What is meant by a Jovian planet?
6. Name two Jovian planets.
7. What type of planet is Earth?
8. What sentence did we learn to help us remember the names of the planets and their order from the Sun?
Summary:
• Our solar system has eight planets.
• The four small, rocky planets nearest to the Sun are Mercury, Venus, Earth and Mars.
• The last four planets are gas giants and are much bigger than Earth in size. They are Jupiter, Saturn,
Uranus and Neptune.
Complete Activity 1 in the WB. • TB

• WS 2
Do some research on whether Pluto is • Video link: https://www.youtube.com/watch?v=libKVRa01L8
a planet? Write some notes in your
notebook to bring to the next lesson.
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• To understand that Earth has its own moon that revolves around reflects
it. craters
• To identify that the moon does not have its own light. revolution
• To recognise the surface of moon from images.
Learning Outcomes:
• Know that the Earth has a moon that revolves around it.
• Know that the moon has no light of its own, instead it reflects
the light from the Sun.
• Recall how the surface of moon looks, and be able to describe it.
• Know, through their own research, why Pluto is not classed as a
planet anymore.
Warm up: Start the class with a moon facts quick fire. Give the students 1 minute to recall and share as
many facts as possible about the moon.
Write their responses/key words on the board.
After a minute, go through the responses written down on the board to make sure they are accurate.
Discuss: Go through the previous lesson’s homework on research about Pluto. What were their
conclusions?
Teach: Pluto is not a planet. Pluto is very small compared to the other planets and still has many, many
asteroids and other space rocks around its flight path. The other planets in our solar system absorbed the
asteroids and space rocks in their flight path over time, making their overall size bigger.
Teaching Ask: Why is the moon brighter at night but hardly visible in the day?
methodology
Explain: Our Planet Earth has only one natural satellite, the moon. It is much smaller
than the Earth, about a quarter of its size. It is the Earth’s closest neighbor in space.
The moon is the brightest and largest object visible in the sky at night, yet it has no
light of its own. The light of the moon is actually the light it reflects from the Sun.
Explain: The surface of the Moon is very uneven. It is made up of lots of different
rocks and a thick layer of dust covering the surface. There are high mountains, flat
plains and huge craters all over its surface.
Activity/ Activity 1: - Individual work: Moon craters activity

Experiment:
Give each student some clay or playdough to make a sphere shape, to represent the
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moon.
Use small rocks/pebbles to make craters on your moon..
Activity 2: – This is an activity with the whole class

See attached worksheet
Student’s
Task: N/A
Plenary:
Summary:
• The moon revolves around the Earth. It shines brighly at night as it reflects the light of the Sun.
• The moon’s surface is made up of mountains, flat plains and craters.
• Pluto is not a planet.
Start Activity 2 in the WB. • TB

(The full activity will be • WB
completed over the course of • Clay/playdough
one week.) • Small pebbles/rocks
• Coins
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• To be able to identify the phases of the moon. waxing
• To explain the positioning of the Earth, moon and sun at each waning
phase. crescent
• To be able to distinguish between waxing and waning.
Learning Outcomes:
• Identify how the moon changes its phases.
• Demonstrate how the moon looks in its different phases.
• Identify how the moon looks at different times of the month.
Recall from the previous lesson:

• The moon can be seen from Earth because it reflects the light of the sun back to Earth.
• The surface of the moon is very uneven. It is made up of many different rocks and a thick layer
of dust, covering the surface.
Teaching Ask: Who has gazed at the moon before? Who can describe it? What is the
Methodology Ramadhan moon? What is its shape and why is it important?
Using their responses, explain that on some nights the moon is a bright circle, and on
other nights it is a thin crescent. On some nights, there is no Moon visible in the sky
at all. Why and how does this happen?
Ask – Does the shape of the actual Moon physically change? Have you ever
wondered why it appears to change shape?
Teach:
• The moon takes about 27 days to complete one revolution around the Earth.
• Today, we will learn how the moon changes phases over those 27 days.
• Explain that as the Moon revolved around the Earth, different parts of the
moon are lit up by the Sun at different times of the month. From the Earth,
we only see the part of the Moon that reflects the sun’s light. The rest of the
moon is in darkness, making it appear to have changed shape.
• The changing shapes of the moon are called the phases of the Moon.
Watch the video and discuss: https://www.youtube.com/watch?v=t6MCtB752AE
The New Moon –

• Have you ever heard of the “New Moon”? What do you know about it?
• Explain that during its orbit around the Earth, the moon reaches a point where
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the part facing the Earth is not illuminated with the reflection of sunlight. The
illuminated side is facing away from the Earth. This phase is called the “new
moon’.
• As the moon continues to orbit, more and more of it becomes visible. The
visible part keeps getting bigger in size. This phase is called ‘waxing’.
• After the full moon, we begin to see less and less of the moon lit by the Sun.
The moon appears to be getting smaller; This is called ‘waning’.
Activity/
Experiment: N/A
Student’s
Task: Solve the attached worksheet 3.
Plenary:
Recall:
• What is waxing and waning?
Summary:
• The changing shapes of the Moon that we can see from the Earth at different times, are called
the phases of the Moon.
Make a model of the phases • TB

of the moon using scrunched • WS
up aluminium foil.
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Section 9.2: Earth’s motion and related patterns observed on Earth
• To be able to identify the shape of Earth. flattened
• To know that the Earth has an axis. rotation
• To be able to investigate how days and night occur due to revolution
rotation. axis
Learning Outcomes: North pole
Students will be able to: South pole
• Recall and explain the shape and axis of Earth.
• Explain about the rotation of the Earth.
• Explain the alternation of day and night with respect to rotation.
Warm up: Take the students outside. Give two students props that can represent the Sun and the Earth.
The student representing the Sun should stand still and rotate in one spot.
The student representing the Earth should start rotating and then revolving around the sun. As they do
this, explain the difference between rotation and revolving.
Teach: Explain to the students that the Earth does not stand still, it is constantly in motion.
The Earth has two types of motions; rotation and revolution.
Teaching Watch and discuss the video: https://www.youtube.com/watch?v=EXasopxAFoM
methodology
Explain the shape of Earth. It is spherical but is slightly flattened at the top and the
bottom. The axis is an imaginary line that passes through the centre, from the North
Pole to the South Pole. The North Pole and the South Pole are at the opposite ends of
the Earth. The axis is tilted at an angle.
Rotation - Use a fidget spinner, a top or a coin to demonstrate rotation. Spin the item
on the spot.
Ask: What kind of movement do you see? Can you identify the center of the
movement?
Like the item rotating, the Earth does not stand still either. It is constantly in motion.
It has two types of motions: rotation and revolution.
Demonstrate to the class, using a globe and explain how a globe spins on its axis.
Point out the North and South poles.
The Earth spins on its axis. This spinning movement (or rotating) of the Earth on its
axis is called the rotation of the Earth. It rotates from west to east and completes one
rotation in 24 hours. The rotation of the Earth is what causes day and night.
Day and night: Discuss as the Earth rotates or spins on its axis, sunlight falls only on
one side of it. The part of the Earth facing the Sun, receives the Sun’s light and
therefore is daytime. The other half that is facing away from the Sun is night. After a
few hours, the part of the Earth that is day will experience night, and the part that is
night, experiences day. Every 24 hours we experience one day and one night.
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Revolution: The Earth rotating around the sun is called revolution. It takes one year
to do this.
(Ensure this part be brief, as it is discussed in detail in lesson 8.)
Activity/
Experiment: N/A
Student’s Write the questions below on the board and ask the students to answer them in their
Task: notebooks.
1. What does the rotation of the Earth cause?

2. How long goes one rotation of the Earth take?
3. What two continents on Earth are on opposite ends?
4. What does revolution mean?
Plenary:
Summary:
• The spinning or rotating of the Earth on its axis is called the rotation of the Earth, and it causes
day and night.
• There is a difference between rotation and revolution of the Earth.
WB Activity 5 • TB
• WB
• fidget spinner
• globe
• prop of sun and Earth
• Video link: https://www.youtube.com/watch?v=EXasopxAFoM
Page | 202

Section 9.2: Earth’s motion and related patterns observed on
Earth
• To be able to describe how day and night are related to the shadows
Earth’s daily rotation on its axis and provide evidence of this revolution
rotation from the changing appearance of the Sun. axis
Learning Outcomes: rotation
Students will be able to: North pole
• Describe the Sun's path throughout the day. South pole
• Understand the phenomenon of the revolution of Earth.
Take the students outside for this lesson.
Warm up: Start by asking them to find their own shadow.
Recall: What are shadows? How do we make shadows? A shadow is a dark area where light from a
light source is blocked by an opaque object. Our bodies can block sunlight to make shadows on a wall
or on the ground.
Teaching Explain: that they will observe the movement of the Earth by looking at shadows.
Methodology Every morning the Sun rises, then throughout the day it appears to move across
the sky from east to west, where it finally sets at the end of the day.
But does the Sun actually travel across the sky? No, it doesn’t.
The Earth rotating on its axis makes it look like the Sun is moving across the sky.
Discuss that when our location on the Earth rotates towards the Sun, we see the
sunrise. As the Earth continues to spin on its axis, the Sun appears higher in the
sky. When our location on the Earth rotates away from the Sun, we see the
sunset. One way to study the rotation of the Earth is by observing shadows.
Investigate:
On a paper plate, fix some playdough in the center and a pencil as in the picture
below. Write ‘N’ for ‘north’ on the edge of the paper plate. Used a compass to be
sure the ‘N’ was pointed north. Now observe where the shadow is formed. make
a mark.
Ask students to predict what will happen to the shadow. Check the position of the
shadows at various points in the day and make marks.
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Explain how this image shows that the Earth has rotated on its axis. (Use the picture
above to explain.)
Ask: How long does it take the Earth to rotate on its axis completely? How does this
help us to understand day and night?
Discuss and clarify page 141:
Activity/ Group work: Divide the class into groups of 4.

Experiment:
Use a torch and a globe, or any round object like a ball, to represent the Earth.
Mark different locations on it (like a couple countries or landmarks). Shine the torch
on the globe and observe how a particular location changes from day to night as the
Earth spins around.
Try attaching a small figure or stick on the globe and observe how the shadow
changes as you rotate the globe.
Student’s Complete the attached worksheet 4.

Task:
Plenary:
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Summary:
• Shadows help us to observe the rotation/movement of the Earth on its axis.
• The Earth rotates completely on its axis once every 24 hours.
• TB
Complete Textbook Exercise • WS
Section A & C. • globe
• torch
• paper plate
• playdough
• pencil
• compass
Page | 205

Section 9.2: Earth’s motion and related patterns observed on Earth
• To know how seasons in the Earth’s Northern and Southern season
hemispheres are related to Earth’s annual movement around the hemisphere
Sun. tilted
• To be able to explain how the angle of the Earth determines the
seasons.
Learning Outcomes:
• Identify the North and South Poles of the Earth.
• Understand that rotation and revolution is the reasons why we
have changing seasons.
Ask: How many seasons are there?

Explain: We experience different seasons on Earth due to the rotation of Earth. How does the rotational
axis determine the seasons? Explain that today they will learn what causes seasons to occur.
Teaching Watch the video link: https://www.youtube.com/watch?v=2UXnIlBtTsY
methodology
Teach:
Revolution.
Discuss: As well as rotating (or spinning) on its axis, the Earth also moves
around the sun. The movement of the earth in a fixed path around the sun is
called revolution of earth. The Earth takes 365¼ days, or one year, to complete
one revolution.
Using a cross-section model of the earth, point out the equator line and the north and
south poles.
Hold the foam model; point out the equator again, then tilt the model so that it is at
an angle
Ask for a volunteer to come up and hold the ball. Explain that the beach ball
represents the sun and the foam model is the earth.
Still holding the foam model at an angle, slowly walk around the sun, completing
one revolution.
Ask: how does the rotational axis determine the seasons?
Explain: We experience different seasons on the Earth. Seasons are caused because
of the tilt of the Earth’s axis and the revolution of the Earth around the Sun. The
Earth’s axis always points in the same direction. During its orbit, different parts of
the Earth are tilted towards the Sun at different times and receive different amounts
of sunlight. This causes seasons.
Page | 206
Discuss: When the North Pole is tilted towards the Sun, the South Pole is tilted away
from it. The Northern Hemisphere receives the direct rays of the Sun and has
summer, while the Southern Hemisphere receives the slanting rays and has winter.
Discuss: When the Earth is on the other side, the South Pole is tilted towards the Sun.
The Southern Hemisphere has summer while the Northern Hemisphere has winter
Show diagram on page 142 and ask students to explain what they have learnt.
Activity/ N/A
Experiment:
Student’s
Task: Complete the attached worksheet 5.
Plenary:
Summary:
• The movement of Earth in a fixed path or orbit around the sun is called revolution of Earth.
• Seasons are caused because of the tilt of the Earth’s axis and the revolution of the Earth.
Complete the exercise in • TB

Section E Part 3 and 4 in your • WS
notebook. • Video link: https://www.youtube.com/watch?v=2UXnIlBtTsY
Page | 207

Section 9.3: Solar and lunar eclipses
• To be able to explain how solar eclipses occur. solar
• To be able to recall how the Sun, Moon, and Earth must be eclipse
aligned for a solar eclipse to occur lunar
celestial
Learning Outcomes:
• Understand how eclipse occurs.
• Understand the position of sun and moon in eclipse
Ask: Who has seen a solar eclipse before?

What did you think when you hear word ‘eclipse’?
What happens to the Sun when a solar eclipse occurs?
Teaching Watch video and discuss: https://www.youtube.com/watch?v=cxrLRbkOwKs
methodology
Teach:
Explain that the partial or total blocking of light of one celestial object by another.
An eclipse of the Sun or Moon occurs when the Earth, Moon, and Sun are aligned.
Solar eclipse:
Discuss: Planets, moons, and other bodies are continuously moving in space.
Sometimes one object in space blocks another. Light does not pass through the
object, or it is blocked by it, and a shadow is formed behind it. Do you know how
eclipses are created?
Explain A solar eclipse is an eclipse of the Sun in which the Sun cannot be seen
either partially or completely from the Earth. Explain This is because the Moon
passes between the Sun and Earth and prevents the Sun’s light from reaching Earth.
A shadow of the Moon falls on the Earth.
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Activity/
Experiment:
Complete activity 4 in the workbook.
Student’s In your notebook, write a short paragraph explaining how a solar eclipse occurs.
Task:
Plenary:
Summary:
A solar eclipse is when the Sun cannot be seen either partially or completely from the Earth because the
moon passes between the Sun and Earth, preventing the Sun’s light from reaching Earth, and causing a
solar eclipse.
• TB
• WB
• A source of light; e.g., a table lamp, torch, flashlight, etc.
• An orange
• A grape
• A toothpick
• A block of thermopole (1/2 inch thick)
• A table
• Video link: https://www.youtube.com/watch?v=cxrLRbkOwKs
Page | 209

Section 9.3: Solar and lunar eclipses
• To be able to explain how a lunar eclipse occurs. lunar
eclipse
Learning Outcomes:
• Recall how a lunar eclipse occurs.
Ask: Have you ever heard of a lunar eclipse? Has anyone ever seen one?
Explain: A lunar eclipse is when the Sun, Earth, and the Moon are all precisely in line, and the Moon
moves into the Earth’s shadow. The Earth ends up in between the Sun and the Moon, blocking the
sunlight falling on the Moon. A total lunar eclipse happens when the Moon and the Sun are at opposite
sides of the Earth. A partial lunar eclipse happens when only part of Earth's shadow covers the Moon.
Ask: How many times a year do you think a patrial lunar eclipse happens? It happens between 2-5 times
a year.
How often do you think a total lunar eclipse happens? It happens once every 2.5years-ish.
Teaching Watch the video: https://www.youtube.com/watch?v=oDEKBIamSr4
methodology
Teach:
A lunar eclipse is an eclipse of the Moon where the Sun, Earth, and the Moon are in
line, and the Earth is in the middle.
The Earth blocks the sunlight from falling on the Moon.
The Moon is then in the Earth’s shadow and cannot be seen from the Earth.
Activity/ Make a model of Eclipse:

Experiment:
(Prepare the materials before the lesson.)
Trim the barbecue skewer to 19cm, and then paint it black with a bit of paint or using
a black permanent marker. This will act as the support for the larger ball (the Earth in
the model). It will need to be sturdy as it will also have to support the additional arm
for the Moon, too.
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Push the pointed end of the skewer into the larger ball then paint the larger ball to
look like the Earth.
To form the arm for the Moon, tightly wind one end of the wire six times around
something slightly larger than the skewer. Slide it onto the skewer and make sure it
rotates freely. Place a small elastic band 4cm below the Earth ball to hold the arm in
place.
Gently angle the remaining wire upwards; then put a bend 1cm from the other end of
the wire so it is pointing straight up and push the smaller Moon ball onto it. Make
sure the Moon is in line with Earth with a 5cm gap between them.
Make a hole about the same size as the diameter of the skewer in the centre of the
box lid and push the skewer into it. Next, put a blob of Blue Tack inside the box to
help to keep the skewer in place.
Activity:
Place a lamp 25cm from the model. Move the Moon in front of Earth (right) to see
the lunar shadow, simulating a solar eclipse. Move it behind Earth (left) to see
Earth’s shadow cast on the Moon, a lunar eclipse.
Student’s Answer the questions below in your notebook:

Task:
1. Is it safe to look directly at a lunar eclipse? Do you think you will damage your
eyes? Why/Why not?
2. When you say that something happens ‘once in a blue moon’ it means that
something happens very rarely or not very often. Use the phrase ‘once in a blue
moon’ in a sentence of your own.
3. Explain how a lunar eclipse happens.
Plenary:
Summary:
A lunar eclipse is when the Sun, Earth and the Moon are in line, with the Earth in the middle. The Earth
blocks the sunlight from falling on the Moon, creating a lunar eclipse.
Complete Activity 3 in your • TB

WB. • WB
• Paint/black permanent marker
• Paint (blue, green, black, white)
• A wooden barbecue skewer
• Two white polystyrene balls
• A small elastic band
• A small but sturdy box to act as a base
• An angle-poise lamp with a bendable head
• Video link: https://www.youtube.com/watch?v=oDEKBIamSr4
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Hands on Activity
• Will practice using vocabulary related to shadows; e.g., sun, describe
light, position, movement and direction. compare
• Recognise and respond to scientific process words such as observe
describe, compare, observe, notice, record, predict and notice
experiment. record
Learning Outcomes: predict
Students will be able to: experiment
• Understand how position, size of shadows with the rotation of
Earth around its axis.
Recall: What is ration and revolution and how does it affect our lives?
(Hint: Day and night and Seasons.)
Teaching
methodology
Activity/ Get the class outside (ensure it is a dry/sunny day)

Experiment:
• Go outside to a sunny area where there is a smooth surface.
• Give each student a piece of chalk to trace the shadow of an object you can
see on the surface (e.g. a fence or a ball).
• If you can’t draw on the ground, trace the shadow of an object on large sheets
of paper.
• Return to the object at several points during the day to trace its shadow, again
and again.
• Use a different colour to trace the new shadow each time and writing the time
down next to the shadow you’ve just drawn.
• You could also record the results by taking photos of your shadow tracings.
• Think about how their shadows have changed (Has it moved, rotate, grown,
shrunk throughout the day?).
• What’s different about where the Sun was this morning compare to where it
is now?
• Why do you think the shadows have changed?
• Do you think other shadows also change throughout the day?
• Why? How could we find out?
Make a chart and write down your observations about how shadows change and your
ideas about why they change.
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Student’s
Task: N/A see activity above.
Plenary:
End the lesson by asking the students a few questions to assess the students learning:
• What they have learnt from this activity?
• Why are shadows not fixed in same position throughout the day?
• Explain the phenonenon of Earth’s rotation around its axis.
Summary:
• The spinning or rotating of the Earth on its axis is called the rotation of the Earth, this rotation
causes day and night.
• The length of a shadow is affected by the position of the Sun in the sky.
Complete the Time to assess: • TB

Section D, Question 1. • Lots of different coloured chalk
• Large paper (if unable to draw on ground outside)
• Something to take photos with
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Sum it up
• To recall the main ideas chapter.
To be decided by teacher
based on formative
Learning Outcomes: assessment.
• Recall the main ideas chapter.
Warm up /Introduction - 2 min

Recall: Pop quiz!
Ask the class to answer the following questions on a piece of paper and put their names at the top.
1. Is the Sun a star?
2. What is a solar system?
3. What is at the center of our Solar System?
4. What is a lunar eclipse?
5. How often does a partial lunar eclipse happen?
6. Describe the surface of the Moon.
7. What is Jupiter made of?
Ask each student to pass their paper to the left of the student next to them, and go through the answers
as a class so they are marking each others paper.
Teaching Go through the main points of the chapter by asking questions to the class. Write
methodology down all relevant points from the responses on the board to create a key words
mindmap.
The Sun
Recall 3 facts
The Sun is a star. Like the other stars, the Sun is also a huge ball of glowing hot
gases. Life would not be possible on Earth without this heat and light.
Planets
How many planets are there in our solar system? What are their names?
What are they made of?
Explain: Planets are large bodies of rock and gas that rotate around the Sun. They
reflect the light from the sun.
The Moon
Recall phases, waxing and waning.
Activity/ Group work – Host a class competition. Divide the class into groups of four. Give
Experiment: them the materials to create an arts and crafts solar system.
Make a model, diagram or display chart of a solar system.

Use colored paper to represent the planets and string to show the orbit pattern.
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Get creative, use different materials or include as much or as little information as you
want.
Take turns for each group to present their final project and have a class vote on
which team is the winner.
Student’s Note down the answers to the following questions in your notebook:
Task:
1. Why do planets look brighter than stars?
2. If the moon has no light of its own, what is ‘moonlight’?
3. What is the difference between a solar and a lunar eclipse?
Plenary: Merge with main lesson.
Revise the Chapter, writing • TB

down key words, key facts • black chart paper
and short summaries of each • coloured paper
topic. • glue
• string
• other craft supplies; toilet roll tubes, empty cartons, cardboard,
scrap paper, glitter, playdough, etc.
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Chapter 10: Technology Around Us
Chapter 10: Technology Around US Lesson 1

Section 10.1: Basic craft making
• To understand why there is a need to learn skills in arts and creativity
crafts. materials
• To explore different arts and crafts techniques. techniques
Learning Outcomes:
• Explain the use of arts and crafts in different aspects of life.
• Describe different arts and crafts techniques.
Ask: List some different types of arts and crafts that you know. How many have you tried before? Who
did you do them with?
Discuss: Why is art fun?
Teaching Ask the students some questions and write down some key words on the whiteboard:
methodology What words come to mind when they think of arts and crafts?
How does it make them feel, knowing they will be doing arts and crafts?
What materials are involved?
What memories do they have?
What professions are there linked to arts and crafts?
(Use the list below to add to your list on the whiteboard)
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Activity/ Arts and crafts activity

Experiment: Imagination time – Give the students some free time to create anything they like with
the materials provided in 20 mins.
Give students access to a range of art materials and allow them to create anything!
Give them 5 minutes to brainstorm and gather materials.
After the 5 minutes are up say ready, set, go! And set the timer for 20 minutes.
At the end of the activity, ask every students to place their art piece on their desks.
Allow the students to roam around the classroom to look at each others artwork.
After 5 minutes, get everyone seated again and discuss the different techniques and
materials that have been used. Use the vocabulary list to help students to understand
that art is a skill and it is useful for many professions.
Student’s In your notebooks list some professions that use art skills.
Task:
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Plenary:
Take a vote on the best artwork from the activity. Tell the students to think about the techniques used in
that artwork as well as how the final piece looks/makes them feel.
Research about architects. • A variety of art materials; toilet paper tubes, craft paper, scrap
What subjects do they need to newspaper/magazine cuttings, glitter, paint, glue, tape, pens,
study to become an architect? markers, stickers, poster paper, balloons, etc.
Write your findings down in
your notebook.
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• To know how to use recyclable materials. recycle
• To practice techniques of tearing and sticking paper. pulling
tying
Learning Outcomes: grasp
• Understand the uses of recyclable materials.
• Develop skills of tearing and sticking paper.
Ask: Have you ever try to make something using just paper? What does ‘recycling’ mean?
The one thing that is often readily available in our homes and at school, is paper.
Discuss: Although there seems to be a lot of it, we still should not waste paper. There are meany ways
that which we can recycle paper. Let’s explore it this lesson.
Teaching Ask the class ‘How can we recycle paper?’
methodology Write their answers on board.
Discuss: We are fortunate that books, magazines and newspapers are all readily
available. But rather than throw paper away, once it is no longer required, we should
recycle it to do different types of interesting activities with it. Paper, cardboard and
other packaging materials can be folded, cut, torn and pasted to make different
patterns and other useful objects.
Tearing and sticking
Explain that if you are tearing a long sheet of paper, you must grasp it firmly, but not
too firmly. Also, you should tear the paper slowly. If you tear it too fast, it will not
tear into neat strips. This is how you should tear paper to create a scene from nature
(lead students to the activity).
Activity/ Let’s Create!
Experiment: Follow the instructions
Draw the outline of the bark of a tree and its branches on a blank sheet of card or
chart paper.
Tear some green paper into lots of small pieces to make the leaves of the tree. Save
some pieces for the grass.
Tear a few pieces of red paper to add to the tree to demonstrate flowers and fruits.
Torn up thite or blue paper could be formed into shapes to look like clouds.
If you wanted to add a sun, use yellow paper and tear and stick it into a circle shape.
Once you have finished tearing all the pieces of paper for your scenery craft, glue
them on to the background paper.
Display the student’s artwork in the class.
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Student’s Make a collage using tearing and sticking techniques using old magazines and old
Task: newspapers.
Ask the students to compare the results of the two activities. Which did they enjoy
more and why?
Plenary:
Summary:
• We can recycle paper from diffeernt sources and make amazing crafts.
• TB
• pencils
• scissors
• chart paper (blue, red, yellow, green)
• glue
• recyclable materials – magazines, brochures, newspapers, etc.
Page | 220

• To practice the techniques of folding and cutting paper and origami
cardboard to make different objects and patterns crease
• To learn the skills of origami. fold
Learning Outcomes:
• Use techniques of folding and cutting to make objects.
• Understand how paper can be folded to make a 3-dimensional
origami object.
Warm up: Provide the students with a piece of paper each and ask to fold it, to make anything they can.
Start the timer to see what they can make in 5 minutes.
Teaching Watch the video: https://www.youtube.com/watch?v=8ERT6LXSQVI
methodology Discuss the meaning of the word ‘origami’.
The word origami comes from two Japanese words, ‘ori’ that means ‘folding’ and
‘kami’ that means ‘paper’.
Origami is a fun way of folding a piece of paper into many different things like
animals, flowers, birds, boats and containers.
Demonstrate folding an origami cat face and ask the students to make their own (see
activity below).
Activity/ Ask the students to follow the instructions on page 154 and 155:
Experiment: • Take a square sheet of craft paper and fold it in half as shown in figure 1.
• If you are using a coloured sheet of paper, make sure the coloured side is
facing downwards when you fold the paper.
• Fold it again in half as in as shown in figure 2.
• Crease the fold and open it up so that you mark the centre point.
• Fold the left corner and the right corner upwards to make the ears – figure 4.
• Fold the center tip downwards – figure 5.
• Turn the face over and draw the outline of the eyes, nose, mouth and
whiskers in black.
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Student’s By using paper, make a greeting card for a family member or a friend:
Task: • Fold a blank sheet of card in half.
• Draw simple shapes on colored paper and cut them along the outline.
• Stick them onto the card.
• Write a short message inside.
Plenary:
• Merge into main lesson.
Try the class activity of • TB

making origami cat and bring • Video link https://www.youtube.com/watch?v=8ERT6LXSQVI
it to school the next day.
• chart paper
• scissor
• pencil
• scale/ruler
• coloured paper
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• Practice techniques of designing paper chains and paper reeds. accordion-folds
skewer
decorations
Learning Outcomes:
• Make paper chains use paper reeds for decorative purpose.
Elicit: Ask the class, have you ever made paper chains?
Explain: Paper chains are very versatile and can be used to decorate trees, walls or used as party
decorations. They will learn how to make paper chains and paper reeds in today’s lesson.
Teaching Watch the video: https://www.youtube.com/watch?v=6CvRmaPPwEo
methodology Paper chains
Explain that paper chains are easy to make. They are great environmentally-friendly
ways to decorate a room. The length of a paper chain depends on the length of the
paper used and how many you stick together.
Demonstrate how to make a paper chain.
Paper reeds
Explain we can also make paper reeds, as the process is very simple.
Demonstrate - Use old magazines and any pointed instrument, like a knitting needle
or a wooden skewer, to make paper reeds.
Activity/ Make some paper chains and paper reeds.

Experiment:
Follow the instructions on page 156.
After 20 minutes, join all the class’s paper chains together and measure how long it
is.
Student’s
Task:
Plenary:
Merge into main lesson.
Make a paper basket by using • TB

the paper reeds made in class.
Follow the instruction on • Paper chains video link:
page 156. https://www.youtube.com/watch?v=6CvRmaPPwEo
Watch the video: • Paper baskets video link:

Page | 223
https://www.youtube.com/wa https://www.youtube.com/watch?v=DWV-UXM-D6Y
tch?v=DWV-UXM-D6Y
• paper
• pencil
• scissor
• glue
Page | 224

• To acquire skills to make and design paper bags and envelopes. wrapping
triangular
Learning Outcomes:
• Make paper bags and envelopes.
Ask: Why are paper bags better than plastic bags? What are some uses of envelopes?
Explain: Envelopes are used for sending letters or documents using regular postal mail. Envelopes are
usually made of paper or hardened paper.
Teaching Watch the video: https://www.youtube.com/watch?v=CWu3wHXS2LU
methodology
Using the information on pages 157 and 158, demonstrate the activity.
Paper products can be recycled which helps the environment and it shows that you
care about the environment.
With recycling, there is less pollution and the dumping of paper trash into landfills.
Materials that can be used to make paper bags are; newspapers, old magazines,
Craft paper, some tape and string or ribbon.
Activity/ Follow the instructions:

Experiment:
• Take a rectangular sheet of paper and place it on a flat surface like desk or
on the floor.
• The longer sides should be at the top and bottom while the shorter sides
should be on your left and right.
• If you are using a sheet of paper with one side colored, the coloured side
should be facing down. Fold the top of the paper downwards (2 inches).
• Fold the paper to form a crease at the centre. Open the sheet, bring the two
sides together at the centre crease, and tape them in place. One of the open
ends should now be towards you.
• Fold the lower end upwards.
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• Open it up so that you can see the inside.
• Fold the left and right edges inwards as in diagram shown on page 158.
• Next fold the top and bottom as in picture 6 and tape the folds in place.
• Turn the bag over and punch two holes on both sides of the bag. Add
handles made from rope, ribbon, or string.
Student’s Task:
Plenary:
Collect different types of • TB

envelopes at home and see • Video link:
how they are made. https://www.youtube.com/watch?v=CWu3wHXS2LU
• paper
• scissors
• glue
Page | 226

Section 10.1: Basic technical model making (out of clay)
• To be able to design a face mask by using paper. trace
• To be able to design models of solid surfaces e.g. sphere, clay
cylinder and cone. play dough
articles.
Learning Outcomes: circles
Students will be able to: squares
• Make face masks by using paper. triangles
• Make basic shapes. cube
prism
cylinder
Ask: Have you ever made a face mask from paper? Have you ever made anything from clay?
Teaching Teach:
methodology Paper masks
To make a mask, trace the shape of any animal, bird or insects like a butterfly or a
monkey onto card or paper. Use page 159 to explain and demonstrate.
Activity/ Cylinder
Experiment: Provide each student with clay and ask them to roll into a ball in palm of their hand.
Place it on the table and spread your fingers over it.
Very gently apply even pressure to the clay. Roll out a form that has a barrel shape.
Turn it onto the other side and flatten it again. This is called a cylinder.
Cone
Make a long oval shape from the clay.
Carefully pinch the ends with your fingers to form an egg shape. Squeeze the top till
it looks like an oval.
Sphere
Make the rough ball with your fingers and put it into the palm of your hand.
Place your other hand over it and roll around in a circular motion five or six times till
it form a sphere
Flat disc
You can make a flat disc when you press the small ball of clay between your thumbs
and fingers to flatten it out, and afterward smooth out the edges.
Let the students experiment and see what other shapes they can come up with just be
Page | 227
using their fingers.
Student’s
Task:
Plenary:
Give the students some • TB

materials to take home. Ask • clay
them to make a mask using • paper
paper or clay and bring it to • ice lolly sticks
the next lesson. • ribbon
• scissors
Page | 228

• To design models of a cube and a prism. flatten
• To design things using clay or play dough. pressing
three dimensional
Learning Outcomes: hammer
• Make different shapes using clay.
Explain that we can also make a cube, a prism and many other things from clay.
Teaching Cubes
methodology Ask students to give some examples of cubes (dice, sugar cube, rubix cube, etc.)
Draw a 3d cube shape on the board and explain a cube is a three-dimensional shape
made up of width, height, and depth.
Prism
Draw a prism shape on the board and explain that a prism is a type of three-
dimensional (3D) shape with flat sides. It has two ends that are the same shape and
size (and looks like a 2D shape).
Activity/ Provide students with materials and ask them to follow the instructions to make a 3D
Experiment: cube and prism:
Cube
1. Take a piece of clay and form a cylinder shape.
2. Place a scale, ruler, or any flat object on top of it and very gently press to
flatten it.
3. Turn it flat side down on the desktop and repeat pushing down.
4. Repeat the process on the other two sides till you have formed a cube.
5. A cube is a three-dimensional square.
Prism
1. Roll a ball of clay between the palms of your hands and pinch the ends to
form an egg shape.
2. Squeeze the top until it becomes a point. Tap the base on the desktop until
it is smooth and flat and form a cone.
3. Press the cone gently with your fingers to form three equal sides. (You
can also use a ruler to flatten the sides.)
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4. The base of the cone should form a triangle.
Student’s
Task: N/A
Plenary:
• TB
Give the students some clay • clay
to take home. • scale
Make a model car shape by • sticks
following the instructions on
page 161 of the TB.
Page | 230

Section 10.3: Technical activities – operating mobile phones
• To able to understand the importance of learning technical skills invention
such as operating mobile phones. locate
alarm
Learning Outcomes:
• Operate mobile phones.
Ask: What are the uses of a mobile phone? What are its advantages? Why are some phones called smart
phones?
Teaching Discuss that mobile phones are an important invention in today’s world and are very
methodology useful for everyone. They help us instantly communicate with people near or far
away.
Mobile phones these days are like minicomputers that help us do so much more than
just talk to eachother.
Ask: What are some other things we can do with a mobile phone? List the responses
on the board. (We can search for information on the internet, locate an address and
even find out how much traffic we’ll encounter on our journey.)
That is why today’s mobile phones are also called “smart phones”.
The alarm clocks
Ask: What do you do when you need to get up for a certain time? (You set an alarm
on an alarm clock. You can also use your smartphone to set an alarm now!)
Demonstrate how easy it is to set an alarm from your mobile phone and demonstrate
some other features that can make life easy (calculator, camera, maps, notes, photo
editing, etc.)
There are other options also available to customise your experience; like setting an a
repeated alarm (for instance, a weekday alarm to help you wake up for school),
picking the sound you would like to play when the alarm sounds, picking ringtones
etc.
Demonstrate that the clock app also has a stopwatch, a timer and different time zones
to find out the exact time in other countries around the world.
Activity/
Experiment: N/A
Student’s Task: Using the knowledge from today’s lesson, write a paragraph in your notebook about
‘The advantages of smartphones.’.
End the paragraph with a contradicting statement about this topic; write about one
disadvantage of using a smartphone.
Page | 231
Plenary:
Ask two students to volunteer to read out their paragraphs to the class. Does the class agree with the
disadvantage they chose?
Write a paragraph in your • TB

notebook about ‘The
disadvantages of smart
phones’. Think of different
points to the one you wrote
about in the lesson.
Page | 232

Section 10.3: Technical activities – operating mobile phones
• To understand features of a mobile phone. schedule
• To learn about how to safely use a mobile phone. addition
subtraction
Learning Outcomes: division
Students will be able to: cursor
• Use various features on a mobile phone.
• Understand how to use mobiles safely.
Warm up Introduction:
Recall: Ask the students to form a line coming up to the front of the class. Pass them the whiteboard
marker and ask each one to write down one use/function of a smart phone that they learnt from the
previous lesson. If a student is struggling, help them with clues or ask the class to help.
Teach: Explain that although a smartphone can be extremely useful in many aspects of life, it is
important to use it responsibly. This includes using complex passwords to protect your information, not
clicking onto unknown links or websites, etc.
Teaching Discuss the Calendar app on a smartphone
methodology Ask: What are some important dates that you need to remember?
Explain that the Calendar app allows you to keep track of important events such as:
• School events,
• Birthdays,
• Eid and other holidays.
It allows us to be prepared for things that we need to manage and know about before
the day.
Discuss the Calculator app on a smartphone

Ask: what functions does a calculator perform?
Show them how to calculate basic functions such as addition, subtraction,
multiplication, and division.
Discuss the Camera app on a smartphone
Ask: How a mobile has made it easier to take pictures of anything anywhere.
Discuss the advantages of this and the disadvantages.
Page | 233
Activity/ Divide students into groups ask them to perform the following activities. Give each
Experiment: group a mobile phone to carry out the activities. The amount of groups you have will
depend on how many mobile phones you can use for this activity.
Activity: using the calendar app

1. Go to the Home screen and select the calendar icon by tapping on it, to open
the app.
2. The calendar then appears on the screen.
3. Tap the month and then the day, and you will see the timings of the entire day
along with a red line that goes across the top, showing the time.
4. To add an event, like a class, select the ‘+’ sign at the top. You can then
select the start time and the end time and label your event.
Activity: using the calculator app

1. On the Home screen, select the Calculator app by tapping on it.
2. Next, tap the calculator keys to enter number (0-9) and arithmetic calculation
like (+), subtraction (-), multiplication(x), division etc.
3. To add, subtract, multiply or divide, enter the first number, then press the
plus, minus, multiply or divide key and then enter your second number.
4. Then press the Calculate key (=).
5. You can tap anywhere within the calculator’s display to place the cursor
within a calculation.
6. Tap the Clear (C) button or the All-Clear button (AC) to delete the last
number or delete all numbers and start a new calculation.
Ask one member who is the most confident from each group to come up to the front
with their mobile phone. Get them to compete to see who is the fasted by first asking:
(ensure they all have their phones starting on the home screen)
1. Who can add a date in the calendar the fastest? On the 15th of May 2025, add
“Bob’s Birthday Party” at 1pm.
2. Who can find the answer to this maths sum the fastest? 5 + 10 x 6048 – 34 x
6 / 100 + 0.49 = (the answer is 605)
Student’s
Task: Complete the Textbook Exercise section A on page 167.
Plenary:
Ask a few questions to assess the students learning:

• What reasons would use the Calendar app on a mobile phone?
• How can we add, substract and multiply numbers on a mobile Calculator app?
• TB
• Mobile phones for the activity
Page | 234

Section 10.4: Elementry first aid
• To learn how to give immediate help to an injured person. first aid
• To be able to identify some of the items in a first aid box. injured
antiseptic
Learning Outcomes: sterile
Students will be able to: tweezers
• Give basic first aid for minor cuts. debris
• Recall the contents of a first aid box.
Elicit: What should you do when someone is hurt? Do you know how to help them? Do you know what
first aid is?
Explain: First aid is an important tool in quickly responding to accidents to ensure that injuries can be
efficiently and promptly dealt with before a trained medical professional arrives to administer more
specialized treatment.
Teaching Watch the video link: https://www.youtube.com/watch?v=gWT_mKZKw8Q
methodology
Explain that the immediate help given to an injured person until a doctor arrives is
called ‘first aid’.
Ask: What should be present in first aid box?
Take their suggestions and write on the board.
Explain that a first aid box contains all the things that we need to give an injured
person first aid. Show diagram on page 165.
Add to the list anything that they may have missed.
Demonstrate using first aid how you would treat a minor cut:
• Wash your hands before touching the injured person and put on gloves if
available.
• Clean the wound with water to remove any dirt
• Remove any debris with tweezers
• Clean with an antiseptic such as Dettol, using cotton wool
• Apply an antiseptic cream
• Cover the wound with a plaster or a dressing
1.
Discuss – Why do we need to wash hands and wear gloves before treating a wound?
Activity/
Experiment: N/A
Page | 235
Student’s
Task: Solve the worksheet 1.
Plenary:
End the lesson by asking a couple questions to assess the students learning:
1. What is meant by first aid?
2. List some first aid material?
Complete Exercise section C. • TB

• antiseptic
• cotton
• dressing strips
• Video link:
https://www.youtube.com/watch?v=gWT_mKZKw8Q
Page | 236

• To understand the purpose of a thermometer infection
• To know the use of digital and clinical thermometer externally accurate
to measure body temperature. flexible probe
• To be able to accurately read a thermometer. sensor
oral temperature
Learning Outcomes: mercury
• Recall the purpose of a thermometer.
• Differentiate between a clinical and a digital thermometer.
• Read a thermometer.
Have students brainstorm places around your school that may vary in temperature, such a freezer and
refrigerator in the cafeteria, on playground and even the temperature of individual body vary person to
person.
Teaching Ask the class: Sometimes when we fall sick, we get a fever. What is a fever?
methodology Read and discuss the paragraph on page 165.
Explain that the normal temperature of an adult is about 98.6°F. If your body
temperature is higher than this, you have a fever. A fever is the body’s way of
fighting an infection.
Ask: How can we measure your body temperature?
Let students think it over and explain how we find out that we have fever using a
thermometer. A thermometer reads and records our temperature.
Explain that there are two types of thermometers: digital and clinical.
Ask: What is happening in this picture? (Show diagram of book page 165 and
discuss.)
Digital thermometer.
Explain that the digital thermometer is easy to read and gives quick and accurate
readings. At the tip of the digital thermometer is a temperature sensor, and it also
has a large a digital display.
Body temperature can be recorded in the mouth (orally), under the armpit or on the
forehead.
A thermometer should always be cleaned and washed before and after use, as
shown in on page 166.
Demonstrate the use of this thermometer.
Ask a student to come up and volunteer. Ensure the thermometer is clean, then
place the thermometer in their mouth. Explain the tip of the thermometer should be
under the tongue and they should rest their tongue on top of it and close their mouth
while the reading is happening. Wait for the beep to indicate the reading is done.
Note the reading on the thermometer. Is it higher or lower than the average of
98.6°F.
Page | 237
Clinical thermometer:
Explain that a clinical thermometer, also known as a medical thermometer, has a
long narrow glass tube with a bulb containing mercury at the end. The level of
mercury tells us the body temperature. If your temperature is hotter than average,
the mercury rises, and moves up to show the body temperature on the scale etched
on the outside of the glass.
Mercury-free glass thermometers are also used. They have a silver line that runs
along the numbers to show the temperature.
Demonstrate the use of this thermometer. (If you have one, demonstrate using a
student volunteer, if not just explain it)
Explain that like the digital thermometer, it can also be placed under the tongue or
under the arm. Once the temperature is recorded, you have to hold it close to the
eye to see the correct reading. Explain that this thermometer can be used to measure
the temperature of different liquids as well as body temperature.
Activity/ Divide the students into groups (the number of groups will depend on the number
Experiment: of thermometers you have).
Provide each group with a digital thermometer.

Ask each student to take their temperature and write it down. Give them 5 minutes
to do this.
Write all the readings down on the board and find the average class temperature.
Explain that to find the average, you must add all the readings together then divide
it by the amount of people who took their temperatures.
Ask – is the average class temperature a good, average temperature?
Student’s Task:
Solve the worksheet 2.
Plenary:
End the lesson by asking a few questions to the class to assess the students learning:
1. What is the purpose of using a thermometer?
2. What is the difference between a digital and a clinical thermometer?
3. Which one of the two thermometers is easier to read?
4. Name one part of the body that you can take a temperature from.
Page | 238
Homework: Materials
Write down in your • TB

notebooks: What is a clinical • Digital thermometers (at least 2)
thermometer? How is it used? • Clinical thermometer
Page | 239

• To know what blood pressure is. exerted
• To be able to define blood pressure. blood vessel
• To know how to check blood pressure by using a digital blood cuff
pressure monitor. inflate
Learning Outcomes:
• Determine blood pressure using a digital blood pressure
machine.
Warm up: Start the lesson by asking students to check their pulse.
Ask them to gently place 2 fingers of one other hand on the opposite wrist.
Count the beats for 30 seconds; then double the result to get the number of beats per minute.
Teach: Explain that the pulse rate they feel is caused by blood pressure. Blood pressure is the pressure
that your blood exerts against your arteries as it is pumped through your body by the heart.
Teaching Show the students a digital blood pressure machine.
methodology Explain that we can measure the blood pressure accurately via digital blood pressure
monitor.
Discuss that a normal blood pressure is around 120/80mmHg. However a blood
pressure that is too high or low from that average number can lead to many health
problems, such as heart attacks.
Blood pressure is measured using a blood pressure monitor.
A digital blood pressure monitor is easy to use, with the pressure readings clearly
displayed on a small screen.
Demonstrate how to measure blood pressure.
Ask a volunteer student to come up and demonstrate reading their blood pressure
using a BP machine on them.
To begin, the student should sit upright in a comfortable position.
Their left elbow should be resting on a table and their forearm should be raised to the
level of their heart. The cuff of the machine must then be wrapped around the upper
part/wrist of the bare arm. It should fit well: not too tight, with enough space around
it to put your one finger under the cuff.
The bottom edge of it should be an inch above the elbow.
To start the machine, turn the power on and press start. The cuff will begin to inflate
by itself.
Once the cuff is inflated, the machine will slowly let the air out. (Remind the student
that a bit of tightness is normal and it will release quickly so they don’t panic)
The blood pressure reading will be displayed on the screen if done successfully.
Page | 240
Show the reading to the students and write it on the board.
Do your own reading and write that on the board, compare it with the students and
ask why there is or isn’t a varied result.
Explain that factors such as stress, anxiety, recent exercise, excitement, etc, can
cause someones blood pressure to he higher than normal.
Activity/
Experiment: N/A
Student’s Answer in their notebooks:

Task: 1. What is blood pressure?
2. What is the average blood pressure of an adult?
3. What could high blood pressure lead to?
4. What is one reason someone could have high blood pressure?
Plenary:
End the lesson by asking a few questions to the class to assess their learning:
1. What is blood pressure.
2. What is a normal blood pressure reading?
3. How can blood pressure is measured?
4. How do you take someone’s blood pressure? (Ask two student’s to come up and demonstrate)
Summary:
Blood pressure is the pressure of blood exerted on the walls of your arteries. Normal blood pressure is
120/80mmhg. If blood pressure increases or decreases from optimal value, it may cause serious
problems like a heart attack. You can measure your blood pressure by using a digital blood pressure
monitor.
Solve the worksheet. • TB

• WS
• Digital BP Machine
Page | 241
Worksheets
Page | 242
Worksheet 1
Chapter 1 - Topic: Living things move
Think of 5 animals and how they move. Complete the table below.
Name of animal How it moves
Example:
A snake slithers
Page | 243
Worksheet 2
Chapter 1 Topic: Vertebrates and Invertebrates.
Instructions: Look at the photo of the giraffe, jellyfish, sheep and crab.
Label each picture as a vertebrate or an invertebrate.
Page | 244
Worksheet 3
Chapter 1: Topic – Important parts of the body.
Instructions – Label the skeleton’s important body parts.
Page | 245
Worksheet 4
Chapter 1: Topic: The heart and the lungs
Instructions – Fill in the blanks. Use the word bank to help you.
(Note: You might need to use some of the words more than once)
respiratory circulatory carbon dioxide oxygen left muscular heart

The heart
fist waste spongy
Your heart is on the _________________side of your chest. The heart, along with the blood and blood vessels,
form the _________________system. The heart is a _________________ organ. It is about the size of your
_________________, The heart pumps blood around the body. Blood takes _________________and nutrients
to all parts of the body and carries away _________________.
The lungs
All living things need oxygen to survive. When we breathe, _________________reaches our lungs. A pair of
lungs is in the chest on either side of the_________________ They are protected by the rib cage. The lungs are
_________________organs filled with air. The lungs allow oxygen to move into the blood. They also allow
_________________ _________________to move from the blood to the lungs so it can be breathed out. These
parts all form the _________________ system.
Page | 246
Worksheet 5
Topic: Teeth
Instructions - Label the following diagram
Page | 247
Worksheet 6
Topic: Parts of plants
Instructions - Label the following diagram and fill in the table.
Root vegetables Stems that we can eat
Example:
sweet potato coriander
Page | 248
Worksheet 7
Topic: Leaves and flowers
Instructions - Label the following flower
Write the correct statements in Column C
Column A Column B Column C
Plants make food in the sunlight water and carbon dioxide.
This substance in the leaves helps nectar.

make food
Plants need these things to make soil.
food
Bees take this from the flowers chlorophyll.
Seeds grow in leaves.
Page | 249
Worksheet 8
Topic: Fruits and seeds
Label the process of germination of seed
Life cycle of seed germination
Page | 250
Chapter 2: Ecosystems
Worksheet 1 - Lesson 2
Match the words to their definitions.
Word Definition
Ecosystem Groups of different organisms living in an area
at a particular time.
Organisms A group of individuals of the same type that
lives together within an ecosystem at a
particular time.
Individual Job to do, function.
Population Many living and non-living things in one place
living together, dependent on each other.
Community Any single, living organism, plant or animal,
within an ecosystem.
Role A living thing.
Page | 251
Worksheet 2 - Lesson 3
Match the word to its definition.
autotrophs feed on the dead bodies of other animals.
heterotrophs are organisms that decompose organic matter.
biotic produce their own food.
abiotic are animals that eat animals.
omnivores are a non-living part of the ecosystem.
herbivores depend on others for their food.
carnivore are a living part of the ecosystem.
decomposers are animals that eat both plants and animals.
scavengers are animals that eat plants.
producers are dependent on others for food.
consumers make their own food.
Page | 252
Chapter 3: Human Health
Chapter 3: Worksheet 1
Topic: Disease and symptoms
Choose the healthy and unhealthy symptoms and write in the correct column.
good appetite, sleeps well, feels weak, has clear skin and fresh breath,
sore throat, doesn’t feel tired easily, headache, cough.
Healthy symptoms Unhealthy symptoms
Page | 253
Topic: A Balanced Diet
Match the definitions to the correct word.
Carbohydrate Stored and used as energy
Protein Helps in removal of waste from the body
Fat Helps digest food and keeps us hydrated
Roughage Gives quick energy
Vitamins and minerals Body-building food
Water Protect the body
Page | 254
Topic: Food groups
Write the correct number in food pyramid. Draw one item in each section.
1. Fruits 2. Milk, yogurt, cheese 3. Vegetables 4. Meat, eggs, beans
5. Bread, cereals, pasta, rice 6. Fats, oils
Page | 255
Chapter 4: Matter
States of Matter
Instructions: Draw the positions and arrangement of atoms in Solids, liquids, and gases.
Page | 256
Physical properties of matter
Instructions: 1. Predict which object will float or sink

2. Fill in the results of the experiment
Object Prediction Results

Float or sink?
Page | 257
Classification of Materials
Instructions: Observe the objects in the classroom and fill in the table
Metal Plastic Wood Glass Fabric
Appearance
(how it
looks)
Texture
(how it feels)
Name one
thing made
from this
material
Can it break
easily?
Is it useful
for humans?
Page | 258
Chapter 6: Forces and Motion
Worksheet 1
Simple Machines
Instructions: Match the simple machine with its correct definition by writing the corresponding number in the
answer column.
Simple Machines Answer Definitions
Lever = 1. Wheels with teeth that can increase the speed of a machine.
Inclined plane = 2. Something that can hold things together or lift an object.
Wedge = 3. A ramp.
4. Something that uses a rope and can change the direction of a

Screw =
force.
Gears = 5. Something similar to a seesaw that can lift an object.
Pulley = 6. Something that can split an object apart.
Answers: Lever =5 Inclined plane = 3 Wedge =6 Screw =2 Gears =1

Pulley =4
Page | 259
Chapter 8: Earth’s Weather and Climate
Worksheet 1
Topic: Components of weather
Q 1. Match the definitions
Temperature Air moving across the Earth’s surface
Humidity Rain, drizzle, snow, or hail
Clouds Water vapor in the air
Precipitation Tiny droplets of water or ice crystals
Wind Hot or cold atmosphere
Q 2. Write a short note about how the weather forecast can help humans.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________
Page | 260
Worksheet 2
Topic: Weather and Climate
Q 1. Choose the correct term that describes either weather or climate and write it in the correct column
Q 2. What is the difference between weather and climate?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________
Page | 261
Worksheet 3
Topic: Seasons
Q1. Write the name of season in correct section of the diagram.
Summer Winter Fall Spring
Q 2. Why are the polar regions always colder than the rest of the Earth?
__________________________________________________________________________________________
__________________________________________________________________________________________
___________________________________________________
Page | 262
Chapter 9: Earth in the Solar System
Worksheet 1
Look at the constellation in the left box. With a pencil draw and copy the same constellation into right
box
Page | 263
Worksheet 2
Topic: Planets
Label the diagram of the Solar system.
Page | 264
Worksheet 3
Topic phases of moon
Label the phases of moon
Page | 265
Worksheet 4
Topic: Rotation of the Earth and shadow
Draw the shadows of the giraffe and tree by looking at the position of the sun
Page | 266
Worksheet 5
Topic: Seasons
Label the seasons by looking at the position of the Earth
Page | 267
Chapter 10: Technology Around Us
Worksheet 1
Topic: First Aid
Match the picture to the correct name
Page | 268
Worksheet 2
Temperature
Write the temperature readings on each clinical thermometer.
Page | 269
Worksheet 3
Chapter 10 Topic: Blood pressure
Page | 270

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Adventures in Science – Grade 4 Lesson Plan

Chapter 1: The Life of Organisms Lesson 1

1. Living things need food

Chapter 1: The Life of Organisms Lesson 2

Living things can breathe

Living things can move

Living things respond to changes in their surroundings

Living things excrete

Conclusion – There are 7 characteristics of living things.

Activity/ Dancing Worms

▪ Two transparent cups

Student Task WB Activity 2

Chapter 1: The Life of Organisms

• Mention that scientists classify vertebrates into five sub-groups: mammals,

Drawing paper and pens

Chapter 1: The Life of Organisms

Students work Task: Complete Activity 5 from workbook.

Chapter 1: The Life of Organisms

Harmful activities affecting biodiversity.

Make a poster that explains ways in which we can keep Planet

Chapter 1: The Life of Organisms

Show the video - https://www.youtube.com/watch?v=zKSqNLT8kAA

Explain the function of bones

Student Task Task: Complete worksheet 3

Chapter 1: The Life of Organisms

What You Do:

Chapter 1: The Life of Organisms

Activity/ Work in pairs

Student Task Task: Complete worksheet number 5.

Chapter 1: The Life of Organisms

Identify parts of a plant body. Grow

Show the photos on page 14.

Student Task Task: Complete worksheet number 6.

Chapter 1: The Life of Organisms

Ask - Have you ever looked really closely at a flower?

Teaching Ask: What purpose do leaves serve?

Student Task Task 1: Complete Worksheet 7

Chapter 1: The Life of Organisms

Activity/ Check back on previous experiments if needed.

Student Task Task 1: Complete worksheet 8.

Task 2: Write the functions of the following in your notebook

Chapter 1: The Life of Organisms

Student Task Hands-on activity in the book.

Chapter 2: Ecosystems Lesson 1

https://www.youtube.com/watch?v=SYNEjBvPkps (first 2 min and 10 seconds only)

Ecosystems contain living and non-living things.

Activity/ Watch the videos mentioned above.

Chapter 2: Ecosystems Lesson 2

• Organisms – any living thing, that can be big or small.

• Individual – single, separate.

• Explain the words aquatic and terrestrial.

Student Task: • Complete worksheet 1 to review the meanings of the words.

Chapter 2: Ecosystems Lesson 3

Carnivore Herbivore Omnivore Scavenger Decomposers

Student Task: • Task - Do worksheet 2.

Read some of the definitions • TB WS

Chapter 2: Ecosystems Lesson 4