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ContentsIntroduction ........................................................................................................... 2Unit 1 Classification of living things ..............................................................................6 Lesson plans ......................................................................................................10 Worksheets .........................................................................................................18
Unit 2 Reproduction in living things ...........................................................................20 Lesson plans ......................................................................................................24 Worksheets .........................................................................................................30
Unit 3 A healthy body ..................................................................................................32 Lesson plans ......................................................................................................34 Worksheets .........................................................................................................37
Unit 4 Water .................................................................................................................39 Lesson plans ......................................................................................................41 Worksheets .........................................................................................................43
Unit 5 Environmental pollution ...................................................................................45 Lesson plans ......................................................................................................48 Worksheet ..........................................................................................................51
Unit 6 Matter ................................................................................................................52 Lesson plans ......................................................................................................55 Worksheets .........................................................................................................59
Assessment Units 16 ............................................................................................... 61
Unit 7 Force and machines ...........................................................................................64 Lesson plans ......................................................................................................67 Worksheet ..........................................................................................................72
Unit 8 Light ..................................................................................................................73 Lesson plans ......................................................................................................76 Worksheets .........................................................................................................80
Unit 9 Electricity ..........................................................................................................82 Lesson plans ......................................................................................................85 Worksheets .........................................................................................................87
Unit 10 Magnetism .........................................................................................................89 Lesson plans ......................................................................................................92 Worksheet ..........................................................................................................95
Unit 11 Soil .................................................................................................................... 96 Lesson plans ......................................................................................................99 Worksheets ....................................................................................................... 102
Unit 12 Space, stars, and planets .................................................................................104 Lesson plans .................................................................................................... 106 Worksheet ........................................................................................................ 109
Assessment Units 712 ........................................................................................... 110
21
IntroductionChildren are curious by nature and want to know about things around them. Early guidance and varied experiences do much to stimulate the development of their natural intelligence.
A teacher can play a very important role in arousing the interest of students by allowing them to discuss facts and ideas and helping them to draw conclusions from them as to why and how things happen.
The teacher can stimulate the thinking process of students by asking questions and by encouraging them to ask questions.
Experimental work enables students to test for themselves the facts that have been learnt by them, thereby making it easier for them to understand the implications of the background to their activities.
This course has been developed to provide information about the world around on which students can base their opinion, verify information, come to conclusions, and use the knowledge thus gained in their everyday life. It will help in maintaining the curiosity and enthusiasm of students who have just started studying science. Concepts developed at this stage will be of use in their studies at an advanced level later. It will help them to develop a better outlook on life.
About the Pupils Book:This science series, now completely revised, has been written especially for children at the primary level. It provides information at a childs level of understanding and has a direct appeal for children who need interesting and easy to read material.
Keeping in view the interests, abilities, curiosities, and needs of children, it provides stimulating learning experience and offers enjoyable educational motivation, thus serving as a building block for further learning.
The keyword in science is curiosity. The material in the series is designed to awaken in a child the same urge that motivates in a scientist the desire to know the answer to a question. There is a wide range of topics that will interest and motivate the child.
Teachers will recognize that this series deals with those broad areas about which most children frequently express curiosity; that it provides answers to many questions they ask, while offering new and exciting information in many fields. It aims to create an awareness, as well as stimulate an interest in science.
The language is simple and easy to read and within the range of the students abilities of each grade. Together, the text and illustrations motivate children to discuss, question, and explore.
The contents have been selected and presented in such a way as to capture and hold the interest of the students. The objective is to simplify complex ideas and present them in an interesting way. Every effort has been made to keep the language simple.
When it is necessary to use a specialized word, it has been gently introduced into the text. When it is not self-explanatory within the context, it has been defined. Clear and well-labelled illustrations have been included, which help to identify and clarify the topics dealt within.
3 1
Good pictures and diagrams arouse and develop interest. These make lasting impressions. They help to make the text clear. They also appeal to the childs imagination, while satisfying his/her curiosity and often provoke a favourable reaction.
Simple practicalsinteresting and stimulating presentation of factual materialsoffer every chance of successful learning experiences. Knowledge of problem-solving techniques so acquired can be applied in everyday life.
It is intended, through this series, to introduce children to many of the interesting and enjoyable things in science they can learn about and do for themselves. The series also intends to develop in them a quest for knowledge and an understanding of how science is shaping the world in which they live.
The role of the teacher:It is up to the teacher to devise ways and means of reaching out to the students, so that they have a thorough knowledge of the subject without getting bored.
The teacher must use his/her own discretion in teaching a topic in a way that he/she feels appropriate depending on the academic standard of the class.
To the teacher:
With your assurance and guidance the child can sharpen his/her skills. Encourage the child to share his/her experiences. Try to relate pictures to real things. Do not rush the reading. Allow time to respond to questions and to discuss pictures or particular passages. It will enhance learning opportunities and will enable the child to interpret and explain things in his/her own way.
Method of teaching:
The following method can be employed in order to make the lesson interesting as well as informative.
The basic steps in teaching any science subject are:
(i) locating the problem
(ii) finding a solution by observation and experimentation
(iii) evaluating the results
(iv) making a hypothesis and trying to explain it
Preparation by the teacher:
Be well-prepared before coming to the class.
(i) Read the text.
(ii) Prepare a chart if necessary.
(iii) Practise diagrams which have to be drawn on the board.
(iv) Collect all material relevant to the topic.
Introduction
41
(v) Prepare short questions.
(vi) Prepare homework, tests, and assignments.
(vii) Prepare a practical demonstration.
The following may also be arranged from time to time.
(i) Field trips
(ii) Visits to the laboratory
(iii) A show of slides or films
(iv) Plan projects
The usual strategy which is easy as well as effective can be adopted:
(i) Before starting a lesson, make a quick assessment of the previous knowledge of the students by asking them questions pertaining to the topic. Relate them to everyday observations of their surroundings or from things that they have seen or read about in books, magazines, or newspapers.
(ii) Explain the lesson.
(iii) Write difficult words and scientific terms on the board.
(iv) Ask students to repeat them.
(v) Help students to read text.
(vi) Show materials, models, or charts.
(vii) Make diagrams on the board.
(viii) Perform an experiment if necessary.
(ix) Ask students to draw diagrams in their science manuals.
(x) Students should tackle objective questions independently.
(xi) Ask questions from the exercises.
(xii) Answers to questions to be written for homework.
(xiii) The lesson should be concluded with a review of the ideas and concepts that have been developed or with the work that has been accomplished or discussed.
Conclusion:The teacher can continue the learning process by not only encouraging and advising the students, but also by critically evaluating their work.
It is not necessary that the lesson begins with a reading of the textbook. The lesson can begin with an interesting incident or a piece of information that will hold the interest of the students and they will want to know more about the topic.
Introduction
5 1
The topic should then be explained thoroughly and to check whether the students are following or not, short questions should be asked every now and then.
Sketches and diagrams on the board are an important aspect to the teaching of science, but too much time should not be spent on them as the students lose interest. An alternative to board drawing is a ready-made chart or one made by the teacher can be displayed in the class. The use of visual material keeps students interested as well as helps to make mental pictures which are learnt quickly and can be recalled instantly. Pupils should be encouraged to draw and can be helped by the teacher. Diagrams that are not in the text should either be copied from the board or chart, or photocopies can be made and distributed in the class.
Simple experiments can be performed in the class. If possible, children may be taken to the laboratory occasionally and be shown specimens of plants and animals, chemicals and solutions, and science apparatus, etc.
Practical work arouses interest in science. Class activities can be organized in such a way that the whole class participates either in groups or individually, depending on the type of work to be done or the amount of material available.
It is hoped that the above guidelines will enable teachers to teach science more effectively and develop in their students an interest in the subject which can be maintained throughout their academic years, and possibly in their lives as a whole.
These guidelines can only supplement and support the professional judgement of the teacher, but in no way can they serve as a substitute for it.
Introduction
61
Teaching objectives: toexplainthattherearemanykindsoflivingthingsonEarth toexplainthatscientistswhostudylivingthingsarecalledbiologists toexplainthatbiologistswhostudyanimalsarecalledzoologistsandthosethatstudyplantsare calledbotanists toexplainhowtogrouporclassifyanimalsandplantsonthebasisoftheircharacteristics to explain that some animals became extinct because they could not adapt to their surroundings toexplainthatscientistscanstudyextinctanimalsbystudyingtheirfossils
Teaching strategy:Ask: Why do scientists classify living things? Explain that it is the best way to keep track of them. If things are arranged in order, we know where to find them. Besides, when we group together things that are alike, in some way, we can talk about them more easily because we can give a name to each group. Scientists have worked out a plan for classifying all the kinds of animals and plants and for giving each one a name. Living things with the same characteristics or structure are grouped together and given a name. Each group has its own characteristics and no other group is exactly like it. Show the students assorted pictures of living and non-living things and of plants and animals. Ask them to sort them into different groups.
Ask: How are the plants different from each other? Discuss the structure of different kinds of plants and the characteristics of each group. Ask: What groups of plants have seeds? Explain that plants can be divided into two big groups: those with seeds and those without seeds. All trees and shrubs, all crop, plants and vegetables, all garden flowers and wild flowers, and all grasses and weeds are seed plants. From them we get almost all the plant food that we eat or feed to our farm animals. Show the students pictures of different kinds of plants. Discuss the characteristics of different classes of plants.
Ask: How are the animals different from each other? Discuss the different features, such as different skin coverings and colours, different shapes and sizes, the sounds they make, their way of movement, etc. Ask: How are they alike? Discuss the characteristics of animals.
Ask: How are animals different from plants? Discuss the characteristics of plants and the main differences between plants and animals. Show the students pictures of small animals.
Ask: Do some of the animals look alike? What do they have in common? Which animals have no legs? Which animals have wings? Explain that there are many kinds of animals. Scientists called zoologists study animals. Zoologists have created classification groupings to understand and study animals. Animals can be grouped into two large groupsthose that have a backbone and those that do not. Animalswithbackbonesarecalledvertebrates.Thosewithoutbackbonesarecalledinvertebrates.
UNIT 1Classification of living things
7 1
Ask: What kind of animal do they think they are, one with or without a backbone? What do the bones do for the body? What would your body look like without bones? Explain that some animals do not have backbones. They have hard shells or they have exoskeletons made up of many thin shell-like pieces to protect their bodies. Show the students pictures of a crab, a snail, or other shelled-animals. Explain that animals that have shells belong to the group of animals without backbones called invertebrates.Showthechildrentheassortedpicturesofanimals.Askthemtosortthemintopilesofvertebrates and invertebrates. Explain that zoologists have divided the animals that have backbones into five large groups or classes of animals. Mammals are animals that have a backbone and have fur or hair on their bodies. They feed their babies on milk. Birds are animals that have a backbone and feathers. Reptiles are vertebrates that have rough scaly skin and they breathe through lungs. Amphibians are vertebrates that have smooth moist skins and breathe through lungs as adults, but breathe through gills when young. Fish are vertebrates that have fins and scales. They live in water and breathe through gills.
Ask the children to sort the pictures of vertebrates into different classes. Have the students look at pictures of invertebrates. Ask: How can these small animals be classified? Discuss the characteristics of the classes of invertebrates. Explain that invertebrates belong to different groups according to their characteristics.
Ask: Have you seen a dinosaur? Why dont we see dinosaurs in forests and zoos? Discuss extinction and the conditions that caused the extinction of many animals. Ask: How do we know that dinosaurs and other pre-historic animals existed? Explain the formation of fossils and the information that can be obtained from fossil records of prehistoric animals and plants.
Answers to Exercises in Unit 1:1. a) Dividing living things into groups helps us to understand how all the different living things in
the world fit into a pattern.
b) Biologists already know about more than one million different kinds of animals and more than 350,000 kinds of plants.
c) Once inside the cell the virus uses the cells materials to live and reproduce. It can make hundreds of copies of itself.
d) Protists are small living things that cannot easily be classified as animals or plants.
e) Euglena moves about in the water by a whip-like projection called a flagellum.
f ) Bacteria belong to the group Monera.
g) The four main groups of plants are:
algae and fungi
mosses and liverworts
ferns, club mosses, and horsetails
seed-bearing plants
h) Fungiaremadeupofthinthreadscalledhyphae.
i) Lichens are plants that consist of fungi and algae living together.
j) Mosses and liverworts reproduce by spores formed in capsules.
Amazing Science TG 5
81
2. Fishbackbone, fins, scales, lays eggs, gills
Amphibianbackbone, damp skin, lays eggs, gills, lungs
Reptilescales, lays eggs, lungs
Birdsbackbone, lays eggs, feathers, lungs
Mammalsbackbone, has live babies, hair, milk glands, lungs
3. Animal/Plant Group Animal/Plant Group
fern adiantum sea weed algae
mouse mammal frog amphibian
mushroom fungi amoeba protist
dolphin mammal pine tree gymnosperm
beetle insect bacteria monera
rose angiosperm robin bird
trout fish moss algae and fungi
snake reptile octopus molluscs
earthworm segmented worm starfish echinoderm
4. Organisms Characteristics
virus simplest living organism
protist cannot be classified as plant or animal
bacterium smallest living things made up only one round elongated or spiral cell
alga green plant that usually live in water
fungus non-green plant made up of hyphae
lichen consist of algae and fungi living together
moss bear tiny pear-shaped capsules that contain spores
fern their leaves are called fronds
gymnosperm seed-bearing, non-flowering plant
angiosperm seed-bearing, flowering plants
5. sponge, crab, starfish, centipede
Unit 1 Classification of living things
9 1
Additional Exercise:MCQs
(a) Scientists who study living things are called .
biologists chemists geologists [biologists]
(b) Dividing living things into groups is called .
division classification multiplication [classification]
(c) The two main divisions of living things are .
non-living and living things plants and animals
human beings and animals [ plants and animals]
(d) viruses are made up of like those found in our bodies.
bacteria chemicals fungi [chemicals]
(e) Amoeba is a single-celled .
bacterium virus protist [ protist]
(f ) Which one of the following is a disease caused by a bacterium?
cancer cholera common cold [cholera]
(g) Scientists who study plants are called .
zoologists geologists botanists [botanists]
(h) Plants which are non-green and cannot make their own food are .
algae fungi angiosperms [ fungi ]
(i) Green plants that usually live in water are called .
algae fungi bacteria [algae]
(j) Skeletons or impressions formed by crushed bodies of dead animals in very old rocks are called .
skeletons dead bodies fossils [ fossils]
Amazing Science TG 5
101
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
Topi
c: C
lass
ific
atio
n of
li
ving
thin
gs
Teac
hing
obj
ecti
ves
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
1.
Cla
ssifi
catio
n of
livi
ng
thin
gs
to e
xpla
in w
hat
is m
eant
by
clas
sific
atio
n an
d ho
w li
ving
thin
gs a
re
clas
sifie
d
ex
plai
n ho
w li
ving
th
ings
are
cla
ssifi
ed
Pic
ture
s of
pla
nts
and
anim
als
Rea
ding
: p 2
, 3, 4
CW
: Q1
(b)
HW
: Q1
(a)
Key
wor
ds: c
lass
ifica
tion,
bio
logi
st, k
ingd
om, f
eatu
re
Met
hod:
Int
rodu
ce th
e le
sson
by
aski
ng th
e st
uden
ts to
gue
ss h
ow m
any
diffe
rent
kin
ds o
f liv
ing
thin
gs e
xist
on
this
pla
net.
Exp
lain
that
ther
e ar
e m
illio
ns a
nd m
illio
ns o
f liv
ing
thin
gs. T
he b
est w
ay to
kee
p tr
ack
of th
em is
by
clas
sify
ing
them
. If t
hing
s ar
e ar
rang
ed in
ord
er, w
e kn
ow w
here
to fi
nd th
em. A
lso,
whe
n w
e gr
oup
toge
ther
thin
gs th
at a
re a
like
in s
ome
way
, we
can
talk
abo
ut
them
mor
e ea
sily
bec
ause
we
can
give
a n
ame
to e
ach
grou
p.
Scie
ntis
ts c
alle
d bi
olog
ists
hav
e w
orke
d ou
t a p
lan
for
clas
sify
ing
all k
inds
of a
nim
als
and
plan
ts a
nd fo
r gi
ving
eac
h on
e a
nam
e.
Liv
ing
thin
gs w
ith th
e sa
me
char
acte
rist
ics
or s
truc
ture
are
gro
uped
toge
ther
and
giv
en th
e sa
me
nam
e. E
ach
grou
p ha
s its
ow
n ch
arac
teri
stic
s an
d no
oth
er g
roup
is e
xact
ly li
ke it
.
Show
the
stud
ents
ass
orte
d pi
ctur
es o
f pla
nts
and
anim
als.
Ask
them
to s
ort t
hem
into
diff
eren
t gro
ups.
Ask
: How
are
thes
e pl
ants
di
ffer
ent f
rom
eac
h ot
her?
Dis
cuss
the
stru
ctur
e of
diff
eren
t kin
ds o
f pla
nts
and
the
char
acte
rist
ics
of e
ach
grou
p.
Ask
: Wha
t gro
up o
f pla
nt h
as s
eeds
? E
xpla
in th
at p
lant
s ca
n be
div
ided
into
two
big
grou
ps: t
hose
that
pro
duce
see
ds a
nd th
ose
that
do
not.
Exp
lain
that
all
tree
s an
d sh
rubs
, all
crop
s an
d ve
geta
bles
, all
gard
en fl
ower
s an
d w
ild fl
ower
s an
d al
l gra
sses
and
w
eeds
are
see
d pl
ants
. Fro
m th
em w
e ge
t alm
ost a
ll th
e pl
ant f
ood
that
we
eat o
r fe
ed to
our
farm
ani
mal
s. E
xpla
in th
at s
cien
tists
w
ho s
tudy
pla
nts
are
calle
d bo
tani
sts.
Bot
anis
ts h
ave
crea
ted
clas
sific
atio
n gr
oupi
ngs
to h
elp
them
to u
nder
stan
d an
d st
udy
plan
ts.
Ask
: How
are
ani
mal
s di
ffere
nt fr
om e
ach
othe
r? D
iscu
ss th
e di
ffere
nt fe
atur
es, s
uch
as d
iffer
ent s
kin
cove
ring
s an
d co
lour
s,
diffe
rent
sha
pes
and
size
s, th
e so
unds
they
mak
e, th
e w
ays
in w
hich
they
mov
e, e
tc. A
sk: I
n w
hat w
ays
are
they
alik
e? D
iscu
ss th
e ch
arac
teri
stic
s of
ani
mal
s. Sh
ow th
e st
uden
ts p
ictu
res
of s
ome
smal
l ani
mal
s. A
sk: D
o so
me
of th
ese
anim
als
look
alik
e? W
hat
do th
ey h
ave
in c
omm
on? W
hich
ani
mal
s ha
ve n
o le
gs? W
hich
ani
mal
s ha
ve w
ings
? E
xpla
in th
at th
ere
are
man
y ki
nds
of a
nim
als.
Exp
lain
that
sci
entis
ts w
ho s
tudy
ani
mal
s ar
e ca
lled
zool
ogis
ts. Z
oolo
gist
s ha
ve c
reat
ed c
lass
ifica
tion
grou
ping
s to
hel
p th
em to
un
ders
tand
and
stu
dy a
nim
als.
Dis
cuss
the
diffe
renc
es b
etw
een
plan
ts a
nd a
nim
als.
Les
son
plan
11 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
Topi
c: C
lass
ific
atio
n of
livi
ng th
ings
Teac
hing
obj
ecti
ves
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
2.
Vir
uses
, pro
tists
, ba
cter
ia
to d
escr
ibe
the
stru
ctur
e of
m
icro
scop
ic
orga
nism
s
de
scri
be th
e fe
atur
es o
f m
icro
scop
ic o
rgan
ism
sD
iagr
ams
of v
irus
es,
pict
ures
of a
moe
ba,
para
mec
ium
, eug
lena
, an
d di
ffere
nt k
inds
of
bact
eria
Rea
ding
: p 3
, 4
CW
: (c)
(d)
HW
: (e)
(f)
Key
wor
ds: v
irus
, pro
tist,
bact
eriu
m, c
ilia,
flag
ellu
m, d
isea
se
Met
hod:
Sho
w th
e st
uden
ts d
iagr
ams
of a
vir
us. E
xpla
in th
at v
irus
es a
re s
o sm
all t
hat t
hey
can
only
be
seen
with
the
help
of a
n el
ectr
on m
icro
scop
e. T
hey
are
the
smal
lest
and
sim
ples
t liv
ing
thin
gs. T
hey
are
com
pose
d of
che
mic
als
like
thos
e fo
und
in o
ur
bodi
es. T
hey
live
insi
de th
e bo
dies
of l
ivin
g th
ings
, whe
re th
ey m
ultip
ly, o
r re
prod
uce,
and
des
troy
hea
lthy
cells
. The
y ca
n m
ake
an
anim
al o
r pl
ant v
ery
ill. D
iscu
ss d
isea
ses
caus
ed b
y vi
ruse
s.
Show
the
stud
ents
pic
ture
s of
an
amoe
ba, a
par
amec
ium
, and
a e
ugle
na. D
iscu
ss th
e fe
atur
es o
f eac
h an
d ex
plai
n th
at p
rotis
ts a
re
smal
l liv
ing
thin
gs th
at a
re n
eith
er p
lant
s no
r an
imal
s.
Show
the
stud
ents
pic
ture
s of
diff
eren
t kin
ds o
f bac
teri
a. A
sk: W
here
do
bact
eria
live
? E
xpla
in th
e st
ruct
ure
of a
bac
teri
al c
ell.
Exp
lain
that
bac
teri
a liv
e in
the
air,
wat
er, l
and,
and
insi
de o
ur b
odie
s. N
ot a
ll ba
cter
ia a
re h
arm
ful.
Som
e he
lp to
mak
e vi
tam
ins,
ch
eese
, and
yog
hurt
. Som
e ba
cter
ia c
ause
dis
ease
s in
pla
nts
and
anim
als.
Dis
cuss
the
som
e ba
cter
ial d
isea
ses.
Les
son
plan
121
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
Topi
c: C
lass
ific
atio
n of
livi
ng th
ings
Teac
hing
obj
ecti
ves
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
3.
The
pla
nt k
ingd
om:
al
gae,
fung
i, lic
hens
to
des
crib
e th
e fo
ur m
ain
plan
t gr
oups
ex
plai
n th
e gr
oupi
ng o
f pl
ants
on
the
basi
s of
thei
r ch
arac
teri
stic
s
Pic
ture
s of
alg
ae, f
ungi
, lic
hens
R
eadi
ng: p
4, 5
, 6
CW
: Q1
(g)
HW
: Q1
(h)
(i)
Key
wor
ds: b
otan
ist,
alga
e, fu
ngus
, par
asite
, hyp
ha
Met
hod:
Sho
w th
e st
uden
ts p
ictu
res
of a
lgae
. Ask
: Whe
re d
o al
gae
live?
Wha
t col
our
are
they
? C
an th
ey m
ake
thei
r ow
n fo
od?
Dis
cuss
the
char
acte
rist
ics
of a
lgae
. Exp
lain
that
alg
ae a
re m
ostly
gre
en s
o th
ey c
an m
ake
thei
r ow
n fo
od b
y ph
otos
ynth
esis
. Som
e al
gae,
suc
h as
sea
wee
ds, l
ive
in th
e se
a.
Show
the
stud
ents
pic
ture
s of
fung
i. A
sk: W
here
do
fung
i liv
e? W
hat c
olou
r ar
e th
ey?
Can
they
mak
e th
eir
own
food
? D
iscu
ss
the
char
acte
rist
ics
of fu
ngi.
Exp
lain
that
bec
ause
they
are
not
gre
en, t
hey
cann
ot m
ake
thei
r ow
n fo
od. T
hey
grow
in d
ark
dam
p pl
aces
and
get
thei
r fo
od fr
om d
ead
rott
ing
plan
ts. T
hey
are
mad
e of
thin
thre
ads
calle
d hy
phae
, whi
ch h
elp
to a
bsor
b fo
od. S
ome
fung
i are
par
asite
s. A
sk: W
hat i
s a
para
site
? E
xpla
in th
at a
par
asite
is a
n or
gani
sm th
at ta
kes
food
from
livi
ng th
ings
. Dis
cuss
the
dise
ases
cau
sed
by fu
ngi.
Ask
: Wha
t are
lich
ens?
Exp
lain
that
lich
ens
are
plan
ts th
at a
re m
ade
up o
f a fu
ngus
and
an
alga
livi
ng to
geth
er. T
he a
lga
prep
ares
th
e fo
od a
nd th
e fu
ngus
pro
tect
s th
e al
ga. D
iscu
ss th
e st
ruct
ure
of li
chen
s an
d th
eir
habi
tats
. Exp
lain
that
lich
ens
grow
ver
y sl
owly
an
d ca
n liv
e fo
r th
ousa
nds
of y
ears
. The
y ca
n liv
e in
ver
y dr
y co
nditi
ons.
Mos
t lic
hens
are
sen
sitiv
e to
air
pol
lutio
n, s
o th
ey a
re n
ot
foun
d in
pla
ces
whe
re th
e ai
r is
pol
lute
d.
Les
son
plan
13 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
Topi
c: C
lass
ific
atio
n of
livi
ng th
ings
Teac
hing
obj
ecti
ves
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
4.
Mos
ses
and
liver
wor
ts
Fe
rns
to
exp
lain
the
stru
ctur
e of
m
osse
s, li
verw
orts
, an
d fe
rns
de
scri
be th
e ch
arac
teri
stic
s of
mos
ses
and
liver
wor
ts, a
nd o
f fe
rns
Pic
ture
s of
live
rwor
ts,
mos
ses,
and
fern
sR
eadi
ng: p
6, 7
CW
: Fill
in th
e bl
anks
to
com
plet
e th
e pa
ssag
e be
low
.
Fern
s gr
ow in
,
pla
ces.
The
y ha
ve ti
ny
in
side
thei
r st
ems
and
leav
es. T
heir
leav
es a
re
calle
d . F
erns
pr
oduc
e , i
n sp
ecia
l pod
s ca
lled
, on
the
unde
rsid
e of
the
leaf
lets
.
HW
: Q1
(j)
Key
wor
ds: c
apsu
le, s
pore
, fro
nd, l
eafle
t, sp
oran
gia
Met
hod:
Sho
w th
e st
uden
ts p
ictu
res
of m
osse
s an
d liv
erw
orts
. Ask
: Whe
re d
o m
osse
s gr
ow?
Dis
cuss
the
char
acte
rist
ics
of m
osse
s an
d liv
erw
orts
. Ask
: Do
mos
ses
prod
uce
seed
s an
d flo
wer
s? E
xpla
in th
at th
ey p
rodu
ce s
pore
s in
spe
cial
cap
sule
s. T
he s
pore
s ca
n gr
ow in
to n
ew p
lant
s.
Ask
: Whe
re d
o fe
rns
grow
? Are
fern
s lik
e ot
her
plan
ts?
Exp
lain
that
, lik
e flo
wer
ing
plan
ts, f
erns
hav
e tin
y tu
bes
insi
de th
eir
stem
s an
d le
aves
. The
se tu
bes
carr
y fo
od a
nd w
ater
. Ask
: Do
fern
s pr
oduc
e flo
wer
s? E
xpla
in th
at s
pore
s ar
e pr
oduc
ed in
spo
rang
ia o
n th
e un
ders
ide
of le
afle
ts.
Les
son
plan
141
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
Topi
c: C
lass
ific
atio
n of
livi
ng th
ings
Teac
hing
obj
ecti
ves
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
5.
Seed
-bea
ring
pla
nts
G
ymno
sper
ms
A
ngio
sper
ms
to
des
crib
e th
e ch
arac
teri
stic
s of
se
ed-b
eari
ng p
lant
s
de
scri
be th
e st
ruct
ures
of
gym
nosp
erm
s an
d an
gios
perm
s
Pic
ture
s of
gy
mno
sper
ms
and
angi
ospe
rms
spec
imen
s of
di
coty
ledo
nous
and
m
onoc
otyl
edon
ous
seed
s
Rea
ding
: p 7
, 8
CW
: Q4
HW
: Wri
te tw
o di
ffere
nces
bet
wee
n an
gios
perm
s an
d gy
mno
sper
ms,
and
m
onoc
otyl
edon
ous
and
dico
tyle
dono
us p
lant
s
Key
wor
ds: s
eed-
bear
ing,
non
-flo
wer
ing,
nee
dle-
like
leaf
, con
e, fl
ower
ing,
mon
ocot
yled
on, d
icot
yled
on, n
etw
ork
of v
eins
, par
alle
l ve
ins,
fibr
ous
root
, tap
root
Met
hod:
Sho
w th
e st
uden
ts p
ictu
res
of g
ymno
sper
ms.
Ask
: Whe
re d
o gy
mno
sper
ms
grow
? Wha
t fea
ture
s en
able
them
to li
ve in
co
ld p
lace
s? D
iscu
ss th
e ch
arac
teri
stic
s of
gym
nosp
erm
s. A
sk: D
o gy
mno
sper
ms
prod
uce
flow
ers?
Exp
lain
that
they
are
see
d-be
arin
g pl
ants
that
pro
duce
see
ds in
con
es.
Show
the
stud
ents
pic
ture
s of
ang
iosp
erm
s. A
sk: D
o an
gios
perm
s ha
ve fl
ower
s an
d se
eds?
Dis
cuss
the
char
acte
rist
ics
of
angi
ospe
rms.
Exp
lain
that
they
pro
duce
flow
ers
and
they
mak
e se
eds
insi
de fr
uits
.
Ask
: Wha
t is
a se
ed? W
hat i
s a
coty
ledo
n? S
how
the
stud
ents
a b
ean
seed
and
a m
aize
gra
in. D
iscu
ss th
e di
ffere
nce
betw
een
mon
ocot
yled
onou
s an
d di
coty
ledo
nous
see
ds. S
how
the
stud
ents
the
embr
yos
insi
de th
e se
eds.
Exp
lain
that
the
embr
yo g
row
s in
to a
new
pla
nt. T
he c
otyl
edon
s pr
ovid
e fo
od fo
r th
e gr
owin
g em
bryo
.
Les
son
plan
15 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
Topi
c: C
lass
ific
atio
n of
livi
ng th
ings
Teac
hing
obj
ecti
ves
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
6.
Inve
rteb
rate
s
to d
iscu
ss th
e ch
arac
teri
stic
s of
in
vert
ebra
tes
de
scri
be th
e st
ruct
ures
of
spo
nges
, coe
lent
rate
s,
and
wor
ms
Pic
ture
s of
spo
nges
, je
llyfis
h, c
oral
s, a
nd
wor
ms
Rea
ding
: p 9
, 10
CW
: Wri
te tw
o ch
arac
teri
stic
s of
:
Spon
ges
1.
2.
Coe
lent
rate
s
1.
2.
Wor
ms
1.
2.
Key
wor
ds: p
ore,
ost
ia, h
ollo
w b
ody,
tent
acle
, pol
yp, s
egm
ent
Met
hod:
Sho
w th
e st
uden
ts p
ictu
res
of s
pong
es. E
xpla
in th
e ch
arac
teri
stic
s of
a s
pong
e. A
sk: W
here
doe
s a
spon
ge li
ve?
Can
it
swim
abo
ut?
Exp
lain
that
spo
nges
att
ach
them
selv
es to
roc
ks o
r pl
ants
.
Show
the
stud
ents
pic
ture
s of
jelly
fish
and
poly
ps. D
iscu
ss th
e ch
arac
teri
stic
s of
coe
lent
rate
s. E
xpla
in th
at th
ey a
re c
alle
d co
elen
trat
es b
ecau
se th
ey h
ave
hollo
w b
odie
s. T
hey
have
thin
arm
s ca
lled
tent
acle
s w
ith w
hich
they
sw
im a
bout
and
cat
ch fo
od.
Ask
: Whe
re d
o co
elen
trat
es li
ve?
Exp
lain
that
they
live
in w
ater
and
eat
tiny
pla
nts
and
anim
als.
Show
the
stud
ents
pic
ture
s of
wor
ms.
Dis
cuss
thei
r ch
arac
teri
stic
s. E
xpla
in th
at s
ome
wor
ms
live
insi
de o
ur b
odie
s; th
ey a
re
para
site
s. T
he le
ech
is a
lso
a pa
rasi
te. I
t suc
ks th
e bl
ood
of a
nim
als.
Les
son
plan
161
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
Topi
c: C
lass
ific
atio
n of
livi
ng th
ings
Teac
hing
obj
ecti
ves
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
7.
Inve
rteb
rate
s:
E
chin
oder
ms,
M
ollu
scs,
A
rthr
opod
s
to
des
crib
e th
e ch
arac
teri
stic
s of
ech
inod
erm
s,
mol
lusc
s, a
nd
arth
rodp
ods
ex
plai
n th
e st
ruct
ures
of
echi
node
rms,
mol
lusc
s,
and
arth
ropo
ds
Pic
ture
s of
sta
rfis
h, s
ea
urch
in, o
ctop
us, s
quid
, cu
ttle
fish
, oys
ter,
snai
l, in
sect
s, s
pide
r, sc
orpi
on
Rea
ding
: p 1
0, 1
1
CW
: Q5
Wri
te tw
o ch
arac
teri
stic
s of
:
Ech
inod
erm
s
1.
2.
Mol
lusc
s
1.
2.
Art
hrop
ods
1.
2.
Key
wor
ds: s
piny
ski
n, tu
be fe
et, h
ard
shel
l, jo
inte
d-fe
et, e
xosk
elet
on, a
rach
nid
Met
hod:
Ask
: Wha
t is
a st
arfis
h? W
here
doe
s a
star
fish
live?
Dis
cuss
the
char
acte
rist
ics
of e
chin
oder
ms.
Exp
lain
how
they
mov
e ab
out.
Ask
: Whi
ch a
nim
als
have
a h
ard
shel
l? D
iscu
ss th
e ch
arac
teri
stic
s of
mol
lusc
s. W
here
do
mol
lusc
s liv
e? E
xpla
in th
at s
ome
mol
lusc
s, s
uch
as th
e sn
ail,
live
on la
nd.
Show
the
stud
ents
pic
ture
s of
inse
cts
and
tell
them
that
they
bel
ong
to a
gro
up o
f ani
mal
s th
at h
ave
join
ted-
feet
. The
ir b
odie
s ha
ve
an o
uter
har
d co
veri
ng c
alle
d an
exo
skel
eton
. Ins
ects
usu
ally
hav
e si
x le
gs. S
ome
arth
ropo
ds s
uch
as c
entip
edes
and
mill
iped
es
have
man
y fe
et.
Show
the
stud
ents
pic
ture
s of
a s
pide
r an
d a
scor
pion
. Ask
: How
man
y le
gs d
oes
a sp
ider
hav
e? E
xpla
in th
at a
rach
nids
are
a c
lass
of
art
hrop
ods
whi
ch h
ave
eigh
t leg
s.
Les
son
plan
17 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
Topi
c: C
lass
ific
atio
n of
livi
ng th
ings
Teac
hing
obj
ecti
ves
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
7.
Inve
rteb
rate
s:
E
chin
oder
ms,
M
ollu
scs,
A
rthr
opod
s
to
des
crib
e th
e ch
arac
teri
stic
s of
ech
inod
erm
s,
mol
lusc
s, a
nd
arth
rodp
ods
ex
plai
n th
e st
ruct
ures
of
echi
node
rms,
mol
lusc
s,
and
arth
ropo
ds
Pic
ture
s of
sta
rfis
h, s
ea
urch
in, o
ctop
us, s
quid
, cu
ttle
fish
, oys
ter,
snai
l, in
sect
s, s
pide
r, sc
orpi
on
Rea
ding
: p 1
0, 1
1
CW
: Q5
Wri
te tw
o ch
arac
teri
stic
s of
:
Ech
inod
erm
s
1.
2.
Mol
lusc
s
1.
2.
Art
hrop
ods
1.
2.
Key
wor
ds: s
piny
ski
n, tu
be fe
et, h
ard
shel
l, jo
inte
d-fe
et, e
xosk
elet
on, a
rach
nid
Met
hod:
Ask
: Wha
t is
a st
arfis
h? W
here
doe
s a
star
fish
live?
Dis
cuss
the
char
acte
rist
ics
of e
chin
oder
ms.
Exp
lain
how
they
mov
e ab
out.
Ask
: Whi
ch a
nim
als
have
a h
ard
shel
l? D
iscu
ss th
e ch
arac
teri
stic
s of
mol
lusc
s. W
here
do
mol
lusc
s liv
e? E
xpla
in th
at s
ome
mol
lusc
s, s
uch
as th
e sn
ail,
live
on la
nd.
Show
the
stud
ents
pic
ture
s of
inse
cts
and
tell
them
that
they
bel
ong
to a
gro
up o
f ani
mal
s th
at h
ave
join
ted-
feet
. The
ir b
odie
s ha
ve
an o
uter
har
d co
veri
ng c
alle
d an
exo
skel
eton
. Ins
ects
usu
ally
hav
e si
x le
gs. S
ome
arth
ropo
ds s
uch
as c
entip
edes
and
mill
iped
es
have
man
y fe
et.
Show
the
stud
ents
pic
ture
s of
a s
pide
r an
d a
scor
pion
. Ask
: How
man
y le
gs d
oes
a sp
ider
hav
e? E
xpla
in th
at a
rach
nids
are
a c
lass
of
art
hrop
ods
whi
ch h
ave
eigh
t leg
s.
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 1
Topi
c: C
lass
ific
atio
n of
livi
ng th
ings
Teac
hing
obj
ecti
ves
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
8.
Vert
ebra
tes:
pr
ehis
tori
c ve
rteb
rate
s
to
exp
lain
the
char
acte
rist
ics
of
fish,
am
phib
ians
, re
ptile
s, b
irds
, m
amm
als,
and
pr
ehis
tori
c ve
rteb
rate
s
de
scri
be th
e ch
arac
teri
stic
s of
fish
, am
phib
ians
, rep
tiles
, bi
rds,
mam
mal
s
de
scri
be th
e ch
arac
teri
stic
s of
pr
ehis
tori
c an
imal
s an
d su
gges
t rea
sons
for
thei
r ex
tinct
ion
Pic
ture
s of
var
ious
ve
rteb
rate
s, s
ome
preh
isto
ric
anim
als
Rea
ding
: p 1
1, 1
2
Act
ivity
: 1, 2
Pro
ject
: p 1
3
HW
: Q2,
Q3
Key
wor
ds: g
ill, s
cale
, fin
, spa
wn,
war
t, m
ucus
, lun
gs, f
eath
er, w
ing,
fur,
hair
, bri
stle
, bab
y, m
ilk, p
rehi
stor
ic, e
xtin
ct, h
iber
nate
, fo
ssil
Met
hod:
Dis
cuss
the
char
acte
rist
ics
of v
erte
brat
es w
ith th
e he
lp o
f pic
ture
s an
d sp
ecim
ens.
Mam
mal
s ar
e an
imal
s th
at h
ave
fur,
hair
, or
bris
tles
on th
eir
skin
s. T
hey
feed
thei
r ba
bies
on
milk
. Bir
ds a
re a
nim
als
that
hav
e a
back
bone
and
feat
hers
. Rep
tiles
are
ve
rteb
rate
s th
at h
ave
roug
h sc
aly
skin
and
bre
athe
thro
ugh
lung
s. A
mph
ibia
ns h
ave
smoo
th, m
oist
ski
ns a
nd th
ey b
reat
he th
roug
h lu
ngs
as a
dults
, but
thro
ugh
gills
whe
n yo
ung.
Fis
h ha
ve fi
ns a
nd s
cale
s. T
hey
live
in w
ater
and
bre
athe
thro
ugh
gills
.
Ask
: Hav
e yo
u se
en a
din
osau
r? W
hy d
o w
e no
t see
din
osau
rs in
fore
sts
and
zoos
? D
iscu
ss e
xtin
ctio
n an
d th
e co
nditi
ons
on E
arth
w
hich
lead
to th
e ex
tinct
ion
of th
e di
nosa
urs.
Ask
: How
do
we
know
that
din
osau
rs a
nd o
ther
pre
hist
oric
ani
mal
s ex
iste
d? E
xpla
in
wha
t fos
sils
are
and
dis
cuss
the
info
rmat
ion
that
can
be
obta
ined
from
foss
il re
cord
s of
pre
hist
oric
ani
mal
s an
d pl
ants
.
Les
son
plan
181
Unit 1: Classification of living things Worksheet 1
Name: Date:
Description Name of organism
1. The smallest and simplest living thing; lives in the bodies of other living things; causes diseases like cancer
2. A protist covered with hair-like cilia
3. A single-celled organism, surrounded by a thick cell membrane; can cause diseases like cholera, typhoid, etc.
4. An alga that lives in the sea; is of many different colours, shapes, and sizes
5. Non-green plants that grow in dark, damp places, and feed on dead, rotting plants; made up of thin threads called hyphae
6. A combination of algae and fungi living together; hardy plants that have no leaves, stems, or roots; sensitive to air pollution
7. Small, green plants that grow in moist shady places; stems are covered by tiny green leaves; reproduce by making spores in pear-shaped capsules
8. Green plants that have tiny tubes inside the stems and leaves; leaves are called fronds; make spores in sporangia on the underside of leaflets
9. Non-flowering seed-bearing plants with well-developed stems, roots, and leaves; produce seeds in cones
10. Seed-bearing flowering plants having well-developed roots, stems, leaves, and flowers
Photocopiable material
19 1
Unit 1: Classification of living things Worksheet 2
Name: Date:
1. Name the class to which each of the following animals belongs.
Animal Class
sponge
jellyfish
starfish
octopus
butterfly
spider
2. Choose examples of each class from these animals.
frog snake ostrich rabbit salmon
seahorse toad lizard sparrow tiger
Fish Amphibian Reptile Bird Mammal
Photocopiable material
201
Teaching objectives: toexplainthatlivingthingsreproduce toexplainhowanimalsreproduce toexplaintheimportanceofflowers toexplainthestructureofaflower toexplainthefunctionsofthepartsofaflower toexplainpollinationandhowittakesplace todiscussfertilization todiscusshowseedsandfruitsareformed todiscusshowseedsarescattered todiscussthestructureofaseed todiscusshowaseedgerminates todiscusstheconditionsnecessaryforgermination todiscusstheimportanceofmanureandfertilizers todiscusstherelationshipbetweencropsandpopulationgrowth
Teaching strategy:Ask: How do living things continue to live? Where did you come from? Explain that all living things produce new living things of their own kind. Ask: How do insects reproduce? What comes out of an egg? Explain that some animals produce babies while some lay eggs.
Ask: Can a small baby look after itself ? Does a fish give its babies milk? Explain that mammals feed their babies on milk and they look after them till they are strong enough to find food for themselves. Show models and charts of the life cycles of a butterfly and a cockroach. Explain the stages of the life cycles. With the help of charts and models explain the life cycles of frogs, fish, birds, and mammals. Explain that birds and mammals look after their babies till they become independent.
Bring some flowers to the class. Give each student a flower. Tell them to study the flower carefully. Tell them to touch the centre of the flower. Ask: What is the yellow powder on your finger? Why does a plant have flowers? Are all flowers brightly coloured? Show the students a wheat or a grass spike. Explain the importance of flowers. Tell the students to study the flower, starting from the outermost whorl. Explain the structure and function of each part, with diagrams or a chart.
Cut a longitudinal section of a flower and show the students the ovules in the ovary. Ask: Why are petals brightly coloured? Why do flowers have a scent and nectar? Explain pollination and how it is brought about by insects and birds. With the help of diagrams and charts, explain the growth of the pollen tube and the process of fertilization.
UNIT 2Reproduction in living things
21 1
Ask: What is a fruit? Are tomatoes and green chillies fruits? Explain that a fruit is a part of the flower which has seeds inside. Ask: Where do seeds come from? Explain seed and fruit formation. Ask: Is pea pod a fruit? Explain dry and juicy fruits.
Ask: Why are seeds enclosed in a fruit? Explain the importance of dispersal of seeds. With actual specimens, charts, and diagrams explain the various methods of dispersal of seeds and fruits. Soak some bean seeds overnight. Distribute the seeds to the students. Tell them to open the seeds, after removing the testa. Explain the various parts with the help of a diagram and describe their functions.
Ask: Will seeds grow in the freezer? Will boiled seeds grow? Can seeds grow without water? Explain the conditions necessary for germination. Tell students to grow some seeds on moist sawdust or cotton wool. Show them the various stages of seed germination.
Ask: Can new plants grow from leaves? How can we find out? Explain that some plants are capable of producing new plants if their leaves are placed in water. Roots start to form at the base of the leaf, and then a new plant can grow. Give the students leaves from a geranium plant. Place each of the leaves in small paper cups filled with water. Leave the paper cups on a sunny window for a few weeks. Small roots will begin to grow, and new leaves will be formed. Show the students an onion bulb, a potato, a ginger rhizome, and a gladiolus corm. Show them the buds on potato and ginger. Slice the onion longitudinally. Show them the bud inside. Have the children plant some potato eyes in a pot of loose soil. Show them the sprouting plants. Explain that there are tiny plants inside the corm and bulb. Bulbs are leaves that store food in their centre. Tubers are swollen stems. The eyes on the potato are where the buds grow. If a potato is cut up and planted in the ground, each eye can produce a new potato plant.
Ask: Why do we add manure to plants? What is a fertilizer? How is manure made? Discuss the importance of adding manure and fertilizers to plants and crops. Ask: Why do we need to grow more crops? Explain the increasing need of food for growing populations.
Answers to Exercises in Unit 2:1. (a) Bringing new living things of ones own kind into this world is called reproduction.
(b) (i) The life cycle of a butterfly has four stages. The female lays eggs. An egg hatches into a caterpillar. The caterpillar produces a fine thread and forms a shell, called a cocoon, around its body. Inside the cocoon the insect becomes a pupa. A complete butterfly forms inside the pupa. The pupa splits and the newly-formed butterfly emerges from it.
(ii) The life cycle of a cockroach has three stages. The female lays eggs. A tiny nymph hatches from each egg. The nymph grows to form a complete insect.
(iii) The female frog lays eggs. A tiny tadpole comes out of each egg. The tadpole grows to form a complete frog.
(c) fish, frog, bird
(d) The female stickleback fish lays eggs in a nest. The male fish looks after the eggs for 10 days. When the fry hatch, they are kept in the nest for a month. Then they leave the nest and begin to feed themselves.
(e ) Baby birds are covered with small feathers and their eyes are closed. Therefore, their parents have to look after them until they become strong enough to fly.
Amazing Science TG 5
221
(f) A mammal is an animal that gives birth to babies. It feeds its babies on the mothers milk. (g) Flowers are important because they produce fruits and seeds from which new plants grow. (h) Sepals protect the flower before it opens. Petals attract insects for pollination. (i) A stamen has a stalk. At the tip of the stalk, there is an anther, which contains pollen. (j) The parts of a carpel are stigma, style, and ovary. (k) When pollen of a flower is taken to the stigma, we call it pollination. (l) The joining of the male and female cells is called fertilization. (m) The ovary of the flower makes the fruit and seeds. (n) Seeds are scattered by wind, water, and animals. Some fruits burst open and scatter their
seeds.2. Parts of a flower: Refer to page 20 of the Pupils Book.
3. Stages of germination of a bean seed: Refer to page 24 of Pupils Book.
4. Life cycles of a butterfly and fish: Refer to pages 17 and 18 of Pupils Book.
5. (a) ovary (b) whorls (c) nectar (d) pollen (e) ovule
(f ) fruit (g) testa (h) cotyledons (i) germination
Additional Exercise:
MCQs
(a) Making new living things of their own kind is called .
reproduction replication reduction [reproduction]
(b) A caterpillar spins a coat of silk around its body and forms a .
cocoon pupa butterfly [ pupa]
(c) Baby fish are called .
caterpillars spawn fry [ fry]
(d) A tadpole takes months to change into a complete frog.
2 3 4 [3]
(e) Pollen is made in the of a flower.
sepal petal anther [anther]
(f ) Ovules are made in the of a flower.
sepal petal ovary [ovary]
(g) The process by which a seed grows into a plant is called .
pollination fertilization germination [ germination]
Unit 2 Reproduction in living things
23 1
Amazing Science TG 5
(h) New strawberry plants grow by .
runners corms bulbs [runners]
(i) A short swollen stem which stores a lot of food is called a .
bulb corm runner [corm]
(j) A is made up of thick overlapping leaves which contain stored food.
tuber corm bulb [bulb]
241
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 2
Topi
c: R
epro
duct
ion
in li
ving
thin
gs
Teac
hing
obj
ecti
ves
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
1.
Rep
rodu
ctio
n in
an
imal
s
to e
xpla
in h
ow
anim
als
repr
oduc
e
to
des
crib
e th
e lif
e cy
cle
of a
but
terf
ly
ex
plai
n re
prod
uctio
n in
an
imal
s
to
des
crib
e th
e pr
oces
s of
rep
rodu
ctio
n in
bu
tter
flies
Wal
lcha
rt s
how
ing
the
life
cycl
e of
a b
utte
rfly
Rea
ding
: p 1
7, 1
8
CW
: Dra
w th
e lif
e cy
cle
of a
but
terf
ly.
Q1
(a)
Key
wor
ds: r
epro
duct
ion,
cat
erpi
llar,
larv
a, p
upa,
coc
oon,
but
terf
ly, n
ymph
Met
hod:
Ask
: How
do
livin
g th
ings
con
tinue
to li
ve?
Exp
lain
that
all
livin
g th
ings
pro
duce
new
livi
ng th
ings
of t
heir
ow
n ki
nd.
Ask
: How
do
inse
cts
repr
oduc
e? W
hat c
omes
out
of a
n eg
g? E
xpla
in th
at s
ome
anim
als
have
bab
ies,
whi
le s
ome
lay
eggs
.
Show
the
stud
ents
a w
allc
hart
of t
he li
fe c
ycle
of a
but
terf
ly. E
xpla
in th
e st
ages
of t
he d
evel
opm
ent o
f a b
utte
rfly
.
Dis
cuss
that
in s
ome
inse
cts,
such
as
the
cock
roac
h or
the
drag
onfly
, the
egg
s do
not
hat
ch in
to c
ater
pilla
rs o
r la
rvae
. The
y ha
tch
into
tin
y in
com
plet
e in
sect
s ca
lled
nym
phs.
A n
ymph
has
legs
, com
poun
d ey
es, a
nd s
mal
l win
gs. I
t gro
ws
to fo
rm a
com
plet
e in
sect
.
Les
son
plan
25 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 2
Topi
c: R
epro
duct
ion
in li
ving
thin
gs
Teac
hing
obj
ecti
ves
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
2.
Rep
rodu
ctio
n in
fish
R
epro
duct
ion
in
frog
s
to
des
crib
e th
e lif
e cy
cles
of a
fish
and
a
frog
de
scri
be th
e de
velo
pmen
tal s
tage
s in
th
e lif
e cy
cle
of a
fish
and
a
frog
Wal
lcha
rts
show
ing
the
life
cycl
es o
f fis
h an
d fr
ogs
Rea
ding
: p 1
8
CW
: 1. D
raw
a
diag
ram
of t
he li
fe
cycl
e of
a fi
sh.
2. W
rite
the
num
ber
of
days
for
each
sta
ge o
f de
velo
pmen
t of a
frog
:
Egg
to ta
dpol
e
days
Gill
s st
art g
row
ing
afte
r d
ays.
Leg
s be
gin
to a
ppea
r af
ter
day
s.
Tad
pole
cha
nges
into
a
com
plet
e fr
og a
fter
d
ays.
HW
: Q1
(c)
(d)
Key
wor
ds: e
gg, f
ry, s
paw
n, ta
dpol
e
Metho
d: W
ith th
e he
lp o
f cha
rts
expl
ain
the
life
cycl
es o
f a fi
sh a
nd a
frog
. Exp
lain
the
deve
lopm
enta
l cha
nges
that
take
pla
ce.
Ask
: How
long
doe
s it
take
for
the
eggs
of a
fish
to h
atch
? H
ow lo
ng d
oes
it ta
ke fo
r a
frog
to d
evel
op fr
om a
n eg
g to
an
adul
t fr
og?
Dis
cuss
the
diffe
renc
es in
the
deve
lopm
ent o
f a b
utte
rfly
, a fi
sh, a
nd a
frog
.
Les
son
plan
261
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 2
Topi
c: R
epro
duct
ion
in li
ving
thin
gs
Teac
hing
obj
ecti
ves
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
3.
Rep
rodu
ctio
n in
bi
rds
and
mam
mal
s
to e
xpla
in th
e m
etho
ds o
f re
prod
uctio
n in
bi
rds
and
mam
mal
s
de
scri
be th
e de
velo
pmen
tal s
tage
s in
bi
rds
and
mam
mal
s
Cha
rts
and
diag
ram
s of
the
life
cycl
es o
f bi
rds
and
mam
mal
s
Rea
ding
: p 1
9
CW
: Des
crib
e a
nest
ling.
HW
: Q1
(e)
(f)
Key
wor
ds: s
hell,
nes
tling
, hat
ch, b
aby
Met
hod:
Des
crib
e th
e lif
e cy
cles
of b
irds
and
mam
mal
s w
ith th
e he
lp o
f cha
rts
and
diag
ram
s. E
xpla
in th
at b
irds
and
mam
mal
s lo
ok a
fter
thei
r ba
bies
unt
il th
ey b
ecom
e in
depe
nden
t.
Les
son
plan
27 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 2
Topi
c: R
epro
duct
ion
in li
ving
thin
gs
Teac
hing
obj
ecti
ves
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
4.
Rep
rodu
ctio
n in
pl
ants
F
low
erin
g pl
ants
to
exp
lain
the
impo
rtan
ce o
f flo
wer
s
to
exp
lain
the
stru
ctur
e of
a fl
ower
an
d th
e fu
nctio
n of
ea
ch p
art
to
des
crib
e po
llina
tion
and
fert
iliza
tion
to
exp
lain
the
form
atio
n of
see
ds a
nd
frui
ts
to
des
crib
e th
e sc
atte
ring
of s
eeds
ex
plai
n th
e im
port
ance
of
flow
ers
de
scri
be th
e st
ruct
ure
of
a flo
wer
and
exp
lain
the
func
tion
of e
ach
part
ex
plai
n th
e fo
rmat
ion
of
frui
ts a
nd s
eeds
de
scri
be th
e m
etho
ds
by w
hich
see
ds a
re
scat
tere
d
Spec
imen
s of
rea
l flo
wer
s, fr
uits
, and
se
eds
Dia
gram
s an
d w
all
char
ts o
f pol
linat
ion
and
fert
iliza
tion
Diff
eren
t kin
ds o
f se
eds
and
dry
frui
ts
Rea
ding
: p 2
0, 2
1, 2
2
CW
: Q1
(g)
(h)
(i)
(j)
(m),
Q2
HW
: Q1
(k)
(l)
(n)
Key
wor
ds: f
low
er, s
talk
, who
rl, s
epal
, pet
al, s
tam
en, a
nthe
r, ca
rpel
, stig
ma,
sty
le, o
vary
, pol
linat
ion,
fert
iliza
tion,
pol
len
tube
, se
ed, f
ruit,
hai
r, w
ing,
hoo
k
Met
hod:
Giv
e ea
ch s
tude
nt a
flow
er. A
sk t
hem
to
stud
y th
e flo
wer
s ca
refu
lly. A
sk t
hem
to
touc
h th
e ce
ntre
of
the
flow
er.
Ask
: Wha
t is
the
yel
low
pow
der
on y
our
finge
r? W
hy d
oes
a pl
ant
have
flo
wer
s? A
re a
ll flo
wer
s br
ight
ly c
olou
red?
Exp
lain
the
stru
ctur
e of
a fl
ower
and
des
crib
e th
e fu
nctio
n of
eac
h pa
rt. C
ut a
long
itudi
nal s
ectio
n of
a fl
ower
and
sho
w th
e st
uden
ts th
e ov
ules
in th
e ov
ary.
Ask
: Why
are
pet
als
brig
htly
col
oure
d? W
hy d
o flo
wer
s ha
ve s
cent
and
nec
tar?
Exp
lain
the
proc
ess
of p
ollin
atio
n an
d ho
w it
is b
roug
ht a
bout
by
inse
cts
and
bird
s. W
ith th
e he
lp o
f dia
gram
s an
d ch
arts
exp
lain
the
proc
ess
of fe
rtili
zatio
n. A
sk: W
hat i
s a
frui
t? A
re to
mat
oes
and
gree
n ch
illie
s fr
uits
? E
xpla
in th
at a
frui
t is
that
par
t of t
he fl
ower
that
co
ntai
ns th
e se
eds.
Ask
: Whe
re d
o se
eds
com
e fr
om?
Exp
lain
see
d an
d fr
uit f
orm
atio
n.
Exp
lain
dry
and
juic
y fr
uits
with
rea
l spe
cim
ens.
Ask
: Why
are
see
ds e
nclo
sed
in a
frui
t? E
xpla
in th
e im
port
ance
of s
eed
disp
ersa
l, an
d di
scus
s th
e m
etho
ds o
f see
d di
sper
sal w
ith r
eal s
peci
men
s an
d ch
arts
.
Les
son
plan
281
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 2
Topi
c: R
epro
duct
ion
in
livi
ng th
ings
Teac
hing
obj
ecti
ves
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
5.
Stru
ctur
e of
a s
eed
G
erm
inat
ion
of a
see
d
K
inds
of g
erm
inat
ion
to
des
crib
e th
e st
ruct
ure
of a
see
d
to
exp
lain
how
a
seed
ger
min
ates
an
d th
e co
nditi
ons
nece
ssar
y fo
r ge
rmin
atio
n
to
com
pare
the
two
kind
s of
ge
rmin
atio
n
de
scri
be th
e st
ruct
ure
of a
dic
ot a
nd a
m
onoc
ot s
eed
ex
plai
n th
e fu
nctio
ns o
f co
tyle
dons
de
scri
be th
e pr
oces
s of
ge
rmin
atio
n of
a s
eed
and
the
cond
ition
s re
quir
ed
Bea
n se
eds,
mai
ze
grai
ns, p
etri
dis
hes
with
sa
w d
ust,
wat
er
Rea
ding
: p 2
2, 2
3, 2
4
Act
ivity
: p 2
6
CW
: Q3,
Q5
HW
: Dra
w d
iagr
ams
to s
how
hyp
ogea
l and
ep
igea
l ger
min
atio
n.
Key
wor
ds: t
esta
, em
bryo
, cot
yled
on, p
lum
ule,
rad
icle
, cot
yled
on, e
ndos
perm
, ger
min
atio
n, e
pige
al, h
ypog
eal
Met
hod:
Dis
trib
ute
som
e so
aked
see
ds to
the
stud
ents
. Ask
them
to o
pen
the
seed
s af
ter
rem
ovin
g th
e te
sta.
Ide
ntify
the
part
s of
th
e se
ed w
ith th
e he
lp o
f a d
iagr
am, a
nd e
xpla
in th
e fu
nctio
n of
eac
h.
Ask
: Will
see
ds g
row
if w
e pu
t the
m in
a fr
eeze
r? W
ill b
oile
d se
eds
grow
? C
an s
eeds
gro
w w
ithou
t wat
er?
Exp
lain
the
cond
ition
s ne
cess
ary
for
seed
s to
ger
min
ate.
Ask
the
stud
ents
to s
ow s
ome
bean
see
ds a
nd m
aize
gra
ins
in m
oist
cot
ton
woo
l or
saw
dust
. Sh
ow th
em th
e va
riou
s st
ages
of g
erm
inat
ion.
Exp
lain
the
diffe
renc
e be
twee
n ep
igea
l and
hyp
ogea
l ger
min
atio
n. A
sk th
e st
uden
ts to
dra
w d
iagr
ams
to s
how
the
vari
ous
stag
es o
f ge
rmin
atio
n of
see
ds.
Les
son
plan
29 1
Dat
e:
Tim
e: 4
0 m
ins
Uni
t: 2
Topi
c: R
epro
duct
ion
in
livi
ng th
ings
Teac
hing
obj
ecti
ves
Lea
rnin
g ou
tcom
es
Stud
ents
sho
uld
be a
ble
to:
Res
ourc
es/M
ater
ials
Act
ivit
ies/
CW
/HW
5.
Stru
ctur
e of
a s
eed
G
erm
inat
ion
of a
see
d
K
inds
of g
erm
inat
ion
to
des
crib
e th
e st