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Exploring Science SB2

The Exploring Science series for key stage 1 is a joint effort between Cambridge University Press and the National Institute of Education to achieve the vision of the New National Curriculum for preparing every child for life. The series enables students to become self-directed learners through its pedagogical and assessment approaches highlighted in the National Curriculum. It requires collaboration between parents, teachers, and the community to build a society of responsible and productive young people with strong beliefs in Islam and national identity.

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100% found this document useful (4 votes)

7K views197 pages

Exploring Science SB2

Uploaded by

Subashini Chryshanthus

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

NIE

Exploring Science series for key stage 1 is developed Exploring

Science
by a joint effort of both Cambridge University Press
and National Institute of Education. This intends
to achieve the vision of New National Curriculum
“Every child is prepared for life”.

The series enables to accomplish the vision by

2
adopting the pedagogical and assessment approaches
highlighted in the National Curriculum where students
are required to become self-directed learners.

Exploring Science 2
It requires the collaboration of parents, teachers and
the whole community to work hand in hand in building
the society with young people who are responsible and
productive with a firm belief in Islam and strong sense
of self and National Identity.

Contact us at:
• Delhi: +91 11 43743700 • Bengaluru: +91 80 25531005/7
• Chennai: +91 44 42146807 • Kolkata: +91 33 22259976
• Mumbai: +91 22 27709172 • Thiruvananthapuram: +91 471 4064404 978-1-107-53054-6
• Hyderabad: +91 40 23244458

Email: schools@[Link] ISBN 978-1-107-53054-6

Website: [Link]

[Link]/cambridgeindia MVR 83 9 781107 53054 6

Exploring Science
2
A joint publication of National Institute of Education, Maldives
and Cambridge University Press, India

This book belongs to

Class

© Cambridge University Press

314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India

Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of
education, learning and research at the highest international levels of excellence.

[Link]
© Cambridge University Press 2015
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2015
A catalogue record for this publication is available from the British Library
ISBN 978-1-107-53054-6 Paperback
ISBN 978-1-108-74105-7 eBook
Additional resources for this publication at [Link]
Cambridge University Press has no responsibility for the persistence or accuracy
of URLs for external or third-party internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate. Information regarding prices, travel timetables, and other
factual information given in this work is correct at the time of first printing but
Cambridge University Press does not guarantee the accuracy of such information
thereafter.

notice to teachers in the uk

It is illegal to reproduce any part of this work in material form (including
photocopying and electronic storage) except under the following circumstances:
(i) where you are abiding by a licence granted to your school or institution by the
Copyright Licensing Agency;
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and you have gained the written permission of Cambridge University Press;
(iii) where you are allowed to reproduce without permission under the provisions
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example, the reproduction of short passages within certain types of educational
anthology and reproduction for the purposes of setting examination questions.

notice to teachers
The photocopy masters in this publication may be photocopied or distributed
[electronically] free of charge for classroom use within the school or institution that
purchased the publication. Worksheets and copies of them remain in the copyright
of Cambridge University Press, and such copies may not be distributed or used in
any way outside the purchasing institution.

Every effort has been made to trace the owners of copyright material included in this
book. The publishers would be grateful for any omissions brought to their notice for
acknowledgement in future editions of the book.

© Cambridge University Press

Preface
Exploring Science Series for Key Stage 1 is written to meet
the requirements of new National Curriculum. This intends
to cover the contents of the Science Syllabus.
The series consists of three books, for grades 1, 2 and 3.
The series enables students to acquire knowledge, skills
and attitudes so as to develop an informed and critical
understanding of, environment, science and technological
issues.
The series aims to cultivate humane and responsible
attitudes and an appreciation of the world in accordance
with Islamic principles and values.
It is envisaged that teachers use this series as an aid to
teach science adopting inquiry approach where students
are encouraged to be actively involved in the learning
process.
We extend our sincere thanks to Cambridge University
Press for partnering with us in this endeavour.
We are beholden to the members of the NIE Curriculum
Team for the support rendered.

Aminath Ismail
Education Development Officer Coordinator
Gulfishan Shafeeu
Education Development Officer
Aminath Mohamed
Education Development Officer

© Cambridge University Press

Table of Contents
1. Living Things 1

2. Me and My Health 27

3. Variations 49

4. Changes 57

5. Our Earth 69

6. Weather 84

7. Materials 102

8. Resources and the Environment 117

9. Forces 133

10. Cycle 140

11. Energy 158

12. Sound and Light 174

© Cambridge University Press

Chapter 1
Living Things

Warm Up
Look at the pictures.

Who am I? Who am I?

_____________ _____________

Tick ( ) the things which a robot cannot do.

Eat food Walk on its own

Breathe air Talk on its own

Which of the two pictures show a living

thing?
_________________________________

1
© Cambridge University Press
Chapter 1 Living Things

Activity
Living and non-living
Find pictures of living and non-living things
from magazines and newspapers. Cut out
those pictures and paste them in the picture
here wherever they might belong to. For
example, you may cut out a photo of a house
and paste it on the ground. Mark it as a non-
living thing.

2
© Cambridge University Press
Living Things Chapter 1

What is classification?
Classification means ‘separating the items into
groups or categories based on similar features’.
Classification helps us to organise things in an
order. Classification helps us to learn similarities
and differences among things. It can be done in
many different ways, depending on the purpose
of classification.

Discuss some of the ways in which we can

classify things around us?

Activity
Classifying on my own!
Visit and tick ( ) any of the following places.

a. Beach

b. Market

c. Garden/park

3
© Cambridge University Press
Chapter 1 Living Things

Classify the things you saw there into living

things and non-living things.

Living things Non-living things

Key Competency: Relating to people

Communication skills and cooperation

4
© Cambridge University Press
Living Things Chapter 1

Activity
Similar or different!
This is Rahil and his pet cat.

How are they similar?

5
© Cambridge University Press
Chapter 1 Living Things

How are they different?

Diversity
We have a variety of things around us. Some
of these things are alive, while others are not.
Some are alike while others are different. The
materials and objects around us have a wide
variety of properties or characteristics. To help
us understand the diversity around us we can
classify things by looking at their properties or
characteristics.

6
© Cambridge University Press
Living Things Chapter 1

Activity
Group the animals!

Group these animals based on similar

characteristics. Cut out the pictures and
paste them on a chart paper in the group they
belong to. Give a name to each group. For
example, animals with fur on their bodies can
be named ‘fur everywhere’.

7
© Cambridge University Press
Chapter 1 Living Things

8
© Cambridge University Press
Living Things Chapter 1

Adaptation
Why do you think animals who live in cold places
have fur on their bodies?
How does a camel manage to live in desert
without food and water for days?

Animals develop certain characteristics to

adjust to their environment. This process is
known as adaptation.

Activity
Adaptations everywhere!

Look at the pictures of these animals.

Why does a duck have webbed feet?

____________________________________

____________________________________
9
© Cambridge University Press
Chapter 1 Living Things

Why do you think a heron has a long neck?

____________________________________

Why does a fish have a slimy body?

____________________________________

10
© Cambridge University Press
Living Things Chapter 1

Activity
Discuss in your class
Use of the beak in a bird

Why does a bear sniff?

Key Competency: Thinking

critically and creatively
Understand the use of various
body parts in animals and
appreciate them

11
© Cambridge University Press
Chapter 1 Living Things

Why do camels have toes shaped like this?

Why does a snail have a shell on its body?

12
© Cambridge University Press
Living Things Chapter 1

This is a porcupine. It has spines all over its body.

What do you think is the use of these spines?

This is a giraffe. It has really long neck. Why do

you think it has a long neck?

13
© Cambridge University Press
Chapter 1 Living Things

Activity
Can they live here?
Look at these pictures.

Can a Why or why not?

camel live in snow?

cat live on a beach?

duck live in a park?

giraffe live in a desert?

14
© Cambridge University Press
Living Things Chapter 1

Why is it that a camel can live in the desert

while a giraffe cannot?

____________________________________

What will happen if a duck is made to live in a

city and not near the water?

____________________________________

15
© Cambridge University Press
Chapter 1 Living Things

Let us study plants!

Fathimath is planting a
tree. We all must plant
trees. Trees help us to keep
our environment clean.

Key Competency: U sing sustainable

practices
Raise awareness among students
about planting more trees

Think of some of the ways in which plants help

our environment.

1. _________________________________

2. _________________________________

3. _________________________________

4. _________________________________

5. _________________________________

16
© Cambridge University Press
Living Things Chapter 1

Adaptations in plants
Like animals, plants also develop certain
characteristics to adapt to their environment.

Activity
To study adaptations in plants

Look at the picture of these plants.

This is a lotus flower. It grows in water. Why

does a lotus flower have broad leaves?

17
© Cambridge University Press
Chapter 1 Living Things

This is a cactus plant. It has thorns all over its

body. It is mostly found in deserts. What is the
use of these thorns?

What do you understand from the above activity?

____________________________________

18
© Cambridge University Press
Living Things Chapter 1

Activity
Comparing the plants!

Studying the differences between a plant found

near the beach and a plant found on an inland.

Plant from Plant from

Tasks the beach inland

Name the
plant you
studied.

Draw the
shape of
leaves.

How long is
the stem?

19
© Cambridge University Press
Chapter 1 Living Things

What is the
colour of the
plant?

Does it have
flowers?

Why is it
found in this
particular
area?

What do you
think is the
function of
the leaves?

What do you
think is the
function of
the stem?

Discuss
What differences have you observed between
the two plants?

20
© Cambridge University Press
Living Things Chapter 1

Habitat
Habitat is a place where a particular plant or
animal lives.

For example, a bird cannot live under water and

a fish cannot live on a tree. All of us live in our
own habitats.

Ahmed made a wonderful

diorama of the animals
and plants living in a
jungle. Look how
beautiful it is!

Key Competency: Practising Islam

The Prophet said: ‘If a Muslim plants
a seedling or cultivates a field, whenever
a bird, a human or an animal eats of it,
it will be counted as a charity for him.’
(Sahîh Muslim)

21
© Cambridge University Press
Chapter 1 Living Things

Activity
My diorama!

Make your own diorama of the animals and

plants living in or near the beach.

You will
require:

Which plants
you included
in your
diorama?

Which
animals you
included in
your
diorama?

How could
you have
improved
your
diorama?

22
© Cambridge University Press
Living Things Chapter 1

Paste the picture of you with your diorama here.

Me with my diorama

23
© Cambridge University Press
Chapter 1 Living Things

Activity

Take us home!

These are some of the animals who lost their

way home. Take them to their homes.

24
© Cambridge University Press
Living Things Chapter 1

New Words
Classify: to put items into a group or a
category
Diversity: different things around us
Adaptation: development of certain
characteristics in plants and
animals to adjust to their
environment
Habitat: the natural environment or home
of an animal or plant

Explore Deeper

Tiger and giraffe can be placed in the same

group. Discuss the common features that
make it possible.

25
© Cambridge University Press
Chapter 1 Living Things

Project Idea
Count the number of spiders, cats, snails,
birds and butterflies that you find near your
house. Show your results in a bar chart. For
example, if you find 2 spiders, colour 2 boxes.
Do not extend your search for animals
beyond 10.

10
9
8
7
6
5
4
3
2
1

Which animal did you find most in number?

____________________________________

26
© Cambridge University Press
Chapter 2
Me and My Health

Warm Up
Label the different body parts.

Hair Eye Leg Hand Arm Nose

Mouth Shoulder Ear Knee Elbow Foot

27
© Cambridge University Press
Chapter 2 Me and My Health

Organs
Our body is an amazing machine! It does
many tasks at one time. It works even when
we are asleep.

Like any other machine, our body also

has various parts which help in its proper
functioning. We call these parts as organs.

Our body has external organs and internal

organs.

External organs
The body parts which are present on the
outside of our body are called external
organs. You can see the external organs with
your eyes.

Key Competency: Thinking critically

and creatively
External and internal organs work
together for the effective functioning
of our body.

28
© Cambridge University Press
Me and My Health Chapter 2

Activity
List down 5 external organs of your body and
write the use of each organ.

Organs Uses

______________________

29
© Cambridge University Press
Chapter 2 Me and My Health

My sense organs
Our body has 5 sense organs. We use these sense
organs to understand the world around us.

Label the 5 sense organs.

We see through _______________.

We smell through _______________.
We taste through _______________.
We touch through _______________.
We hear through _______________.

Do you know, like various organs of our body,

our sense organs also share a relationship with
each other?

Key Competency: Making meaning

Understanding that sense
organs work in coordination

30
© Cambridge University Press
Me and My Health Chapter 2

Activity
Sense organs protect us!

Put on your headphones. Listen to some

music. Now, try to call your friend sitting
near you. Did the pitch (loudness) of your
voice increase? Why?

When the dust gets into our eyes, why do we

blink?

____________________________________

Have you noticed, that music sounds loud in

darkness? Why?

____________________________________

Often it has been seen that, when a person

loses one of the senses (either sight or hearing),
the other sense organ becomes more effective
in understanding the world. Discuss why this
occurs.

31
© Cambridge University Press
Chapter 2 Me and My Health

Activity
Nature walk!

Go out for a walk in a park, a garden or a

beach. Find out the things you can see, hear,
taste, feel and smell. Now, fill in the following
observation map.

I can taste

I can hear I can see I can smell

I can feel

32
© Cambridge University Press
Me and My Health Chapter 2

Do you think we need our five senses to

understand the world around us? Discuss.

____________________________________

Key Competency: Relating to people

Understanding the viewpoint of others
along with developing their
communication skills

33
© Cambridge University Press
Chapter 2 Me and My Health

Internal organs
The body parts which are present inside our
body are called internal organs.
Look at this picture. It shows some of the
internal organs of our body.

Brain

Lungs
Heart

Liver Stomach

Kidneys

Take a deep breath. Do you feel air filled up inside

your chest? Where do you think air is going?

____________________________________

34
© Cambridge University Press
Me and My Health Chapter 2

Run for a few minutes. Now, place your right

hand on the left side of your chest. Do you feel a
movement?

____________________________________

Which organ of your body helps you understand

things and study well?

____________________________________

When you eat food, which organ stores food for

sometime?

____________________________________

Water helps to clean wastes from our body. Which

internal organ do you think help the body from
getting rid of the waste?

____________________________________

35
© Cambridge University Press
Chapter 2 Me and My Health

Activity
Missing letters!

Complete the words.

When we eat food, it goes into our

S __ O __ __ C H.

The H E T pumps blood and sends it to all

organs of the body.

The L N G help us to breathe.

The K D N Y __ help to clean body.

The N T E T N helps to absorb

nutrients from the food we eat.

Our internal organs are delicate. How do you

think they are protected?

____________________________________

36
© Cambridge University Press
Me and My Health Chapter 2

Look at these pictures. These show some of the

ways how our internal organs can be harmed in
everyday life.

Which internal organ is being affected the most?

____________________________________

What does this child need to do to remain healthy?

____________________________________

37
© Cambridge University Press
Chapter 2 Me and My Health

____________________________________

Do you think eating too much unhealthy food

can harm our internal organs? How?

____________________________________

How can we protect our internal organs? Discuss.

38
© Cambridge University Press
Me and My Health Chapter 2

Sense organs in animals

Just like humans, animals are also blessed
with sense organs to understand the world
around them. Some animals have very powerful
sense organs. For example, rats can detect the
slightest movement in the surrounding and run
away. This is because rats’ sense of hearing is
more powerful than ours.

Similarly, we are not able to see in the dark, but

a cat can see very clearly in the dark.

39
© Cambridge University Press
Chapter 2 Me and My Health

Activity
How animals sense things!

Wow! Be careful
This pirini is Madeeha! Do not
very tasty. drop the sweet on
the table. You might
invite ants?

But how would

ants come to know
that I am eating a
sweet dish. They are
not even here.

40
© Cambridge University Press
Me and My Health Chapter 2

Can you answer the query of Madeeha?

____________________________________

Discuss and write the names of some of the animals

which are blessed with a strong sense organ.

____________________________________

Key Competency: Using technology

and the media
Uses various resources (like media) to
search information

41
© Cambridge University Press
Chapter 2 Me and My Health

Our food
All living things need food to remain healthy.
Healthy food protects all the organs of our body
and keeps us fit and healthy. Therefore, we must
never skip our meals.

Write the names of some of the healthy foods

which protect all our organs.

____________________________________

42
© Cambridge University Press
Me and My Health Chapter 2

Activity
Keep a record of the food you eat in a week
and fill in the table.

How many times in the

week did you eat

43
© Cambridge University Press
Chapter 2 Me and My Health

Do you think you eat a healthy diet? Give reasons.

____________________________________

Key Competency: Understanding and

managing self
Assessing the food habits and
understanding its impact on our bodies

44
© Cambridge University Press
Me and My Health Chapter 2

Look at the food items and match them with

their respective food groups.

Cereals
group

Milk
group

Meat
group

Fruits and
vegetables
group

We must include foods from all the food groups

in our diet.

45
© Cambridge University Press
Chapter 2 Me and My Health

Activity
My health diet plan
Plan a healthy diet for yourself.

_______________ _______________

We must be thankful to Allah (SWT) for providing

us with food to eat. There are many people in
the world who are not able to get food. We must
respect food and should never waste it.

46
© Cambridge University Press
Me and My Health Chapter 2

New Words
Internal organs: organs present inside
our body
Diet: the kind of food we eat

Project Idea
Collect the packets of four different foods
from each food group—cereals, milk, meat,
vegetables and fruits. Fill in the following
information.
Name of the Name of the
food items food groups

Discuss
What is common among foods in different
groups?

47
© Cambridge University Press
Chapter 2 Me and My Health

Explore Deeper

You will find that some of your friends are

overweight and some are underweight. Whom
do you think is healthy? Discuss.

Key Competency: Practising Islam

Prophet Muhammad (SAW) advised his followers,
to work, to be energetic, and to start their day
early, all of which are conditions for a healthy
body. He said “O God, make the early morning
hours blessed for my nation.”
(Imam Ahmed)

48
© Cambridge University Press
Chapter 3
Variations

Warm Up
Draw a picture of you and your friends.
Label everyone.

Do you all look the same?

_________________________________

49
© Cambridge University Press
Chapter 3 Variations

Complete the table below.

Do you and Tick ( ) for If no, write

your friends yes and down the
have the same (X) for no difference

skin colour?

height?

hair colour?

type of hair?

eye colour?

Key Competency: Relating to people

Understanding and appreciating
differences among individuals

50
© Cambridge University Press
Variations Chapter 3

Based on your observations, what can you

conclude?

____________________________________

The features that make you look different

from your friends, parents and other human
beings are known as variations. For example,
your eye colour may be different from that of
your friends. You and your parents might have
different types of hair, such as curly or straight.

Activity
Fill in the following information about yourself.

The colour of my eye is

________________.
The type of my hair is Paste Your
________________. Photo Here

My weight is _____ kg.

51
© Cambridge University Press
Chapter 3 Variations

Variations in plants
Just like human beings, plants also show
variations in their appearance. For example,
same kind of plants such as hibiscus may
have differences in the size, colour of leaves
and flowers.

Activity
Studying variation in plants
Visit your school garden or a park. Choose
two same kind of plants for your study.
Fill in the observation chart.

Features Plant 1 Plant 2

Name of
the plant

Colour

52
© Cambridge University Press
Variations Chapter 3

Leaves

Flowers

Fruits or
vegetables

Height

Your conclusion:

____________________________________

53
© Cambridge University Press
Chapter 3 Variations

____________________________________

Key Competency: T hinking critically

and creatively
Understanding variations in the same
kind of living things

Variations in animals
Like humans and plants, animals also show
a number of variations. Living beings show
variations among same kind of living things.

54
© Cambridge University Press
Variations Chapter 3

Activity
Studying variation in animals

Look at the pictures of cats

and fill in the table.

Features Cat 1 Cat

Size

Fur

Pattern on
their bodies
Any other
special
feature:

Key Competency: Practising Islam

“What ails you that you look not for majesty
in Allah, seeing He created you by stages”
(Quran 71: 13-14)

55
© Cambridge University Press
Chapter 3 Variations

New Words
Variation: a change or slight difference

Explore Deeper
Why is it that we study variation within
the same kind of living things? For example,
why cannot we study variation between a
cat and a human? Discuss.

Project Idea
Visit a park or a garden
Choose two trees of the same kind for
the study of variation and record your
observations.

56
© Cambridge University Press
Chapter 4
Changes

Warm Up
Paste your childhood photo and a recent
photo.

Me as a toddler My present photo

Do you look the same in both the photos?

_________________________________

57
© Cambridge University Press
Chapter 4 Changes

_________________________________

What are the changes you have undergone

since your toddlerhood?

_________________________________

Plants undergo changes

Every living thing undergo changes with time.
A plant grows from a seed to become a tree.
A kitten grows to become a cat. A child grows
to become an adult. What are the changes you
have undergone in the past one year?

58
© Cambridge University Press
Changes Chapter 4

Activity
Changes in a plant
Ali planted a young plant and watered it
regularly. He clicked pictures of the plant as
observed on day 30, day 60 and day 90.

Day 30 Day 60 Day 90

Look at the pictures. How is the plant on the

day 30 different from the plant on the day 60?

____________________________________

59
© Cambridge University Press
Chapter 4 Changes

How is the plant on day 60 different from the

plant on day 90?

____________________________________

Why isn’t there any flower on the plant on the

day 30?

____________________________________

Key Competency: Making meaning

Understanding that all living things
change as they grow. Change is a
continuous process

60
© Cambridge University Press
Changes Chapter 4

Activity
Grow a seedling
Materials required: some seeds, a pot or a
container and some soil.

Procedure:
1. Sow some seeds in the pot or the
container.
2. Keep this pot at a place where it will get
plenty of sunlight.
3. Water the pot regularly.

Observe your plant on a weekly basis.

Also, measure its height using a measuring
tape. Fill in the observation chart given
here.

Week Height
Week 1
Week 2
Week 3
Week 4

61
© Cambridge University Press
Chapter 4 Changes

Use the graph below to show your observations.

For example, if your plant is 2 cm in length within
one week, then colour two boxes to show height.

Plant growth
15

9
Height
8
of the
plant 7

Week 1 Week 2 Week 3 Week 4 Week 5

Compare your bar graph with other

classmates and discuss.

Key Competency: Making meaning

Interpretation of data in various forms

62
© Cambridge University Press
Changes Chapter 4

Animals undergo changes

Animals also undergo changes
as they grow. For example,
a tadpole grows into a frog.
Likewise, a caterpillar grows
into a butterfly.

Activity
Changing while growing!
Look for some animals in your surrounding
area such as a cat or a bird. Note down some
changes that takes place as they grow. For
example, a kitten is not able to see, at the
time of birth. It develops sight as it grows.

Similarly, study an animal and write

down your observations.

My study of growth in animals

The animal I studied was _____________ .

63
© Cambridge University Press
Chapter 4 Changes

Changes in our place of living

Observe your surroundings. Is the surroundings
the same as it was six months back?

We know that all living things undergo changes.

Likewise, there are some non-living things in our
environment that also undergo changes.

Activity
Study the changes in your island

Changes in my Reasons for

island in the last these changes
one year

The number of people

living in your island
has increased?
has decreased?

64
© Cambridge University Press
Changes Chapter 4

The pollution in your

island
has increased?
has decreased?

The number of trees

planted in your
surroundings
has increased?
has decreased?

The number of
buildings/houses in
your island
has increased?
has decreased?

Is there any
connection between
the number of
buildings, people
and trees?

65
© Cambridge University Press
Chapter 4 Changes

What are some

positive changes?

What are negative

changes? How will
they impact us?

Can the changes in

your island affect
other places? How?

Key Competency: Making meaning

Understanding positive and
negative changes that take
place in our surroundings due to
development

66
© Cambridge University Press
Changes Chapter 4

Project Idea
Based on your observations, can you predict
some future changes in your island? Make
a report.

My Island: Effect of current changes

on its future
Land:

_________________________

_________________________
People:

_________________________

_________________________
Animals:

_________________________

67
© Cambridge University Press
Chapter 4 Changes

Plants:

_________________________

Water and air:

_________________________

Explore Deeper

Discuss in your class, how can we avoid

negative changes that occur in our
environment.

Key Competency: Practising Islam

Who perfected everything which He created and
began the creation of man from clay (Quran, 32:7)

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Chapter 5
Our Earth

Warm Up
Look at this picture taken from the space.
What is it called?
_________________________________

What are the different things that you can

see in this picture? Discuss.

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Chapter 5 Our Earth

Why do you think that the Earth makes a

suitable home for living things?

__________________________________

The Earth has L N , O E N,

I __ __ and C __ O __ __ S.

Look at this picture. What

do you think it is?

___________________

What does it provide us?

___________________

__________________________________

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The Sun, the Earth and the Moon

The Earth, the Sun and the Moon are located
in a special place called space. Everything is
located in space. We live on the Earth. The Sun
provides us light and heat. We can also see the
Moon shining during the night time.

Look at the picture. Mark the Sun, the Moon and

the Earth.

By analysing the above picture, can you tell

which is the biggest—the Earth, the Moon or the
Sun?

____________________________________

Which is the smallest—the Earth, the Sun or the

Moon?

____________________________________

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Chapter 5 Our Earth

The Sun

Wow! Sorry Ali, but

Nature is amazing. you might have to
I wish I make a change your plans.
journey to the Sun Because no one can
someday. make a visit to
the Sun.

The Sun is a huge ball of gases. It is very, very

hot. Therefore, no one can visit the Sun.

The Sun rises in the morning, is overhead in the

middle of the day and sets in the evening. Do
you really think that the Sun makes continuous
movements?

It is not the Sun, but the Earth which spins

round even though, we cannot feel it.

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Our Earth Chapter 5

Activity
Spinning for day and night!

To understand the spinning of the Earth and

how it causes day and night.

Materials required: a table, a lamp or a torch

and a globe

Procedure: Switch off the lights. Switch on the

lamp or torch and shine the light on one side of
the globe.

While there is light on one side of the globe, how

does the other side appear—dark or light?

____________________________________

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Chapter 5 Our Earth

Keep on moving the globe from west to east. Has

the light reached the side which had darkness
earlier?

____________________________________

What do you think the light and darkness

represent?

____________________________________

What do you understand from this activity?

____________________________________

Key Competency: Making meaning

Understanding how day and night occurs

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Our Earth Chapter 5

Globe
Read the conversation between Ali and Sara.

Look Sara, No Ali, this is

I have bought not an Earth toy.
an Earth toy. This is known
as a globe.

A globe is a spherical representation of the

Earth.

Activity
Studying a globe
Look at the globe and list down some of the
features of a globe.
1. _______________________

2. _______________________
3. _______________________

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4. _______________________

5. _______________________

What are the challenges you faced while

studying the globe?

____________________________________

Which country is closest to the Maldives?

____________________________________

Map Don’t worry

I am not Ali, for this, we
able to mark on have maps.
a globe. Also, I Maps are more
cannot see my detailed.
island in
detail.

A map is a more detailed diagram of an area of

sea or land showing details such as cities, roads,
etc.

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Our Earth Chapter 5

Activity
Marking my Atoll
Look at the map of
the Maldives. Observe
it carefully and mark
your atoll in it. Discuss
your findings with your
classmates. Are you all able
to locate your atoll easily?

Key Competency: Making meaning

Understanding the use of globes and maps

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Chapter 5 Our Earth

Natural phenomena
The world around us is beautiful. Allah (SWT) is
the creator of everything including the natural
things we see. We must take care of our natural
environment.

There are lots of natural activities which take place

on the Earth. Some of these natural phenomena are
helpful for us, while some can harm us.

Look at these pictures. These explain some of the

natural phenomena.

The sunrise and sunset are

natural phenomena.

Rain is also a natural

phenomenon. It is good for us
and our environment. Rain is a
source of water on earth.
Sunrise
A rain which is generally accompanied by thunder
and lightning is known as thunderstorm.

Thunderstorms are dangerous.

We should never stand under a
tree or in an open area during a
thunderstorm because we may
get hit by lightning.
Thunderstorm
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Have you ever seen a colourful band in the sky

just after the rain? It is called a rainbow.
Look! A
rainbow. It is
formed when the
Sun’s rays shine
on raindrops in
the sky.

Rainbow
A sudden movement or
shaking of the land is known
as an earthquake. Sometimes
these earthquakes may
cause very high and large
waves in the ocean called
Tsunami.
Tsunami
A volcano consists of
hot gas and liquid rocks
(magma) inside a hill or
a mountain. It can burst
anytime causing harm to
the environment.

All these natural Volcano

activities are known as
natural phenomena.

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Chapter 5 Our Earth

How can a thunderstorm harm us and our

environment?

____________________________________

How can we keep safe during a thunderstorm?

____________________________________

Activity
Natural features in the Maldives!
Research and find at least three natural
features that are protected in the Maldives.
One has been done for you.

Eadhigalikilhi at S. Hithadoo
1. _______________________

2. _______________________

3. _______________________

4. _______________________

Why do we need to protect the natural features

on our island and how can we do it.

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Key Competency: Using sustainable

practices
Understanding the natural phenomena

Key Competency: Practising Islam

Your Lord is Allah,who created the heavens
and the earth in six days and then settled
Himself firmly on the Throne. (Quran, 7:54)

New words
Spin: turn around and round
Magma: hot liquid formed due to melting of
rocks

Explore Deeper

Have you observed high tides? Have you

ever experienced a tidal surge? What
measures could be taken to protect the
shoreline?

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Chapter 5 Our Earth

Project Idea
Make a diorama of natural and human-made
environment on Earth.

Materials needed:

Natural things:

Human-made things:

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Our Earth Chapter 5

Look at the diorama made by Zaidullah.

How can you make your diorama better
than this?

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Chapter 6
Weather

Warm Up
Look outside. How is the weather?
Tick ( ) the type of weather you are
having today.
Sunny Cloudy Windy

Rainy Snowy

Listen to weather forecast from radio/

television. What did you find out?

_________________________________

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Weather
The weather plays an important part in our
lives. It is a natural phenomenon and cannot
be controlled. Instead, the weather often
controls, what we do, what we wear and
what we eat.
A person who studies the weather is called a
meteorologist.
We see weather forecasts on television.
Weather is made up of different elements and
can be measured.

Temperature Clouds Wind

Sunshine Precipitation Visibility

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Chapter 6 Weather

Instruments used to record weather

Weather can be felt by each one of us. We can
use instruments to measure weather.

What instruments do you or your family

members use to know the weather condition?
What instruments do scientists use to know
weather condition?

Look at these weather instruments. Name and

discuss the use of each of these instruments.

Name: Name: Name:

_________ _________ ___________
Use: Use: Use:
_________ _________ ___________

Key Competency: Thinking critically

and creatively
Designing of instruments used for
measuring weather

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Weather Chapter 6

Activity
My rain gauge!
The device used to collect rain water is known
as rain gauge. Discuss amongst your classmates,
how a rain gauge should look like.

At which place will you

collect the rain water?

What would you use

to collect the rain
water?

How will you measure

the amount of rainfall?

Use your rain gauge to

measure the amount
of rainfall in a week.
How much rain water
you collected?

How would you make

your rain gauge
better?

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Chapter 6 Weather

Activity
My wind vane!
Let us make an instrument to measure the
direction of wind.

It should look like this:

What materials will

you use?

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Weather Chapter 6

What procedure will

you follow?

How will you know

about directions —
north, south, east and
west?

Where will you keep

the wind vane to find
the direction of wind?

Find the direction of

the wind.

How can you improve

your wind vane?

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Chapter 6 Weather

Click pictures of the rain gauge and wind vane

made by you. Paste the pictures here.

My Inventions!

My Rain Gauge

My Wind Vane

Science has contributed to many inventions.

Science has made our lives easy!

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Weather Chapter 6

Activity
Make a class weather station
Use the weather instruments to observe and
record the weather conditions. Mark the
observations in the weather report as given
below. Look at the sample table for your
reference.

Sample table:
Date Time Weather Conditions
June 4, 2015 9:30 am Clear and sunny
June 4, 2015 2:30 pm Cloudy
June 5, 2015 9:30 am Rainy

Your weather report:

Date Time Weather Conditions

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Chapter 6 Weather

Season
Season is a weather condition which remains the
same for a longer time or duration.

How is weather different from season? Discuss.

There are four major seasons—hot, dry, rainy

and cold. Various countries in the world
experience all these seasons.

However, Maldives experience two types of

monsoon—Iruvai and Hulhan’gu.

Which monsoon is hot and dry?

____________________________________

When do we experience Iruvai?

____________________________________

When do we experience Hulhan’gu?

____________________________________

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Weather Chapter 6

Activity
Comparing two different atolls
Research and find out about the season in two
different atolls.

Atoll 1 Atoll 2
___________ ___________
Monthly
temperature
(weather forecast
on television/
radio)
Amount of rainfall
in the northern
part
Amount of rainfall
in the southern
part
Any specific kind
of crops or plants
grown?

My observations

____________________________________

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Chapter 6 Weather

Weather in different parts of the world

There are many parts of the world where people
experience different kinds of weather—dry, hot,
rainy and cold.
Earth is a sphere and because of this the heat
from the Sun is distributed unevenly across its
surface. The equator receives the most heat
from the Sun, whilst the poles of the Earth (at
the top and bottom of the Earth) receive the
least amount of heat. This is why countries near
the equator are always warm, and those areas
near the poles are always cold.
Look at these pictures.

A dry place A snowy place

A sunny place A wet place

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Weather Chapter 6

Activity
Look at the picture. This is a desert of Saudi
Arabia. The weather is very hot and dry there.

Which type of plants can grow in the desert of

Saudi Arabia?

____________________________________

Which type of animals do you think live there in

Saudi Arabia?

____________________________________

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Chapter 6 Weather

Which type of animals cannot be found at all in

the desert?

____________________________________

What should a person do to save himself from

extreme hot and dry weather of a desert?

____________________________________

Key Competency: T hinking critically

and creatively
Recognises the weather patterns in different
parts of the world and relates it to the
habitats of plants and animals found there

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Weather Chapter 6

Weather affects plants

Look at this tree in two different seasons.

A tree in summer The same tree

in winter
Trees also need protection from cold. Some
trees shed their leaves in winter.

After the winter, leaves grow on the trees again.

Why do you think this happens?

____________________________________

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Chapter 6 Weather

Some plants need more sunlight. Example, cactus.

Some plants need more water. Example, tomato.

Weather affects animals

Have you ever noticed, after the rain, animals
like earthworms and snails are seen more often?
Why do you think this happens?

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Weather Chapter 6

Activity
Animals found during Iruvai and
Hulhan’gu
Animals found Animals found
frequently frequently
during Iruvai during
Hulhan’gu
Name of the
animals

Which place
did you find
them most?
Special
features

Your
observations

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Chapter 6 Weather

Migration
There are some birds, which, in order to avoid
harsh winters fly away to places with pleasant
weather. Such birds are known as migratory
birds.

The Maldives is one of the favourite destinations

for some of the migratory birds. One such bird is
Grey Plover (Alaka).
Activity
Visiting my atoll!
Find out the information about migratory
birds visiting your atoll. Write your
observation below.
Name of the bird Country from which it
migrated

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Weather Chapter 6

New Words
Meteorologist: a person who studies weather
Instrument: a tool or a device used for a
specific purpose
Season: a weather condition which remains
the same for a long duration
Migration: t o move from one area to another
at different times of the year

Explore Deeper
1. Meteorologist use various instruments to tell us
what kind of weather might exist in the coming
days. This is known as weather forecast. How
do you think weather forecast helps us?
2. Discuss how weather affects our everyday life.
3. A
dam has shifted to Alaska. Alaska is an
extremely cold place. Snowfall also takes
place there. What should Adam do to protect
himself from extreme cold? Discuss.

Key Competency: Practising Islam

And we send down from the sky rain chartered
with blessing, and We produce therewith gardens and
grains for harvests (Quran 50:9)

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Chapter 7
Materials

Warm Up
Sort these objects based on the material
from which they are made. One has been
done for you.

Plastic

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Materials Chapter 7

Discuss
• What type of materials are found in the
environment?
• Give an example of a material that is used to
make different kinds of objects.

There are different kinds of materials around us.

We use different materials such as wood, plastic,
steel, paper, cloth etc. in our everyday life.

Key Competency: Relating to people

Communicating with others and
engaging in discussion

Activity
The table shows the list of materials from which
various things are made. Look around and tally
mark each time you find that material in the
surroundings.

For example, if you find a plastic bottle, mark a

small line in the tally column. This is known as
tally mark. In the end, count the tally marks in
all the columns.

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Chapter 7 Materials

Material Tally Total

Plastic

Glass

Cloth

Wood

Rubber

Metal

Which material did you find most in number?

____________________________________

Which material do you use most frequently?

____________________________________

Key Competency: Making meaning

Relates the property of the materials
to their uses

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Materials Chapter 7

Activity
Explain the change!
The pictures here show changes these things
have undergone. Discuss what caused these
changes.
What has
Before After happened?

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Chapter 7 Materials

Discuss and Answer:

Can we change melted ice to its frozen form

again? Why or why not?

____________________________________

Can we change crushed tin to its original form

again? Why or why not?

____________________________________

Key Competency: Making meaning

Understand that materials can change
their property depending on the
condition

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Materials Chapter 7

Fast and slow changes

Some changes can take place fast while some
takes time.

Activity
Fast and slow changes
Take out some ice from the refrigerator. Keep it
in a bowl for 30 seconds. Did the ice melt?

Fill a water bottle and keep it in a refrigerator.

Take out the same bottle after 15 seconds. Is the
water cold?

How long does it take for your mother to cook

food? Can the food be cooked in 10 seconds?

What can you conclude from your observations?

____________________________________

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Chapter 7 Materials

Different objects are made up of different

materials. For example, a book is made of paper
while water bottle may be made of plastic.

We can classify materials as natural or human-

made. Materials can also be classified on the
basis of their use in our daily life.

Activity
Classifying the materials!
Look around your surroundings. List down some
of the materials you find. Now, classify these
materials based on your own observations and
give reasons for the classification.

Classification of materials

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Materials Chapter 7

Activity
My investigation on materials
Materials required: two beakers of the same
size, hot water, a wooden spoon, a metal spoon
of similar size, a stopwatch
My question

My plan for a fair test

I will need

I will do this

I think
(predict)

I will keep
these things
the same
My results

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Chapter 7 Materials

Key Competency: Thinking critically

and creatively
Learning to make predictions and evaluating
these predictions through fair test

Activity
What is wrong?
Look at the following things, they have been
made with different materials.

Picture A Picture B
(Wooden cooker) (Plastic window)

Picture C
(Rubber spoon)
Discuss
What is wrong in Picture A, B and C?
Can we use these materials? Why or why not?
How can we make these objects usable?

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Materials Chapter 7

Activity
Hot or not!
Some materials can become hot easily when
you keep them out in the Sun.

Collect 5 different objects made from steel,

plastic, copper, rubber and wood.

What did you collect?

____________________________________

Keep the objects you collected out in the Sun.

After 10 minutes, go outside and touch and feel

each object.

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Chapter 7

Material 1 Material 2 Material 3 Material 4 Material 5

© Cambridge University Press

_________ _________ _________ _________ _________

After 10
Materials

minutes
Observations:

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Fill in the observation table.
Materials Chapter 7

Which material is the hottest to touch?

____________________________________

Why did we choose to check the object after

10 minutes and why not 2 hours?

____________________________________

Based on the activity, what can you conclude

about each of the material that you used?

____________________________________

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Chapter 7 Materials

Activity
Find the hidden material!
C M G D H X U J K P E C E L I
H O W E R W M P C V I M D F Q
K Y P X U P S B H T E O O S N
O G P P B M F O S T O V G T X
V G T I E Z Q A A W D Y I E P
M D B U B R L L D C S L Y E C
V G O M Z P R E P A P V P L C
E O Z S F W Y E A S E J M Y I
E E M A I G C Y N S Y J K T Z
K B P A M F H F L A Y X B E H
S L X P J X R T G L Y Y K Q F
D A L E J L B V O G G H A K C
K G O R V T Z S B L K G G L K
Y M A D R U B B E R C W U F J
R X J S U O V C H E A W K V B
Write down the names of materials you found
out from the puzzle.
___________________________________

___________________________________

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Materials Chapter 7

Durability of materials
Materials can be strong or weak.

Look around your surroundings. Which of the

materials you found are weak/breakable and
which are strong?
Breakable materials Strong materials
______________ ______________

______________ ______________

Discuss
Why is a dhoani made of wood and not plastic?

What will happen if cars are made of plastic?

Why are our homes made of bricks and cement

and not glass or plastic?

Key Competency: Thinking critically

and creatively
Understanding the durability of materials

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Chapter 7 Materials

Project Idea
Observe the kitchen in your home carefully.
It has different kinds of objects. Fill in the
following observation chart. One has been
done for you.

Object Made from Property Uses

which
material
Sink Stainless Strong, To wash
steel waterproof, utensils
easy to clean

Key Competency: Practising Islam

One of Allah’s great blessings to Prophet Suleiman (SA)
was “a fount of molten copper.” And we made a fount of
molten copper flow out for him (Quran 34:12)

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Chapter 8
Resources from the Environment

Warm Up
Look at the picture and circle 5 natural
things you see.

Air, water, trees and soil are the natural

things in our environment. These are
created by Allah (SWT).

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Chapter 8 Resources from the Environment

Natural resources
There are various natural things around us.
They provide us with natural resources. Natural
resources are the materials provided by the
Allah (SWT) and humans cannot make them.
Soil, water, air and coal are some of the natural
resources which we use in our everyday life.

We breathe air, drink water and use soil for

various purposes like planting trees. Soil, water
and air are important for plants, animals and
human beings.

How do we use the Earth’s resources?

We use resources available on the Earth for
various purposes.

Activity
Look at the
picture and
write how we
use the natural
resources.

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Resources from the Environment Chapter 8

____________________________________

Soil
Soil is a natural resource. Plants need soil
to grow. Different types of soils are present
in different areas. For example, the soil
present on the beach area is different from
that present on island.

Activity
Comparing the soil of different areas
of my island
Collect some garden soil and beach soil. Pour
the two samples on two different plates.
Observe the samples one by one.

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Chapter 8 Resources from the Environment

Sample Sample
collected from collected from
___________ ___________

Colour

Are there any

big or small
granules?

Is there any
water present
in the soil?

Do you see
any particles
of leaves?

Do you see any

small insects
or other
creatures?

Any other
observation?

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Draw the things that you found in the soil.

This is what I found in my soil samples!

Now, classify the materials you found in the

soil as artificial and natural materials.

Artificial materials Natural materials

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Chapter 8 Resources from the Environment

Discuss
On what basis did you classify the materials in
the soil as natural and artificial?

How does the natural things present in soil help

the plant?

Key Competency: U sing sustainable

practices
Using resources wisely

Air
Have you seen air? Have you smelled air?

Air is present all around us. All living things

breathe air. Just like soil, air is also a natural
resource.

Properties of air
Air cannot be seen. We can only feel the air
around us. Though air cannot be seen, it
occupies space and also has weight or mass.

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Resources from the Environment Chapter 8

Activity
Air takes up space!
Materials required: a paper bag

Procedure:
Empty the paper bag.

Blow the paper bag and hold it tightly from the

top, as shown in the figure.

What do you think is inside the paper bag?

____________________________________

What do you understand from this activity?

____________________________________

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Chapter 8 Resources from the Environment

Activity
Air has mass!
Materials required: clothes hanger or a ruler
scale, thread, 2 balloons

Procedure:
Blow two balloons and tie them with thread on
two ends of the ruler as shown below.

Hold the ruler from its center.

Why is the ruler balanced?

____________________________________

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Resources from the Environment Chapter 8

Now, pop one of the balloons. What has

happened?

____________________________________

What do you conclude from this activity?

____________________________________

Key Competency: Thinking critically

and creatively
Understanding that air occupies
space and has mass

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Chapter 8 Resources from the Environment

Water
When you feel thirsty what do you do?

Water is present all around us. Water is

required for us to live. Life cannot exist
without water.

Our Earth is mostly covered with water.

However, most of it we cannot use. Therefore,
we must use water carefully and save it for the
future.

Properties of water
Water is a colourless and a tasteless liquid.
Water does not have any specific shape or smell.

Activity
Properties of water
Pour some water into a clean glass.

How does it look?

____________________________________

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How does it smell?

____________________________________

Drink the water. Does it have any particular

taste or is it tasteless? Describe.

____________________________________

Collect water from different areas of the island.

Observe water samples

Colour _______________________________

Turbidity _____________________________

Smell ________________________________

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Chapter 8 Resources from the Environment

Pollution
Have you seen smoke
coming out from vehicles?
Is it harmful for us?

Have you seen, garbage

being dumped near
beaches? What sort of
things are usually
dumped? How do you feel
about it?

Have you seen waste

materials being dumped
on the roads/walkways?
How does this harm us?

The presence of unwanted substances in the

environment is known as pollution. Pollution is
harmful for our environment and us.

Discuss
How the land, air and sea are being polluted on
and around your island?

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Resources from the Environment Chapter 8

Scarcity of natural resources

Scarcity, in simple terms means ‘not enough’ or
‘short in supply’. Scarcity of natural resources
means that nature’s resources are running out
due to overuse and we have very less of these
resources left to use.

If we do not use natural resources wisely, they

will run out. Therefore, we must never waste
natural resources.

Activity
Using resources wisely
Work in groups of 4-5, choose a natural
resource, such as, air, water, soil or trees and
make a presentation on:

• How we are misusing these natural

resources?

• How we can save these natural resources?

Present and discuss.

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Chapter 8 Resources from the Environment

Activity
Saving resources.
Discuss in your class, what we should do to
save our natural resources. Write some action
points in the white space provided on the tree.

Key Competency: Relating to people

• Effective communication
• Sharing ideas

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Resources from the Environment Chapter 8

Activity
Exploring the black rain!
Have you heard about ‘black rain’?
Black rain has taken place in the Meemu Atoll
Kolhufushi island in the year 2011 and in
Haa Dhaal Atoll Kulhudhuffushi island in the
year 2006.
Find out more about ‘black rain’. Have a class
discussion on this topic. Think and discuss.
What is a black rain?
Why does it take place?
How can it affect the lives of living things?
Does it even affect non-living things in our
surroundings?
Can we do something to avoid it?
After the discussion, write your conclusion here.

____________________________________

___________________________________ .

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Chapter 8 Resources from the Environment

Key Competency: Thinking critically and

creatively, relating to people
• Effective communication
• Sharing ideas to bring out effective solution

New Words
Scarcity: the state of short supply
Pollution: p
resence of unwanted
substances in the environment
which makes it harmful

Explore Deeper

Our country is surrounded mostly by sea

water. Can we use this sea water to drink, to
wash and to cook? Why or why not? Discuss.

Key Competency: Practising Islam

The teachings of Prophet Muhammad (SAW)
emphasise the proper use of the water without wasting
it. The Prophet said, “Don’t waste water even if
you are on a running river”. He also said, “Whoever
increases (more than three), he does injustice and
wrong”. (Abu Dawud, Alnasai and Ibn Majah)

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Chapter 9
Force and Magnets

Warm Up
Identify whether it is push or a pull.

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© Cambridge University Press
Chapter 9 Force and Magnets

Force
Force is defined as a push or a pull. We use
push and pull in our everyday life. For example,
we pull the drawer to open it and then push to
close it.

Activity

Making it move
To understand the
link between the force
applied and how far the
object moves.

Materials required:
An empty carton

Procedure:
Choose an open area to
perform this activity.

Keep the carton in front

of you. Now, push the
carton slowly. How far did it move? Mark it.

134
© Cambridge University Press
Force and Magnets Chapter 9

Now, push the carton,

a little bit harder. How
far did it reach? Mark it.

Now, push the carton

with full force. Where
did it reach now?
Mark it.

What do you conclude from this activity?

____________________________________

Force is also used to slow down an object.

Think and write an example.

____________________________________

Key Competency: Making meaning

Understanding the use and
importance of force in our daily life

Magnets
A magnet is an object
which has the ability
to attract certain
Bar magnet Horse-shoe
materials such as iron
and steel. magnet

Circle the materials which can be pulled by a

magnet.

Pencil Scissors Paper Pin

Cup Screw Eraser Stapler

When an object is pulled towards a magnet, we

say that the magnet attracts the object.

Key Competency: Practising Islam

Allah it is who raised up the heavenly
bodies to invisible pillars (Quran 13:2)

Activity
Attract or not!
Collect some everyday objects.

Bring a magnet close to each object and

observe what happens.

Object My prediction Attracted by a

magnet or not?

Key Competency: Thinking critically

and creatively
Understanding that some materials have
the property to get attracted to a magnet

Magnetic forces can pass through

certain materials
Magnets have the ability to attract certain
materials even if an object is present in
between them.
Activity
Attract through water!
To investigate whether magnet attracts
certain materials through water.

Put some iron nails or clips in a

glass of water.

Now, you must take out the iron

clips or nails without spilling or
touching the water.

What procedure did you follow?

____________________________________

Key Competency: Thinking critically

and creatively
Understanding everyday use of magnets

New Words
Force: a push or a pull
Magnet: a piece of material (such as iron
or steel) that is able to attract
certain metals

Explore Deeper

Discuss and identify where magnets are

used in everyday life.

Warm Up
Complete the diagram.

In the morning

The Sun
______

In the evening
In the evening

The Sun The Sun

______ ______
again

The The
______ ______
rises appears
again
In the morning In the night
What can you conclude from this diagram?
Discuss.

Cycles in nature
The nature undergo changes. Some of these
changes repeat themselves or occur in a pattern
or a cycle. For example, we experience day and
night, one season after another and so on.

Think of some more examples where you think

that nature works in a cycle.

The Moon
The Moon is much smaller than the Earth. It
moves around the Earth.

We can see the Moon on almost every night. We

might observe that the Moon looks different
on different nights. The appearance of the shape
of the Moon changes in a cyclic manner. We can
observe these changes every month.

Activity
Phases of the Moon!
Observe the shapes of the Moon for 30 days.
Cut the same shape and paste it below,
starting from day 1.

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6

Day 7 Day 8 Day 9 Day 10 Day 11 Day 12

Day 13 Day 14 Day 15 Day 16 Day 17 Day 18

Day 19 Day 20 Day 21 Day 22 Day 23 Day 24

Day 25 Day 26 Day 27 Day 28 Day 29 Day 30

Changes in the position of the Moon

While you were observing the shapes of the
Moon, did you observe that the Moon also
changed its position?

Since, the Moon moves around the Earth, it

changes its position too.

Activity
Positions of the Moon
Choose an open area to conduct this
investigation. Make sure that you are able to
see the Moon clearly from that place. Now,
notice just the position of the Moon every
day for a week. Make sure you start your
investigation every day at the same time.

What did you observe? Draw your findings

here.

What do you conclude from this activity?

____________________________________

Key Competency: Practising Islam

It is He who created night and day
and the Sun and the Moon, each one swimming
in a sphere (Quran, 21:33)

Water cycle
Now you know that nature works in a cyclic
manner. For example, changes in the shape and
position of the Moon and formation of day and
night. Similarly, water present on the Earth also
undergoes cyclic changes.

The Earth has a limited amount of usable water.

The water keeps on changing from one state to
another in what we call the water cycle.

Look at this picture. This shows formation

of rain.

Condensation

Evaporation Precipitation

Activity
Mark it right
Look at the picture of the water cycle. Write
evaporation, condensation and precipitation
at its correct places.

Discuss in the class, how these processes take

place.

In this image, there is an arrow which shows

that water is going underground. Where do
you think this water reaches? Discuss.

We experience the processes of evaporation

and condensation in our daily life too. Let us
understand these processes in more detail.

Evaporation
Evaporation is the process of changing water
into steam or water vapour. Evaporation takes
place when we boil the water and steam comes
out of it.

Activity
Let’s evaporate it!
To understand evaporation using everyday
examples.

Wash your face with water. Do not wipe it with

a cloth or a towel.

Did the water from your face disappear on its

own? How long did it take?

____________________________________

Key Competency: Thinking critically

and creatively
Relating the natural processes to our
everyday life

Which process of water cycle is explained in this

activity?

____________________________________

Where do you think the water disappeared?

____________________________________

Fill a glass with water and mark the water level

on the glass. Keep the glass of water under the
Sun for about 4 hours.

After 4 hours, bring the glass back in the room.

Compare the water level with the mark on the
glass. Did the water level decrease?

Where do you think the water disappeared?

____________________________________

What can you conclude from this?

____________________________________

Condensation
Condensation is the opposite of evaporation.
The process in which steam or water vapour
changes back into water is called condensation.

Activity
Let’s condense it!
To understand condensation using everyday
examples.

Pour chilled water in a steel glass. After a

few minutes, touch the glass. Do you see the
formation of small water droplets on the outside
of the glass? What do you think it is?

____________________________________

When the water is heated, steam comes out of

it? What will happen if you keep a plate on its
surface?

____________________________________

Fill in the boxes with evaporation and

condensation.

In the water cycle, water goes back into the

atmosphere as water vapour by the process of
evaporation. Water vapour cools and condenses
into water droplets to form clouds.

The clouds get heavy, and falls back on the Earth

as rain. This process is called precipitation. We
have to praise Allah (SWT) for creating these
mechanisms in nature for our well-being.

Activity
Role play!
Work in small groups and act out to show
the water cycle. The following are some of
the roles which you could act out.

Ocean, tree, rain, cloud and the Sun.

Key Competency: Relating to people

Building team work and
communicating effectively

Sunrise and Sunset

Day and night is another cycle that we
experience in nature. When the Sun rises it is
day. When the Sun sets it is night.

Throughout the day, the position of the Sun

keeps on changing. The Sun does not stay at
the same place.

Activity
To understand the position of the Sun at
different times of the day.

Choose a place where you can observe the

position of the Sun clearly. Do not look directly
at the Sun. Wear sunglasses when you perform
this activity.

On the next page, draw the position of the

Sun in the morning, noon and evening.

Key Competency: Making meaning

Understanding that cyclic
changes in nature are
important for our daily
life, such as day and
night, rainfall

Morning

East West

Noon

East West

Evening

East West

You

Did you notice a dark shape of your body on the

ground? This is known as shadow.

Changes in our environment over a day

Our environment also changes, just like the
position of the Sun and the Moon undergo
changes. For example, the colour of the sky
is different in the noon as compared to the
evening.

Think of some more changes like these and

write it here.

____________________________________

Look at the pictures of some of the changes

happening to the Earth.

Debate:
Hold a class debate on the
positive and negative effects of
t he changes happening on the
Earth.

New Words
Cycle: a
series of events that are regularly
repeated in the same order
Evaporation: t he process of changing
water into steam/water
vapour
Condensation: t he process of changing
steam/water vapour into
water
Precipitation: liquid or solid water
particles that fall from
clouds

Explore Deeper

How will it affect us if nature does not

work in cycles such as sunrise, sunset and
rainfall?

Warm Up
Energy is ability to make things work.

You need energy to:

_________________________________

What is our main source of energy—the Sun,

the Moon or the Earth?

_________________________________

Energy is also needed by some non-living

things to work.

Match these non-living things with their

sources of energy.

The Sun—our main source of energy

The Sun is our major source of energy. The heat
energy from the Sun is used by plants, animals
and human beings.

Effect of heat energy on human beings

All human beings can experience
heat energy from the Sun.

Activity
Sun and I!
To understand the effect of heat energy on
humans.
When I go out under sunshine, I feel ________
cold/hot.

If I stay under the Sun for a long time, I feel

________ sweaty/cold.

When I stand under the Sun, I can see a dark

reflection of my own self on the ground. It is
known as a ____________ body/shadow.

Staying under the Sun for a long time causes my

skin to darken. This is known as ____________
sun ban/sun tan.

Activity

My investigation on the Sun!

Fill water in two glasses. Keep one glass under
the Sun and other glass in shade. Fill in your
observations.

My questions

Things I need are

What did I find out

My conclusion

The Sun is important for us because

____________________________________

Key Competency: Making meaning

Understanding the effect of natural
sources of energy on humans

Discuss some of the positive and negative

effects of heat energy from the Sun.

Wind energy
Wind is another form of natural energy. We use
wind for various purposes.

Think and write.

____________________________________

Effects of wind energy

A gentle moving wind is known as breeze.

Extremely strong winds can cause destruction to

the environment.

Discuss some of the positive and negative

effects of wind energy.

Activity
Effects of wind energy
Study the positive and negative effects of
wind energy on land and water.
Positive effects Negative effects
of wind energy: of wind energy:

• Gives relief from • Destroys trees

hot weather

Apart from the Sun’s energy and wind energy,

there are various other forms of energy, such as
electric energy and water energy which we
use in our everyday life.

Uses of energy
We use energy at our home and school every day.

Discuss
How do we use water and wind as the forms of
energy?

Activity
Use of energy at home
Analyse the use of energy at your home. One
has been done for you.
Place: Energy used Is there any
for: other form
of energy
being used?
Kitchen cooking food heat energy

Sitting room

Bedroom

Where did you use maximum energy?

____________________________________

Where did you use minimum energy?

____________________________________

Did you find misuse of any form of energy? If

yes, mention.

____________________________________

Explain to your parents, how we can contribute

in saving energy.

____________________________________

Compare the results with your classmates.

Discuss.

Activity
Use of energy at school
Analyse the use of energy at your school.

Observations Form of energy

being used

How do you
reach the
school?

How many
fans are
used in your
classroom?

How is
electricity
being used
in the
classroom?

Any other
observation?

Discuss the energy wastage that you might

have observed taking place in your school.

Compare the results with your classmates and

discuss how each one of you can contribute in
saving energy. Note down some action points
and paste it in your classroom.

Key Competency: Using sustainable

practices
Observing use of energy at home and at
school and making wise decisions based
on these observations

Why should we save energy?

We use energy every
day at home, at school,
at work, and even when
you’re playing. By saving
energy you’re helping to
save the world’s energy
resources like natural gas,
oil and water and you’re
also saving money on your
bills. Best of all, by using
energy wisely, we can cut
down on pollutants in the
air and water, making a
better environment for
everyone.

Key Competency: Practising Islam

Allah (SWT) wants to make it clear that He is
the owner of the resources, and to Him belong
all things. He continues: We send the winds
fertilising (to fill heavily the clouds with water),
then cause the water to descend water from the
sky, and we give it to you to drink,and it is not
you who hold the storage of this wealth (water)
(Quran 15:22)

Activity
To make awareness poster on saving
energy!

Choose any form of energy such as electric

energy or hydro (water) energy. Make a poster
on saving of energy to make people aware of
their role towards the environment.

Before you start making the poster, discuss:

• where is the maximum wastage of energy
taking place?
• what are the action points to save energy?
Cut out the poster and paste it where you think
energy wastage can take place such as school
water area or in a room. This will encourage
people to save energy.

Key Competency: U sing sustainable

practices, Relating
to people
Reaching out to others and sharing ideas

Activity
Energy crossword puzzle!

3 4

Across
5. Your fan needs this energy to work

Down
1. A remote control needs this to work
2. Also known as water energy
3. This form of energy is used for cooking food
4. This form of energy is used for sailing boats

New Words
Energy: ability to work
Sun tan: d arkening of skin happening due
to exposure to the Sun
Pollutant: u nwanted material present in the
environment

Explore Deeper

1. The Sun’s energy and fuels are both

natural sources of energy. What is the
difference between the two?

2. Wasting energy is the same as wasting

money. Explain.

Chapter 12
Sound and Light

Warm Up
Write down about the different sounds that
you hear when you are

at home:

in school:

in the park:

at the beach:

Sound
Sound is all around us. Different things produce
different sounds.

We recognise many things by their sounds.

Activity
Let’s make sound!
Try making your own musical instrument using
everyday objects. Invite your friends and form
a musical band.

Name of the
Materials you used
instrument

Key Competency: Thinking critically

and creatively, Relating to people
Developing creative skills and learning
to work as a team

Sound is a form of energy. A sound can be soft

or loud.

Sound of music Sound of noise

is soft and pleasant is loud and unpleasant

Activity
Pleasant and unpleasant sounds
Make a list of the pleasant and unpleasant
sounds that you hear around you.
Pleasant sound Unpleasant sound

Noise pollution and its effects

Loud noise causes noise pollution.

Look at some of the sources of noise pollution.

How do you feel when:

• people shout?
• you hear the noise of traffic?

Noise pollution is harmful not only for human

beings but for animals too.

There are many marine animals such as

whales and dolphins which rely on sounds to
communicate with one another. They can locate

their prey using the sound signals.

Ships in the sea and various sea sports can

disturb the sound communication within these
animals. Therefore, noise pollution is a threat to
these animals.

Activity
Research and find out some more animals
which rely on sound energy. How can noise
pollution affect them? Discuss in your class.

____________________________________

Using sound
Some sounds are helpful for us.
What do these sounds tell us?

Sound of an ambulance

____________________________________

Sound of a fire alarm

____________________________________

Sound of an alarm clock

____________________________________

Sound of a pressure cooker

____________________________________

We listen to prayer call five times

a day.

Light
We use light to see things around us. The Sun
is our main source of light. Look around and see
other sources of light present around you.

Light help us see things

When the light from a source

falls on an object, it bounces and
reaches our eyes. This is how we
see objects.
Activity
Switch off the lights of a room. Try to look for
the things present in the room. Are you able
to see things clearly? Why?

Types of objects
What are the materials through which you can
see clearly?

____________________________________

Shine light on these materials. Did light pass

through them easily?

____________________________________

Such materials are called transparent materials.

They allow light to pass through them easily.

What are the materials through which you are

not able to see properly are called?
____________________________________

Shine light on these materials. Did light pass

through them completely are called?

____________________________________

Such materials are called translucent materials.

They allow only some light to pass through them.

What are the materials through which you are

not able to see at all?

____________________________________

Shine light on these materials. Did light pass

through them?

____________________________________

Such materials are called opaque. They do not

allow light to pass through them at all and
instead form a shadow.

Activity
Types of objects
Look around and write the names of a few
transparent, translucent and opaque objects.

Transparent Translucent Opaque

objects objects objects

Activity
Light travels through different objects
Investigate how light travels through
different objects.

What are you going to investigate?

What materials will you require?

What did you find out?

Name the things you will change:

Keep the same:

What are the challenges you faced?

You could have done better if:

Key Competency: Thinking critically

and creatively
Planning and carrying out investigations

Key Competency: Practising Islam

“Verily! the hearing, and the sight, and the
heart, of each of those one will be questioned
(by Allah)” (Quran 17:36)

Shadow
When we stand in the Sun, we see a dark shape
similar to our body on the ground. This dark shape
is called a shadow.

When an object blocks the path of light, a

shadow is formed.

Activity
How shadows form!
Study the formation of shadows by opaque
objects.

What are the

materials you will
choose for your study?

What procedure will

you follow?

Did you face any

challenge?

Your observations

Activity
To make your own sundial
Make a sundial by working in the groups of
4-5 students. Before starting to make the
sundial, discuss:

• How does a sundial work?

• How can you make a simple sundial?
• What materials will you collect?
• What are the challenges you could face?
• How could you avoid these challenges?
• Now, make the sundial and see if it works
properly.

Materials used

Procedure followed

Challenges faced

How will you rework on these challenges?

____________________________________

Draw the sundial made by you and your group.

Our Sundial!

Key Competency: Relating to people

Learning to work in a team

Paste the photo here

Our prediction: (after 1 hour)

Observation: (after 1 hour)

Use of opaque and

transparent materials
In our day-to-day life, we all use opaque,
transparent and translucent objects.

Think of some of these materials which you

use every day and write their uses.

Transparent Translucent Opaque

Object Uses Object Uses Object Uses

Based on this activity, name the kind of

materials which you mostly use—transparent,
translucent or opaque.
____________________________________

New words
Shadow: a dark area that forms when the
path of light is blocked
Transparent: materials which allow all the
light to pass through them
Translucent: materials which allow only
some light to pass through
them
Opaque: materials which do not allow light
to pass through them at all
Sundial: an instrument used to show time
by using the shadow casted by
the Sun

Explore Deeper
1. Discuss some of the ways in which we
can help in reducing noise pollution.

2. When you hear a loud sound, you prefer

to cover your ears with your hands.
Why?

3. Why is a window made of transparent

material and not opaque material?

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Exploring Science SB2

Uploaded by

Exploring Science SB2

Uploaded by

NIE

Exploring Science series for key stage 1 is developed Exploring

The series enables to accomplish the vision by

Email: schools@[Link] ISBN 978-1-107-53054-6

[Link]/cambridgeindia MVR 83 9 781107 53054 6

This book belongs to

© Cambridge University Press

Cambridge University Press is part of the University of Cambridge.

notice to teachers in the uk

© Cambridge University Press

© Cambridge University Press

8. Resources and the Environment 117

10. Cycle 140

11. Energy 158

12. Sound and Light 174

© Cambridge University Press

Tick ( ) the things which a robot cannot do.

Eat food Walk on its own

Breathe air Talk on its own

Which of the two pictures show a living

Discuss some of the ways in which we can

Classify the things you saw there into living

Living things Non-living things

Key Competency: Relating to people

How are they similar?

How are they different?

Group these animals based on similar

Animals develop certain characteristics to

Look at the pictures of these animals.

Why does a duck have webbed feet?

Why do you think a heron has a long neck?

Why does a fish have a slimy body?

Why does a bear sniff?

Key Competency: Thinking

Why do camels have toes shaped like this?

Why does a snail have a shell on its body?

This is a porcupine. It has spines all over its body.

This is a giraffe. It has really long neck. Why do

Can a Why or why not?

camel live in snow?

cat live on a beach?

duck live in a park?

giraffe live in a desert?

Why is it that a camel can live in the desert

What will happen if a duck is made to live in a

Let us study plants!

Key Competency: U  sing sustainable

Think of some of the ways in which plants help

Look at the picture of these plants.

This is a lotus flower. It grows in water. Why

This is a cactus plant. It has thorns all over its

What do you understand from the above activity?

Studying the differences between a plant found

Plant from Plant from

For example, a bird cannot live under water and

Ahmed made a wonderful

Key Competency: Practising Islam

Make your own diorama of the animals and

Paste the picture of you with your diorama here.

These are some of the animals who lost their

Tiger and giraffe can be placed in the same

Which animal did you find most in number?

Hair Eye Leg Hand Arm Nose

Like any other machine, our body also

Our body has external organs and internal

Key Competency: Thinking critically

Label the 5 sense organs.

We see through _______________.

Do you know, like various organs of our body,

Key Competency: Making meaning

Put on your headphones. Listen to some

When the dust gets into our eyes, why do we

Have you noticed, that music sounds loud in

Often it has been seen that, when a person

Go out for a walk in a park, a garden or a

I can hear I can see I can smell

Key Competency: U sing sustainable

The H E T pumps blood and sends it to all

The L N G help us to breathe.

The K D N Y __ help to clean body.

The N T E T N helps to absorb

Key Competency: T hinking critically