Science Carnival Book 3 by Alston Education

SCIENCE

The Science Carnival series is developed for pupils who go to CBSE-affiliated schools to help them achieve the learning outcomes of the latest national curriculum.

3 BOOK 3

Adopting the inquiry-based learning approach, Science Carnival uses engaging visuals and presentation formats with well-crafted activities to arouse pupils’ curiosity about the world around them. Starting with exploratory questions, Science Carnival spurs them to investigate the problem or idea which involves asking questions, collecting and analysing information, generating solutions, making decisions, justifying conclusions and taking action. This motivates pupils to understand key scientific concepts and encourage a spirit of inquiry.

Sam Kee

Each chapter comprises several exercises that focus on scientific process skills (such as observing, comparing, classifying, inferring, measuring, communicating and predicting), reasoning skills and critical thinking skills to help pupils develop scientific knowledge and critical thinking abilities. They come in the form of Multiple-Choice Questions, Higher-Order Thinking Skills and Value-Based questions, provided at the end of each lesson. The formative and summative assessments allow for continual evaluation of pupils’ understanding of concepts. These outcome-based exercises aim to test their understanding and application of scientific concepts and related skills to solve real life problems. The Science Carnival Book 3 comprises the following components: ✔ Student Book 3 ✔ Teacher’s Guide Book 3 – Contains lesson plans and wrap-around teacher’s notes, with additional information and tips on conducting and delivering effective Science lessons. ✔ Additional formative and summative assessments are available online for teachers only. ` 310

Empowering Minds • Improving Lives

Sam Kee

Credits

Published by Alston Publishing House Pte Ltd 745 Toa Payoh Lorong 5, #03-07, Singapore 319455 enquiry@alstonpublishinghouse.com www.alstonpublishinghouse.com © 2017 Alston Publishing House Pte Ltd All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the copyright owner. Distributed in India by Parle Book Centre Shop No. 6, Anant Co-Operative Society Ltd. D. J. Road, Vile Parle West Mumbai, Maharashtra 400056 India Tel: 022 2618 4082 Email: info@pbcdistributors.com First published 2017 ISBN 978-981-4573-43-6 Publisher: Sim Wee Chee

Chapter 1: pp. 8-10: drussawin leepaisal/Shutterstock.com (a side view of a thai cow eating grass); Nikitina Olga/Shutterstock.com (photosynthesis vector image, simple scheme for students); Johan Barnard/ Shutterstock.com (cheetah hunt 1); Shcherbinator/Shutterstock.com (The hole in the sand where they live snake); Natalia Hubbert/Shutterstock.com (Aging people - set 1, Men at different ages. Hand drawn cartoon men, family members isolated, sketch); Patrick Foto/Shutterstock.com (Closeup butterfly on flower (Common tiger butterfly)); pp.12-13: Tefi/Shutterstock.com (Normal human kidney and cross section of the kidney, blood supply); FamVeld/Shutterstock.com (Mother giving birth to a baby. Newborn baby in delivery room. Mom holding her new born child after labor. Female pregnant patient in a modern hospital. Parent and infant first moments of bonding.); Dmitry Kalinovsky/Dreamstime.com (Cat family); wk1003mike/Shutterstock.com (hand watering young plants growing in germination sequence); ShaunWilkinson/Shutterstock.com (Macro of a tomato plant stem showing fine hairs); Halfbottle/Shutterstock.com (Happy Asian twins girls smile point up isolated on white background); p.15: underverse/Shutterstock.com (Close Up Candle With Creative Flame Over Dark Background (Noise Visible Due To Low Light Condition)); MOSO IMAGE/Shutterstock.com (Big fluffy clouds); Mino Surkala/Shutterstock.com (Very fast driving red Japanese modern hatchback); p.18: Natali Snailcat/Shutterstock.com (Silhouettes of fish and sun rays in a sea) Chapter 2: pp.20-26: underworld/Shutterstock.com (Calm Cactus Desert Sunset in Tenerife Canary Island); sirastock/Shutterstock.com (mango tree in rice farm in Thailand); AlinaMD/Shutterstock.com (spruce forest on the hillside); studio2013/Shutterstock.com (tabroot and fibrous root isolated); Richard Griffin/Shutterstock. com (Sapling oak tree germinated from an acorn isolated against white); nuchstockphoto/Shutterstock. com (coconut tree); nito/Shutterstock.com (a Epipremnum aureum plant on a white background); gezzeg/ Shutterstock.com (Hand hold young oil palm tree exposing root isolated white background); Artjazz/ Dreamstime.com (Green leaf in shape of heart); Natallia Khlapushyna/Dreamstime.com (Stock Photography: Red autumn leaf); Elena Elisseeva/Dreamstime.com (Ginkgo Biloba leaf); Kalinn/Dreamstime.com (Lucky four leaf Clover); Nevodka/Dreamstime.com (Grass fence); Roman Zaremba/Dreamstime.com (Green Leaf); Christian Schmalhofer/Dreamstime.com (Rose); Hywit Dimyadi/Dreamstime.com (Red hibiscus); Hemul/ Dreamstime.com (Red flower and bee); Ekays/Dreamstime.com (Ixora); Deymos/Dreamstime.com (Pink orchid); Drozdowski/Shutterstock.com (fresh vegetables); homydesign/Shutterstock.com (Fresh whole orange and lemon and slices on white background.); Popup/Shutterstock.com (bean seed germination isolated on white); p.28: rootstock/Shutterstock.com (Closeup of the blooming red poppy flower with a pollinating bee.); p.30: MaXPdia/Istockphoto.com (hydroponic plantation); Parkerla/Istockphoto.com (Lettuce. Hydroponic.) Chapter 3: pp.32-36: Naufal MQ/Shutterstock.com (Emerald Lake and village, Nilgiris (Ooty), Tamilnadu, India); Naufal MQ/Shutterstock.com (Cauliflower / Broccoli forest view point in Avalanche near Upper Bhavani in Nilgiris, Tamilnadu, India); Naufal MQ/Shutterstock.com (Mudhumalai forest from top of the Needle rock view point, Nilgiris, Tamilnadu, India); Lereen/Shutterstock.com (Milestone in the mountains); Kletr/Shutterstock. com (The Lumberjack working in a forest.); Djem/Shutterstock.com (Close up woman plants a small fir-tree outdoors); Pornprasit/Shutterstock.com (Samutsakorn Thailand, 30 June: Volunteers join together and plant young tree in deep mud in mangrove reforestation project on June 30, 2015 in Samutsakorn Thailand.); Sura Nualpradid/Shutterstock.com (Samutsakorn Thailand, 16 September: Volunteers join together and plant young tree in deep mud in mangrove reforestation project on September 16, 2014 in Samutsakorn Thailand.); p.40: Sean Pavone/Shutterstock.com (Yaoshan Mountain, Guilin, China hillside rice terraces landscape.); p.42: Chapter 4: pp.44-49: Michael Gray/Dreamstime.com (Gold Fish); Asther Lau Choon Siew/Dreamstime. com(Sleeping Pufferfishy); Aaron Amat/Shutterstock.com (Portrait Of A Ostrich On White Background); Hintau Aliaksei/Shutterstock.com (Rana esculenta. Green (European or water) frog on white background.); Matthew Cole/Shutterstock.com (Illustration of a close up toad); schankz/Shutterstock.com (lizard on white background); Eric Isselee/Shutterstock.com (Jungle carpet python attacking, Morelia spilota cheynei against white background); Eric Isselee/Shutterstock.com (House Sparrow against white background); Aaron Amat/ Shutterstock.com (Portrait Of A Ostrich On White Background); Ivan Kuzmin/Shutterstock.com (Dwarf epauletted fruit bat (Micropteropus pussilus) flying at night.); Elena Larina/Shutterstock.com (Two dolphins swim in the pool); schubbel/Shutterstock.com (Young cat); Boumen Japet/Shutterstock.com (Leather bag); ppart/Shutterstock.com (Brown cowboy leather hat isolated over white with clipping path.) Kucher Serhii/ Shutterstock.com (brown knitted winter scarf isolated on a white background); alexandre zveiger/Shutterstock. com (pink wool sweater isolated on white background); fotohunter/Shutterstock.com (Silk Cocoons with Silk Worm on Green Mulberry Leaf); Lisa Thornberg/istockphoto.com (Butterfly); Alex Staroseltsev/Shutterstock. com (ladybug on white background); irin-k/Shuttterstock.com (bee isolated on the white); Somchai Som/ Shutterstock.com (Close up cockroach isolated on white); jps/Shutterstock.com (Life cycle of the Eastern Tiger Swallowtail butterfly (Papilio glaucus) from North America showing all stages in the development of the butterfly: Egg, caterpillar, chrysalis, adult, life and death.); pp.51-52: irin-k/Shutterstock.com (bee isolated on the white) spxChrome/istockphoto.com (Black Widow Spider); Henrik_L/Istockphoto.com (Mosquito closeup on white background); mrpuiii/istockphoto.com (Close up of cockroach); Sebastian Duda/istockphoto.com (Scorpio); nulinukas/Shutterstock.com (cows feeding in large cowshed); Eric Gevaert/Dreamstime.com (Two cute chimpanzees); Attila Jandi/Dreamstime.com (Jane Goodall, Budapest, Hungary) Chapter 5: pp.56-60: Paul Reeves Photography/Shutterstock.com (American Crow flying across the open sky.); Robert L Kothenbeutel/Shutterstock.com (An adult bald eagle takes flight with powerful downstrokes and dangling legs.); Chris Humphries/Shutterstock.com (blue macaw parrot flying); Miroslav Hlavko/ Shutterstock.com (Fancy pigeon); paula French/Shutterstock.com (Ostrich Running across the Plains in Hwange – Zimbabwe); Michael Truchon/Dreamstime.com (Hummingbird poses for a picture); Aksenova Natalya/Shutterstock.com (Mallard Duck with clipping path. Colourful mallard duck isolated on white background); Stephanie Periquet/Shutterstock.com (Hoopoe); Piotr Krzeslak/Shutterstock.com (Tree sparrow (Passer montanus)); Paul Reeves Photography/Shutterstock.com (Juvenal Barn Swallow perched on a pranch stretching its wing.); Panu Ruangjan/Shuterstock.com (Beautiful woodpecker bird, a male of Greater Flameback (Chrysocolaptes lucidus), taken in Thailand); Tracy Starr/Shutterstock.com (Macaw Parrot isolated on white); Piotr Krzeslak/Shutterstock.com (Tree sparrow (Passer montanus)); Peter Wey/Shutterstock.com (Portrait of a bald eagle (lat. haliaeetus leucocephalus)); Tania Thomson/Shutterstock.com (Sandhill crane, isolated on white. Latin name - Grus cannadensis.); O lympus/Shutterstock.com (raven bird isolate on white background); withGod/Shutterstock.com (a golden eagle with spread wings, isolated); Aksenova Natalya/ Shutterstock.com (Mallard Duck with clipping path. Colourful mallard duck isolated on white background); yevgeniy11/Shutterstock.com (A hen is a laying hen of white color. With a large comb.); YK/Shutterstock.com (Great Spotted Woodpecker isolated on white background); bierchen/Shutterstock.com (active osprey); Rich Lindie/Shutterstock.com (Chinstrap penguin on stone nest in Antarctica); Stacey Ann Alberts/Shutterstock. com (Golden Southern Masked Weaver - African Wild Bird Background - Nest builders, Home makers); Robby Fakhriannur/Shutterstock.com (Tailor Baby bird stretching for food in the nest); p.63: Alain Cezard/ Dreamstime.com (Bald eagle); Michael Truchon/Dreamstime.com (Hummingbird poses for a picture); Irakite/ Dreamstime.com (Sparrow); Craig Dingle/istockphoto.com (Australian Pelican); Robjem/istockphoto.com (Robin); Altaoosthuizen/Dreamstiime.com (Desert mouse); Mark Doherty/Dreamstime.com (Tropical fish and sunrays); Daveallenphoto/Dreamstime.com (Tropical Silver Fish in Caribbean Reef Blue Sea); Stefanie Leuker/ Dreamstime.com (Green grasshopper); p.66: Tischenko Irina/Shutterstock.com (Dove in the air with wings wide open in-front of the sun) Chapter 6: pp.69-70: hammett79/Shutterstock.com (Zebra smile and teeth); worldswildlifewonders/

Shutterstock.com (close up full frame of african male lion snarling showing teeth, panthera leo, found in sub saharan africa, big cat); Cathy Keifer/Shutterstock.com (A baby grey tree frog has captured a grasshopper and is eating it.); Steve Heap/Shutterstock.com (Garter snake attacking and eating a much larger toad on concrete path); Maggy Meyer/Shutterstock.com (Beautiful Lion Caesar in the golden grass of Masai Mara, Kenya); Dmitri Gomon/Shutterstock.com (Brown dwarf goat (cameroon dwarf goat) standing on the ground); Smileus/ Shutterstock.com (Close up of fresh thick grass with water drops in the early morning) Chapter 7: pp.77-79: Potapov Alexander/Shutterstock.com (human skeleton isolated on white background); Sebastian Kaulitzki/Shutterstock.com (medical 3d illustration of the male muscular system); popcic/ Shutterstock.com (Human heart); Tefi/Shutterstock.com (Digestive system, detailed medical illustration.); Alexilusmedical/Shutterstock.com (Schematic illustration of the human renal system); Alila Medical Media/ Shutterstock.com (The respiratory system, unlabeled); S K Chavan/Shutterstock.com (Illustration of Female nervous system artwork); vitstudio/Shutterstock.com (technology, cybernetics and people) Chapter 8: Balaiban Mihai/Shutterstock.com (Fire extinguisher); Creative Illus/Shutterstock.com (Illustration of a portable fire extinguisher) Chapter 9: pp.93-95: Memo Angeles/Shutterstock.com (Cartoon Straw house. Vector clip art illustration with simple gradients. Hay house and hay mound on separate layers.); Tomacco/Shutterstock.com (Suburb residential house townhouse villa set vector illustration.); ImageFlow/Shutterstock.com (Grey Cotton Shirt with Copy Space. Concrete Background.); Sergey Malov/Shutterstock.com (A beautiful Indian princess in national dress); joloei/Shutterstock.com (Cotton Plant Ready for Harvest); fuyu liu/Shutterstock.com (Close up Silkworm eating mulberry green leaf); udra11/shutterstock.com (Burlap jute canvas vintage background on wooden boards); Rob van Esch/Shutterstock.com (Inside of a damask weaving machine); StockLite/ Shutterstock.com (Small girl wearing raincoat with flowers and pink boots, holding pink umbrella. Isolated on white background.); p.100: koya979/Shutterstock.com (igloo 3d illustration); Vova Shevchuk/Shutterstock. com (real igloo on the snow) Chapter 10: p.102: trekandshoot/Shutterstock.com (Old, worn, bathroom scale isolated on white.); Dimedrol68/Shutterstock.com (Compact spring balance with a hook on white background); stockphoto mania/Shutterstock.com (gold brass balance scale isolated on white background use for multipurpose object); sumire8/Shutterstock.com (Drop from pipette/ Pipette of Blue Liquid and Beaker);p.105: Zern Liew/ Shutterstock.com (A rain gauge (nilometer hygrometry pluviometer udometer.)); mihalec/Shutterstock.com (thermometers);p.109: Monika Wisniewska/Shutterstock.com (Man attempting to measure body temperature with thermometer on forehead); bikeriderlondon/Shutterstock.com (Closeup of little girl with thermometer in mouth) Chapter 11: p.111: Voraorn Ratanakorn/Shutterstock.com (Moon on Cloudy day.); pp.113-116: Alhovik/ Shutterstock.com (Solar Eclipse. Vector.); Alhovik/Shutterstock.com (Solar and Lunar Eclipses. Vector.); Acon Cheng/Shutterstock.com (A small water drop fall on water surface and jump back before the second one to collide with it.); Christos Georghiou/Shutterstock.com (Very high quality detailed soccer football player silhouette cutout outlines.); Linas Lebeliunas/Shutterstock.com (Toy Car); p.119: Krisztian/Shutterstock.com (Sound Icon, Vector Illustration.); WRChen/Shutterstock.com (Fireflies with Tung Blossom); Anita Patterson Peppers/Shutterstock.com (Lightning bugs(fireflies) in a jar-soft focused from diffusion through glass, enhanced with photoshop) Chapter 12: pp.121-124: Mikadun/Shutterstock.com (Lal Qila - Red Fort in Delhi, India); Tyler Boyes/Shutterstock. com (An isolated sample of the igneous rock Diorite); kavring/Shutterstock.com (Rock sample of high grade regional metamorphic greenschist); Capricorn Studio/Shutterstock.com (Taj Mahal. Agra, India); jayteel/ Shutterstock.com (Ruby Red vector beads); Tyler Boyes/Shutterstock.com (An isolated sample of the igneous rock Diorite); ILeysen/Shutterstock.com (Vector illustration of a realistic diamond. No gradient mesh.); TinaImages/Shutterstock.com (Emerald Stone); santol/Shutterstock.com (Potter hands making in clay on pottery wheel. Potter makes a pottery on the pottery wheel clay pot.); khd/Shutterstock.com (Unique red desert soil formation at the Cheltenham Badlands near Toronto, Ontario, Canada); OlegDoroshin/Shutterstock. com (tools garden soil on nature background. Focus on tools); p.127: Alison Hancock/Shutterstock.com (Young plants in flats at garden center); Anton Foltin/Shutterstock.com (Cactuses in Organ Pipe Cactus National Monument.); Valentina Razumova/Shutterstock.com (Earth worm isolated on white background); wong sze yuen/Shutterstock.com (paddy field); p.131: Javi Aguilar/Shutterstock.com (Magnifying glass for rock/mineral inspection. Black grip, chrome body. White background); Tom Grundy/Shutterstock.com (macro of pink granite rock isolated on white background); Tyler Boyes/Shutterstock.com (An isolated sample of the rock Gneiss); Tyler Boyes/Shutterstock.com (An isolated sample of the metamorphic rock Marble); Tyler Boyes/Shuterstock. com (Isolated sample of the metamorphic rock Phyllite); Tyler Boyes/Shutterstock.com (Isolated sample of the chemical sedimentary rock Chert); Tyler Boyes/Shutterstock.com (Isolated sample of schist metamorphic rock); Tyler Boyes/Shutterstock.com (Isolated sample of Rhyolite); Madlen/Shutterstock.com (piece of black coal isolated on white background); www.sandatlas.org/Shutterstock.com (Quartzite); Alexlukin/Shutterstock. com (Piece of yellow sandstone isolated on white background); matin/Shutterstock.com (rock salt); akiyoko/ Shutterstock.com (Closeup of sample of volcanic stone isolated on white background); bogdan ionescu/ Shutterstock.com (rock); www.sandatlas.org/Shutterstock.com (Granulite (metamorphic rock). Width of sample from Norway 15 cm.); www.sandatlas.org/Shutterstock.com (Gabbro. Width of sample 10 cm.); Aleksandr Pobedimskiy/Shutterstock.com (Mineral sandstone isolated on white background. Most sandstone is composed of quartz and/or feldspar because these are the most common minerals in the Earth’s crust.) Chapter 13: pp.133-136: Christos Georghiou/Shutterstock.com (An illustration of the planets of our solar system.); tan4ikk/Shutterstock.com (constellation Scorpius against the starry sky); Nikolajs Troickis/Shutterstock.com (Ursa Major); Hollygraphic/Shutterstock.com (Orion constellation in night sky); Yganko/shutterstock.com (The constellation “ Ursa Major “ star in the night sky. Vector illustration); Yganko/Shutterstock.com(Leo Zodiac Sign of the Beautiful Bright Stars Vector Illustration EPS10); Vitoriano Junior/Shutterstock.com (Earth movement around the Sun); BlueRingMedia/Shutterstock.com (Illustration showing the axial tilt of the Earth); WindVector/Shutterstock.com (Vector illustration set icons phases of the Moon.); Nicku/Shutterstock.com (Galileo Galilei - Picture from Meyers Lexicon books written in German language. Collection of 21 volumes published between 1905 and 1909.); Valerio Pardi/Shutterstock.com (Astronomer in the night with telescope); Chapter 14: p.143: Olga Nikonova/Shutterstock.com (Water with air bubbles); Martin Trajkovski/Shutterstock. com (Mountaineer with peaks in background); Bohbeh/Shutterstock.com (Air pollution by smoke coming out of factory); Balu/Shutterstock.com (air polluting factory chimneys); Hung Chung Chih/Shutterstock.com (BEIJING - JAN 12: traffic jam and severe pollution on January 12, 2013 in Beijing, China. Air quality index levels were classed as “Beyond Index” (PM 2.5 of over 700 micrograms per cubic meter).); pp.145-147: EugenP/ Shutterstock.com (Beautiful rainbow in the sky); Merkushev Vasiliy/Shutterstock.com (Vector schematic representation of the water cycle in nature); Chones/Shutterstock.com (Many water bottles isolated on white); AlexLMX/Shutterstock.com (black water tanks isolated on white background); p.149: Wessel du Plooy/ Shutterstock.com (AMSTERDAM, THE NETHERLANDS - MAY 15: Garbage pile up during the week long workers strike that ended today May 15, 2010, in Amsterdam, The Netherlands); p.152: Darryl Brooks/Shutterstock. com(An empty rain gauge showing drought); Anthony Jay D. Villalon/Shutterstock.com (A desalination plant unit within a power generation facility); irin-k/Shutterstock.com (Blue sea water surface on sky).

Printed by Replika Press

Alston_Science_Cover-3_Final_india.indd 2

2/8/16 6:16 pm

SCIENCE 3

Alston_SCI_G3_Chp 1_editedbyJH.indd 1

1/8/16 4:36 pm

Hello there! Iâ&#x20AC;&#x2122;m Chuckles the Clown. Welcome to Science Carnival! We are going to have a great time learning science together. Science Carnival is a place where learning about science-related facts is as fun as going on a roller coaster ride. So buckle up and get set to enjoy yourselves while you learn all about science.

I am Bubbles. I am Jimbo.

I am Rinkle.

I am Twinkle.

My Name My School My Address

Alston_SCI_G3_Chp 1_editedbyJH.indd 2

1/8/16 4:36 pm

Preface The Science Carnival series is developed for pupils who go to CBSE-affiliated schools to help them achieve the learning outcomes of the latest national curriculum. Adopting the inquiry-based learning approach, Science Carnival uses engaging visuals and presentation formats with well-crafted activities to arouse pupilsâ&#x20AC;&#x2122; curiosity about the world around them. Starting with exploratory questions, Science Carnival spurs them to investigate a problem or idea that involves asking questions, collecting and analysing information, generating solutions, making decisions, justifying conclusions and taking action. This motivates pupils to understand key scientific concepts and encourage a spirit of inquiry. Each chapter comprises several exercises that focus on scientific process skills (such as observing, comparing, classifying, inferring, measuring, communicating and predicting), reasoning skills and critical thinking skills to help pupils develop scientific knowledge and critical thinking abilities. They come in the form of Multiple-Choice Questions, Higher-Order Thinking Skills and Value-Based questions, provided at the end of each lesson. The formative and summative assessments allow for continual evaluation of pupilsâ&#x20AC;&#x2122; understanding of concepts. These outcomebased exercises aim to test their understanding and application of scientific concepts and related skills to solve real life problems.

Hello, friends! Welcome to the Science Carnival! Here, learning science is a joyful experience with hands-on activities and interesting exercises. Most activities have been designed with the carnival theme. The different zones are indicated by the respective signboards: w Learning Zone w Experiment Zone w Skill Zone w Practice Zone w Recap Zone w Testing Zone w Activity Zone w Vocabulary Zone w Fun Zone So, what are we waiting for? Let us enter the Science Carnival and see what is happening there!

Alston_SCI_G3_Chp 1_editedbyJH.indd 3

1/8/16 4:36 pm

Your fun learning zones

Here, you can learn science concepts.

Here, you can perform interesting experiments to predict, observe and explain phenomenons in Science.

Here, you can develop important scientific skills, 21st century skills and life skills. You can also solve HOTS questions.

Here, you can practise questions on the concepts you have learnt.

Here, you can use the mind map to recapitulate the key concepts of the lesson.

Here, you can test yourself on the learnings acquired from the entire lesson.

Here, you can perform exciting activities related to the concepts you have studied.

Here, you can learn the keywords and their meanings.

Here, you can apply what you have learnt to perform project work. You can also read interesting developments in science.

How to use this book Inquisitive questions are used as headers to give pupils a clear idea of what they are going to learn.

Chapter Opener The language is kept simple to help pupils understand concepts easily.

Each chapter begins with a picture quiz to spark pupilsâ&#x20AC;&#x2122; curiosity about the concepts in the chapter.

What Will You Learn? The learning outcomes covered are listed at the beginning of the chapter. This gives pupils a simple overview of what they will learn. iv

Follow-up questions appear after the teaching of every new concept to provide immediate reinforcement of the lesson learnt.

Science Carnival Book 3

Alston_SCI_G3_Chp 1_editedbyJH.indd 4

1/8/16 4:36 pm

encourages the spirit of inquiry and independent learning by extending pupilsâ&#x20AC;&#x2122; knowledge through enrichment materials.

lists all the process skills that pupils require when performing an activity or experiment.

excite pupils with fun and interesting details about the world around them. The text is clearly illustrated to aid understanding. Many real-life examples are provided to help pupils see how the concepts are applied in the real world.

comprises Process skills questions that promote the learning of science-related skills, higher order thinking skills and 21st century skills,

provides the pupils with questions that encourages them to be good to others and the things in their environment.

provides opportunities to apply newly acquired science process skills through well-crafted short experiments and activities.

enhances pupilsâ&#x20AC;&#x2122; understanding of each chapter by organising all the key concepts learnt in a visual and easy-to-comprehend manner.

helps the pupils revise new words and their meanings.

Project Work

provides fun and interesting projects for the pupils to carry out in and out of the classroom. Science Bulletin

a collection of various questions provided to test the pupilsâ&#x20AC;&#x2122; understanding of the lesson.

focusses on real-life science stories and applications. This inspires pupils and helps them relate what they have just learnt to the world around them.

Alston_SCI_G3_Chp 1_editedbyJH.indd 5

1/8/16 4:37 pm

Table of Contents Unit 1 Chapter 1

The Living World Life on Earth.................................................7

Unit 2 Chapter 2 Chapter 3

Plant Life Plants..........................................................19 Travelogue..................................................31

Unit 3 Chapter 4 Chapter 5 Chapter 6

Animal Life Animals and Small Creatures...................43 Birds............................................................55 Eating Habits of Animals...........................67

Unit 4 Chapter 7 Chapter 8

Our Body The Human Body.......................................75 Safety..........................................................84

Unit 5 Chapter 9

Materials Housing and Clothing...............................92

Unit 6 Chapter 10 Chapter 11

Moving Things And Surroundings Measurement...........................................101 Light, Sound and Force...........................110

Unit 7 Chapter 12 Chapter 13 Chapter 14

Earth, Sky and Space The Earth..................................................120 The Solar System......................................132 Air, Water and Weather............................142

Formative Assessments....................................................153 Summative Assessments..................................................157

Alston_SCI_G3_Chp 1_editedbyJH.indd 6

1/8/16 4:37 pm

CHAPTER

Life on Earth

g Earth. Some are livin n o d un fo s g in th ny There are ma while some are not.

w are What are living and non-living things? Ho these things different?

What Will You Learn? By the end of this lesson, you will be able to:

✔ recognise that the things around you may be living or non-living things ✔ recognise the different kinds of living things on Earth, such as plants, animals and humans

✔ state the important characteristics of living things ✔ distinguish between living and non-living things Chapter 1: Life on Earth

Alston_SCI_G3_Chp 1_editedbyJH.indd 7

1/8/16 4:37 pm

Learning Zone

What Are Living And Non-Living Things?

A living thing has life, while a non-living thing does not have life. All things, living and non-living, are gifts of nature that you should protect. All living things carry out different activities every day. Most of these activities are necessary to keep them alive and are known as life processes, such as nutrition, movement, growth, sensitivity, respiration, excretion and reproduction.

Nutrition Nutrition involves obtaining food necessary for health and growth. The food and water taken in by animals are converted into A cow is eating grass A plant makes its food energy. All living through the process of things need photosynthesis energy to move and grow. Animals get their food from plants and other animals. Plants make their own food with the help of air, sunlight, water and mineral salts. They get mineral salts from the soil. Unlike living things, non-living things do not require food or nutrition.

Practice Zone Answer the following questions.

Name two animals that eat plants.

What do plants require to make food?

What is nutrition?

Science Carnival Book 3

Alston_SCI_G3_Chp 1_editedbyJH.indd 8

1/8/16 4:37 pm

Experiment Zone

oning Process skills: Observing and Reas

Materials Needed: two identical potted plants, measuring cup Procedure: ✔ Label the plants as Plant A and Plant B. Place the plants in an area that receives a lot of sunlight. ✔ Water Plant A with eight glasses of water every day for a week. Do not water Plant B. ✔ Observe the plants after one week and record your observations in your book. ✔ What happened to the plants? What can you conclude from this experiment?

Learning Zone

How Do Living Things Move And Grow?

Movement Animals can move on their own, such as birds flying, insects crawling, squirrels climbing trees and monkeys A cheetah hunting its prey A snake moving towards swinging from one the hole in which it lives tree to another. Movement is important to animals as it allows them to look for shelter and food. Movement also allows animals to escape from danger. Plants also move, such as a touch-me-not plant folding its leaves when touched. Unlike living things, non-living things do not move on their own.

Growth Nutrition enables living things to grow. When a living thing grows, it becomes larger in size. It also gains weight, which makes it heavier. Chapter 1: Life on Earth

Alston_SCI_G3_Chp 1_editedbyJH.indd 9

1/8/16 4:37 pm

The appearance of a living thing may also change as it grows. For some animals, the adult does not resemble the young. For example, the young of a butterfly is a caterpillar and they do not resemble each other.

Growth from a human baby to an adult, then an elder

Sensitivity What would you do when you see a cockroach? Would you scream or jump? Living things are sensitive to and respond to the changes around them. When a living thing responds, there is a change in its action or behaviour. Humans and animals use sense organs to feel the things around them. Insects use feelers to sense the changes around them. Plants can also feel, although you cannot see the reactions of most plants. For some plants, like the touch-me-not plant, the leaves fold upon being touched. Unlike living things, non-living things do not feel or respond to changes around them.

Butterflies use their feelers to sense the things around them. The feelers are called antennae. 10

When a young plant begins to grow from a seed, we say that the seed has germinated.

Science Carnival Book 3

Alston_SCI_G3_Chp 1_editedbyJH.indd 10

1/8/16 4:37 pm

Practice Zone Answer the following questions. 1.

Why do animals move from one place to another?

How do you look for food and shelter?

What happens when you are in danger? How will you escape?

Do the young of insects resemble the adult? Give two examples.

Why do the leaves of the touch-me-not plant fold when touched?

Activity Zone

Sensitivity

g, Communicating and Reasoning Process skills: Observing, Identifyin

Close your eyes and feel the objects around you and inside your house. Identify the objects only by feeling their characteristics. You can feel the objects with the skin on your palm. Open your eyes and see whether you have identified the objects correctly. You will have identified most of the objects correctly because you felt the objects by touch.

Learning Zone

What Are Respiration And Excretion?

Respiration If you cover your mouth with your hands and breathe on them, your hands will feel warm. Your body gets the energy to warm your hands by using oxygen from the air you breathe in and sugar from the food you eat. Water and carbon dioxide are produced. This process is known as respiration. Living things use energy to grow, to repair the body and to move. Animals use different structures for breathing, such as noses in animals, gills in fishes and air holes called spiracles in insects. Chapter 1: Life on Earth

Alston_SCI_G3_Chp 1_editedbyJH.indd 11

1/8/16 4:37 pm

Plants also breathe through tiny pores called stomata on the underside of their leaves. Unlike living things, non-living things do not breathe.

Nose of a human

Gills in a fish

Spiracles in an insect

Stomata on the underside of a leaf

Excretion Living things produce waste materials, which are removed by passing them out of the body into the environment. This process is called excretion. Carbon dioxide and water are waste materials that are excreted as carbon dioxide and water vapour in the air we breathe out. Our body also produces other waste materials that are excreted from our bodies together with water as urine and perspiration. In animals, the kidneys are the main organs for excretion. Perspiration is released from the body through tiny pores in the skin.

The main organ for excretion is the kidney.

Plants also remove waste materials like water and carbon dioxide produced during respiration. They do this through tiny pores called stomata, which are present on the underside of their leaves. Unlike living things, non-living things do not carry out excretion because they do not produce waste materials.

Practice Zone Answer the following questions.

What is respiration?

What is the difference between respiration and breathing?

Science Carnival Book 3

Alston_SCI_G3_Chp 1_editedbyJH.indd 12

1/8/16 4:37 pm

What is excretion?

Is perspiration a waste material? How is it removed from the body?

Learning Zone

How Do Animals Reproduce?

Animals reproduce by laying eggs or by giving birth to their young. Plants reproduce by producing seeds that develop into new plants. Thus, reproduction is the process of producing young from its parents. Some young resemble their adult parents, while some young look different from their adult parents at the beginning.

Humans give birth to babies.

Some plants do not produce seeds. These plants give rise to new plants through a process called stem cutting.

Some animals reproduce many young at a time.

A new plant develops from a seed.

Humans usually produce only one baby at a time. However, sometimes two or more babies are born at the same time. Two babies born together to the same mother are called twins. They can look different or identical.

A cut stem grows into a new plant. Chapter 1: Life on Earth

Alston_SCI_G3_Chp 1_editedbyJH.indd 13

1/8/16 4:37 pm

Practice Zone Answer the following questions. 1.

What happens when you sow a seed into the soil?

What is reproduction?

RECAP Zone Do you remember about non-living things, living things and the life processes of living things? Use the mind map to help you.

as ch su

Living

such as

Movement To look for food and shelter, and escape from danger

ha su c

Respiration To release energy from food Sensitivity To respond to changes in the environment

such

Chair

Battery-operated toy

suc

such as

Non-living

such as

Life processes

a uch

no t ca ab rr y

Plants

Fire as h uc

suc

o et bl out y rr ca

Other animals

such as

Humans su

Things

Growth To get bigger and heavier, and possibly change in appearance

Nutrition To convert food and water to energy

Reproduction To produce young Excretion To remove waste from the body

Science Carnival Book 3

Alston_SCI_G3_Chp 1_editedbyJH.indd 14

1/8/16 4:38 pm

Vocabulary Zone Do you remember these new words? Breathe:

to take air into the lungs, then to release the air out of the body

Excretion:

to remove waste from the body

Nutrition:

the process of providing or obtaining the food necessary for health and growth

Reproduction: the process of giving birth to young Sensitivity:

to feel and sense the environment around you

Spiracles:

the openings or air holes on the body of insects

Skill Zone

, Communicating and Reasoning Process skills: Observing, Predicting

Apply What You Know 1.

Observe a candle flame and clouds. Are they living things? GiveÂ reasons to support your opinion.

A candle flame flickers and seems to move on its own.

Clouds in the sky can move and grow bigger in size.

Which of the life processes does a car seem to have? How can you tell whether a car is a living thing or a nonliving thing? Chapter 1: Life on Earth

Alston_SCI_G3_Chp 1_editedbyJH.indd 15

1/8/16 4:38 pm

Higher Order Thinking Skills

Try to close your nostrils using your fingers for a few seconds. What happens?

How do insects breathe?

What will happen if one type of animal did not reproduce itself?

Values in Action 6.

Living things are dependent on air and water. These are two very important matter in our environment. Write a few sentences to explain why air and water are important to living things and why we should not pollute them. Hint: Plants make food using air and water. What will happen if they received dirty air and water?

Testing Zone 1.

Tick (â&#x153;&#x201D;) the correct answer. a. .................... is a living thing. Mat

Chair

Bat

Car

Plant

Brick

b. .................... is a non-living thing. Cat

Rat

c. The leaves of most plants are .................... in colour. green

white

black

pink

d. Excretion, nutrition and reproduction are the .................... seen in living things.

life processes

mechanical processes

physical processes

chemical processes

Science Carnival Book 3

Alston_SCI_G3_Chp 1_editedbyJH.indd 16

1/8/16 4:38 pm

Fill in the blanks. a. The processes carried out by all living things to live are called ....................., ..................... . b. Green plants require ....................., ..................... water and mineral salts to make food. c. ....................., ..................... do not show sensitivity.

Answer the following questions. a. Name two living things. b. List two characteristics of living things. c. What is meant by the term “nutrition”? d. Name two animals that reproduce by laying eggs. e. List three differences between living things and non-living things.

You are given the challenge of surviving on a faraway deserted island for a few days. You can choose to bring a few things from the list given in the box below. Choose the two most important things that will help you to survive on the island. Explain your choices. Pillow

Food

Water

Torch

Blanket

Spoon

Story Book

Clothes

Chair

Toys

Arrange the following into two groups — living things and nonliving things. Rock, cap, earthworm, mountain, stream, lion, bear, cup, tree, ant, pencil, flower

Chapter 1: Life on Earth

Alston_SCI_G3_Chp 1_editedbyJH.indd 17

1/8/16 4:38 pm

Fun Zone Project Work Collect three non-living objects from your school or home, such as pens, pencils, cardboard boxes or plastic bottles. Make a useful thing from it. For example, you can make a small photo frame from leftover cardboard boxes or a pen stand from ice-cream containers.

Science Bulletin

Life At The Bottom Of The Ocean Scientists believed that life could not exist deep within the dark and freezing cold ocean because no plants could grow. Now with the help of deep sea vehicles, we discover that it is actually full of life! In 1977, an underwater research vehicle called Alvin discovered hydrothermal (hot-water) vents on the ocean floor and about 300 new species of animals living around these vents. These animals included giant clams Alvin diving into the depths of the sea and huge tube worms that grew up to over two metres in length! Scientists found that tiny living things called bacteria make their own food from dissolved gases exiting the vents. The tube worms and clams carried the bacteria in their bodies, so they could feed on the dissolved gases. They were then eaten by other animals living on the ocean floor. 18

Some of the tube worms on the ocean floor were more than 250 years old! Scientists believe that the tube worms grow slower and live longer because of their extreme living conditions.

Science Carnival Book 3

Alston_SCI_G3_Chp 1_editedbyJH.indd 18

1/8/16 4:38 pm

Credits

Published by Alston Publishing House Pte Ltd 745 Toa Payoh Lorong 5, #03-07, Singapore 319455 enquiry@alstonpublishinghouse.com www.alstonpublishinghouse.com © 2017 Alston Publishing House Pte Ltd All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the copyright owner. First published 2017 ISBN 978-981-4573-43-6 Publisher: Sim Wee Chee Printed by Replika Press

SCIENCE

The Science Carnival series is developed for pupils who go to CBSE-affiliated schools to help them achieve the learning outcomes of the latest national curriculum.

3 BOOK 3

Sam Kee

Empowering Minds • Improving Lives

Alston_Science_Cover-3_Final_india.indd 1

Sam Kee

2/8/16 5:19 pm