GRADE 2- SCIENCE

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UNIT ONE – PEOPLE

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CHAPTER 1 – BEING AWARE

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LESSON 1- FIVE SENSES

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Activity - Identifying the Sense Organs Direction:

Select the word that best answers the question

or completes the sentence. Circle the letter of the answer.

1. The children are looking at the ball. Which sense organ do they use? a. Ears

b. Eyes

2. The ____________ a. ears

c. Nose

tells how the ball feels. b. eyes

c. skin

3. The _____________ hear sounds a. ears

b. eyes

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c. nose

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4. The eyes see the _________________________ of the ball. a. shape of color

b. feel and weight

c. size and weight

5. __________________________ help us learn about things around us. a. Feet and hands

b. Sense organs

c. Arms and legs

6. What sense organ covers the whole body? a. Nose

b. Tongue

c. Skin

7. What sense organ is inside the mouth? a. Nose

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b. Tongue

c. Ears

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Lesson 2- The Eyes

Science Process Skill Communicating Ideas

Interpreting data

Observing

Inferring

Collecting data

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Activity- Describing the Eyes

Directions:

Study each sentence. Place a ( / ) on the line

if the sentence tells a correct ideas. Place an ( x ) on the line if the sentence tells an incorrect idea.

_______1. Each one of us has two eyes. _______2. Eyes are of the same shape. _______3. Some eyes are big. _______4. Some eyes are small. _______5. Every eyes has a black part. _______6.Eyes can see near objects. _______7.Eyes can see far objects. _______8. The eyebrows are below the eyes. _______9. The eyebrows are fine hair. _______10. Light goes through the eyes. YOUNG JI INTERNATIONAL SCHOOL

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Lesson 3- The Ear

Science Process Skill Communicating ideas Classifying ideas Inferring

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Investigating Interpreting data Collection data

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Activity: Making an Investigation Directions:

Do the steps. Answer each question on p.11

with Yes or No. Write the answer on the line. A. Wear your watch this way. Listen to the sound. Is the sound loud? Is the sound weak? B. Wear your watch this way. Roll a piece of paper. Place the paper this way.

Listen to the sound. Is the sound

loud? Is the sound weak? _____1. Did your watch tick in both ways? _____2. Is the ticking of the watch loud in both ways? _____3. Is the ticking of the watch weak in both ways? _____4. Is the ticking of the watch louder in A? _____5. Is the ticking of the watch louder in B? _____6. Did the piece paper make the ticking of the sound clearer? _____7. Did the piece of paper bring the sound direct to your ear?

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Parts of the ear

The outer ear collects sounds. It includes the pinna and the ear canal. The pinna looks like a funnel that collects or catches sound waves. It is also called auricle. The ear canal is the passageway of sound waves to the middle ear.

The middle ear includes the eardrum and three small bones – hammer, anvil, and stirrup. The eardrum vibrates as soon as it receives sound waves. The three small bones also vibrate when the eardrum vibrates. The middle ear takes the sound collected by the outer ear. The sound is then delivered to the inner ear.

The inner ear is the innermost part of the ear. It looks like the shell of a snail. It includes the cochlea, the YOUNG JI INTERNATIONAL SCHOOL

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semicircular canal, and the auditory nerves send them to the brain, which interprets the messages. The semicircular canal is attached to the cochlea. It helps in maintaining your balance (Cabrido&Sasis, 2011).

Activity Label the parts of the ear.

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Lesson 4:The Skin

Science Process Skill Communication ideas

investigating

Classifying

Collection data

Activity

Describing What the Skin Does

Directions: Do the steps on p. 16 . Complete each sentence. Use the words in the word box. Write the answer on the line. 1. Get a spoon. 2. Place the spoon on your cheek. How does the spoon feel? YOUNG JI INTERNATIONAL SCHOOL

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3. Hold the spoon tightly in your hand. Count to 100. 4. Place the spoon on your cheek. How does the spoon feel? 5. Why did the spoon get warm? Complete the sentence. 1. At first the spoon was______________________. 2. Then the spoon felt__________________________’ 3. There is_________________________in my body. 4. The heat flowed from my______________________to the spoon. 5. ________________________flows from my skin.

skin

cold

hard

warm

smooth

rough heat

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soft

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Lesson 5 - The Nose

Science Process Skill Communicating ideas

classifying

Making an investigation Activity

What Good Does Sneezing Do?

1. Recall when you sneezed. Write the things that make you sneeze. 1._______________________________

2.______________________

3._________________________________

4.______________________

5.________________________________

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2. Read each sentence carefully. Write (/ ) if the sentence tells a correct idea. Write ( x ) if the sentence tells an incorrect idea.

_________1. I feel good after sneezing. _________2. I sneeze when something irritates my nose. _________3. I sneeze if something tickles my nose. _________4.Air is forced out when I sneeze. _________5. Air is taken in when I sneeze. _________6. I sneeze when dirt gets into my nose. _________7. I get rid of germs when I sneeze.

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Lesson

6-

The Tongue

Science Process Skill Classifying objects

Communicating ideas

Making definitions

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Activity:

Identifying food for each taste

Directions:

Write each main taste. List names of food for

each taste. Taste:

Sour,

Food :Tamarind ,_____________,_______________,

Taste:

___________________________________

Food:

_______________,_________________,_________________

Taste :_________________________________ Food : __________________,__________________,___________________

Taste: ______________________________ Food:

______________________, _____________________,

_______________

Taste: ___________________________ Food: _______________________, ______________________, ________________ YOUNG JI INTERNATIONAL SCHOOL

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CHAPTER 2- THE BODY NEEDS FOOD

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Lesson 1- What Did You Have For Breakfast?

Science Process Skill Observing

Classifying

Activity

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Communicating ideas

Telling the Food One’s Breakfast

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Directions: Look at the pictures. Which is almost like your breakfast? Color it. Breakfast A

Breakfast

B

Name the food in each breakfast. Breakfast A

Breakfast B

1.________________________

1.________________________

2.________________________

2.________________________

3.________________________

3.________________________

4.________________________

4.________________________

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Lesson 2- The Important Foods

Science Process Skill Classifying

Collecting data

Communicating

Interpreting data

Investigating

Inferring data

Click the link and watch the video in youtube. https://www.youtube.com/watch?v=UHca0l9Easw

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Activity Directions:

Making a Food Chart Make a food chart for a week. Write the name

of a food under each group. A Food Chart Dairy Group

Vegetable Group

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Fruit Group

Grains

Protein

Group

Group

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Lesson 3-

The Energy- Giving Food

Science Process Skill  Classifying  Communicating ideas  Investigating ideas  Interpreting data

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These are the foods rich in carbohydrates and fats. Example of these foods are whole grain cereal and millets, vegetable oils, ghee, butter, nuts and oilseeds, sugars. The following are some of the Energy- Giving food

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Lesson 4-

The Body-Building Food

Science Process Skill  Classifying  Collecting data  Communicating ideas  Interpreting data  Investigating

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These are the foods rich in proteins. Example of these foods are pulses, nuts and oilseed, milk and milk products, meat, fish and poultry. The following are some of the Body-building food

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Activity Directions:

Identifying Nutrients in Foods Study the name of foods in the word box.

What nutrient does the food have? Write name of the food under the nutrient it has. Taho

sitaw

noodles

orange

orange

eggs

butter

chicken

fish

potatoes

mango

cheese cake

green beans

red meat

rice

milk

biscuit

margarine

Starch

cereal

Proteins

Fats

Sugar

__________

____________

__________

__________

__________

____________

__________

___________

__________

____________

__________

___________

__________

___________

___________

___________

__________

___________

___________

___________

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Lesson 5-

The Protective Foods

Science Process Skill Communicating ideas

Collecting data

Classifying

Interpreting data

Investigating

Comparing and contrasting

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These are the foods rich in Vitamins and Minerals. Example of these foods are green leafy vegetables, other vegetables and fruit, egg, milk and milk products, and flesh foods. The following are some of the Body-building food

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Activity Listing Vegetables from Most- Liked to Least- Liked Directions: Name the vegetables you eat. List them from most-liked to least-liked. Vegetables I eat, from most-liked to least-liked. 1. ________________

2._______________________

3. ________________

4._______________________

5. _________________

6. ______________________

7.___________________

8._______________________

9.___________________

10.______________________

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Lesson

6-A Balance Diet

Science Process Skill Communicating ideas

Collecting data

Classifying

Interpreting data

Comparing and contrasting

Inferring

Investigating Click the link below and watch the video about the balance diet https://study.com/academy/lesson/balanced-diet-lesson-for-kids.html#lesson YOUNG JI INTERNATIONAL SCHOOL

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A balanced diet is when you eat a wide variety of foods in the right proportions. Eating the right amount of food helps us to have a healthy body weight A balanced diet includes… • Grains (e.g. bread, pasta, rice) 30% • Vegetables (e.g. broccoli, carrots, potatoes) 30% • Fruit (e.g. apples, grapes, bananas) 20% • Protein (e.g. lean / not fatty meat, fish, eggs, pulses) 20% It can also include a small portion of… • Dairy (e.g. milk, cheese, yoghurt) and healthy oils (e.g. olive or sunflower oil) And as an occasional treat… • Food and drinks that are high in fat or sugar (e.g. burgers & sausages and cakes & biscuits/cookies) What happens if we eat too much, or too little of these food groups? This is called an unbalanced diet. For example, eating a diet too heavy in grains, such as rice, bread and pasta, with little YOUNG JI INTERNATIONAL SCHOOL

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protein is unbalanced. Or if we don’t eat enough vegetables or fruit then our diet is also considered out of balance.

Eating too much or too little of certain food groups can cause many serious problems to the human body including heart disease, high blood pressure, type 2 diabetes, tooth decay and even some cancers.

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Activity

My Food Diary

Make your Food Diary for 3 days. Example is given below.

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CHAPTER 3-

GROWING AND CHANGING

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Lesson 1-

Signs of Growth

Science Process Skill Observing

Interpreting

Investigating

Estimating and measuring

Communicating ideas YOUNG JI INTERNATIONAL SCHOOL

data

Inferring

Collecting data Page 39


Activity Directions:

Comparing Height Write the answer to the questions.

1. How tall are you? I am _________________tall. 2. Who are as tall as you? Write the names of boys as tall as you are. ____________________

______________________

____________________

______________________

____________________

______________________

Write the names of girls as tall as you are. ____________________

_______________________

____________________

_______________________

____________________

_______________________

3. Who are taller than you ? Write the names of boys taller than you are. ___________________

_________________ __________________

___________________

_________________ __________________

Write the names of girls taller than you are. ___________________ ________________

__________________

___________________ ________________

__________________

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4. Who are shorter than you? Write the names of boys shorter than you are. ________________________

____________________

________________________

____________________

Write the names of girls shorter than you are. _________________________

___________________

_________________________

____________________

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Lesson

2-

Becoming Taller and Heavier

Science Process Skill Observing

data

Interpreting data

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Collecting data Communicating ideas

Measuring data Estimating

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Activity

Measuring Body parts

Directions:

Use a tape measure. Measure your body parts.

Record the length of your body parts. Do these steps. 1. Ask your seatmate to measure the length of your: a. left arm

b. right

c. left leg

d.

right foot e. right hand span

f. left hand span

g. left foot

h. right leg 2. Record the length of each body part. 3. Study the length of your body parts. 4. Answer these questions about your body parts. Check ( / ) the correct answer. Yes

No

Question

_____

____

1.Are your arms of the same length?

_____

____

2.Are your legs of the same length?

_____

_____

3.Are

_____

_____

4. Are your legs longer than your arms?

_____

_____

5. Are your arms your longest body part?

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your arms as long as your legs?

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Lesson 3- Growing and Learning

Activity Directions: Read each sentence carefully. Which sentence tells about you? Check (/ ) the correct answer. _____1. I share my toys. _____2. I like playing with others _____3. I make friends easily. _____4.I get along well in a group. _____5. I feel others don’t like me. _____6.I have many friends. _____7.My classmates want me to play with them. _____8.I feel happy playing alone. _____9.I feel happy playing alone. _____10.I do not lend my toys or things.

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Lesson 4-

Being Myself

Science Process Skill Observing

Collecting data

Comparing

Communicating ideas

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Activity

Making a Family Album

Do these: 1. Collect family pictures. Categorize the pictures as: my parents

my brother and sister

group activities

with my brothers and sisters.

2. Make sentence about parents like: Where they come from

Where they work

What dialect they speak

3. Show pictures with brother and sisters. Make sentences about their names and order in family birth,

4. Show family album in class. Talk about your family album. Introduce your parents, brothers, and sisters to the class. YOUNG JI INTERNATIONAL SCHOOL

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Unit TWO GROUP OF LIVING THINGS

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CHAPTER 1- ANIMALS AS LIVING THINGS

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Lesson 1- How Animals Move

Science Process Skill Observing

Communicating ideas

Comparing and contrasting

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Investigating

Classifying

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Do all animals move in the same way? Which body parts do they use for moving? Cows and dogs walk on their legs, but some others such as ants or beetles crawl. There are even those who swim and fly! How an animal moves depends on the structure of its body and the kind of surroundings it lives in. For example, a fish lives in water. It does not have legs like us, so it swims.

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Activity

Observing Animal Movement

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Activity Paste pictures of animals and group them on how they move.

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Lesson 2 - Animals Take Food

Science Process Skill Observing

Communicating ideas

Comparing and contrasting

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Investigating Classifying

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Activity

Grouping Animals as to What They Eat

Direction: Paste or draw pictures of animals for each group.

Animals That eat plants only

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Animals that eat other animals

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Lesson 3- Animals Beget Their Own Kind Science Process Skill Observing

Communicating ideas

Comparing and contrasting Activity

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Investigating Classifying

Naming Animals Born Alive

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Directions:

Study the pictures

Answer these questions: 1. How do animals born alive begin their life? __________________________________________________________ __________________________________________________________ __________________________________________________________ 2. What do mother animals feed their babies born alive? __________________________________________________________ __________________________________________________________ 3. When do baby born alive take care of themselves? __________________________________________________________ __________________________________________________________ __________________________________________________________

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Lesson 4- Animals Change and Grow

Science Process Skill Observing

Communicating ideas

Comparing and contrasting

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Investigating Classifying

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Activity:

Directions:

Studying Life Stages of a Fish

Study the pictures. Which sentence tells a

correct idea? Check ( / ) the correct answer. _____1. Fish lays eggs. _____2.Fish that hatch eggs are called fries. _____3.The egg hatches into a full grown fish. _____4. Fries are not as big as full grown fish. _____5.The fries cannot swim. _____6. The fries have no fins. _____7.A full grown fish lays eggs. _____8.A fish changes in size as it grows. _____.9.Fries look very different from a full grown fish. _____ 10. The fries’ fins are joined. YOUNG JI INTERNATIONAL SCHOOL

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CHAPTER 2 -

THE MANY KINDS OF ANIMALS

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Lesson 1

Animals Around Us

Science Process Skill Observing

Communicating ideas

Comparing and contrasting

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Investigating

Classifying

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Activity Directions:

Classifying Animals Study each sentence carefully. Which sentence is true for all animals? Check ( / ) the correct answer.

___1.Animals are a big as each other. ___2.Animals move by themselves. ____3.Animals have wings and feathers. ____4. Animals eat other animals. ____5.Animals take food. ____6. Animals have young of their own. ____7.Animals live in water. ____8.Animals change and grow. ____9.Animals live with people. ____10.Animals

belong to groups.

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Lesson 2- Animals Differ in Body Cover Body Coverings of Animals In order to adjust to the different kinds of environmental conditions of the habitat, animals have different types of body coverings.

ď ś Feathers Body Coverings The body of birds is primarily covered with feathers. Feathers keep them warm and protect them from moisture. Thus, they help in maintaining the body temperature. They also help birds in flying.

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Fur Body Coverings Another type of body covering is fur. Animals like yak, bear and sheep have fur on their body. It helps to keep the animal warm by protecting it against rain and cold.

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Scales Body Coverings Animals like snake, lizard and some fish have a layer of dry and overlapping scales. These scales protect the underneath skin and also prevent loss of water in some animals

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Shell Body Coverings Another commonly found body covering is shell. It is very hard and strong. Shells can be seen in land and ocean animals like turtle, tortoise and snail. These animals draw their head and feet into the shell and hide to protect themselves from their enemies.

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Activity

Identifying Body Cover of Animals

Directions:

Read the names of the animal body cover.

Paste pictures of Animals having this body cover. Feather

Scales

Fur

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Shell

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Lesson 3-

Animals Body Used To Get Food

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Activity

Communicating Ideas

Directions:

Select the words that best complete the

sentence or answer the question. Check ( / ) the correct answer.

1. Cows can eat tough grass. Their teeth are___________________. a. Sharp and pointed

c. strong and flat

b. small and thin 2. A frog catches flies and other insects. It uses its______________. a. sharp and pointed teeth

c. long sticky tongue

b. small and thin

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3. Crabs use ___________to get food. a. pincers b. beak c. tentacles 4. A chicken’s beak is _________________. a. long and pointed

b.thick and pouched

c. short and sharp

5. A kingfisher uses its_____________ beak for catching fish. a. big, deep, and pouched b. sharp, strong c. long and pointed YOUNG JI INTERNATIONAL SCHOOL

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Lesson 4

Animals Body Parts For Moving

Science Process Skill Observing

Communicating ideas

Comparing and contrasting

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Investigating

Classifying

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Different animals use different parts of the body for movement. Having different body parts make the animals move in different ways.

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Activity Directions:

Classifying Animal Body Parts for Moving Paste 4 pictures each column of Animals that

use these body parts. 2 Legs and Wings

6 Legs and

4 Legs and

Gills and

Wings

Horns

Fins

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CHAPTER 1- DIFFERENT PLANTS

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Lesson 1-Plants We see different kinds of plants around us. Each plant differs from other plant in size, shape, color, smell, place of growth etc. Plants grow on land as well as in water. They grow in cold places and hot places too.

Plants can be classified into these following categories: -

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Lesson

2-

The Plant Groups

Trees Trees are big, tall and strong plants. They have a thick, brown and woody stem called trunk. They have many branches that bear leaves, flowers and fruits. Their roots are thick and strong roots. Trees usually live for many years. Examples:-Neem, Pine, Mango, Peepal, Banyan, Coconut etc.

Shrub Shrubs are small to medium-sized woody plants and may grow up to height of five to six meters. They are smaller than Trees. They are highly branched from the base of the stem. They have many thin, brown and woody stems. They are also

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called bushes/ Shrubs usually live for a few years. Examples: - Rose, Hibiscus, Jasmine, Tulsi, Cotton etc.

Herb Herbs are very small and weak plants. They have thin, green and soft stems. They usually live for three to four months. It can be used as medicines or to add flavor to food. They are mostly known for their smell, which is pleasant and amazing. Banana plant is the world's largest herb. Examples: - Mint, Coriander, Spinach, Rosemary etc.

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Climbers Climbers are plants with weak stems. They cannot stand straight and need support to grow. They must climb on other plants, sticks or walls to grow. Example:-Pea, Grapevine, Money Plant, Bean etc.

Creepers Creepers are weak plants that mostly grow along the ground. They have weak stems and thin branches. They usually bear big fruits. Example: - Pumpkin, Gourd, Watermelon, Muskmelon etc.

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Water Plant or Aquatic plant Water plants are also called Aquatic Plants. Water plants grow in water. Water plants are found along edges, on the surface, or at the bottom of shallow lakes and ponds. Some of the water plant has floating leaves like Lotus and some are completely submerged under water like Hydrilla. Examples: - Water lily, Water-chestnut, Lotus, Duckweed, Water Hyacinth etc.

Wild Plant Wild plants grow naturally. They are not intentionally planted by human. They can be found anywhere. They do not need human care. Wild plants can be flowers, grasses, shrubs and trees. YOUNG JI INTERNATIONAL SCHOOL

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Example: - Banyan Tree, Grass, Periwinkle Plant etc.

Weeds Weeds are the plants that grow in place where it is not needed. They are considered unwanted plants. They can grow anywhere and can be easily seen in pots, garden, lawns and farms. They grow very vast and compete for water, light, nutrients and space with main plant. Example: - Dandelion, Poison Ivy, Milk Thistle etc.

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Grasses Grass is a type of plant which is used to cover the ground, in a lawn. Grass can grow very tall and can reach height up to 100 meters .Bamboo is the tallest grass. Grasses usually have long, narrow leaves and grow along the ground.

Uses of Plants 1.We get food from different part of plants. Leaves- spinach Stem – Potato, Sugarcane Roots- Radish, Onion Fruits- Apple, Mango Seeds- Rice YOUNG JI INTERNATIONAL SCHOOL

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2. Flower of few plants are used to prepare perfumes. Example: - Rose, Jasmine etc. 3. Plants help to keep air clean and fresh. 4. Some plants are used for medicinal purpose. Example: Tulsi leaves are used for cough and Cold Turmeric are considered anti-inflammatory Aloe Vera are good for skin Amla are good for stomach. 5. It is used to make paper, furniture, houses etc. 6. Fibres such as cotton are used to make clothes, jute are used to make mats and bags, coconut fiber are used to make rope.

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Care of Plants 1. Plants need water to grow. So water the plant regularly otherwise it will die. 2. Plants should be placed in such a way that it receives enough sunlight. 3. Plants leaves should be cleaned regularly so that plant breathes easily.

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Activity Directions: Read each direction. Do what each direction tells. A. Name 10 plants common in your community. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. B. Identify each plant below and write what kind of plant it is.

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Activity Directions:

Identifying Plants as to Kind Paste a picture of a plant. Write on the blank

the plant group to which it belongs.

_______________________

__________________________

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______________________

_______________________

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Lesson 3

Plants Grow in Different Places

Science Process Skill Observing

Communicating ideas

Comparing and contrasting

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Investigating Classifying

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Lesson 4-

Some Plants Grow in Water

Mangroove Tree Science Process Skill Observing

Communicating ideas

Investigating Comparing and contrasting

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Classifying

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Activity Directions:

Making a Picture study Complete each sentence about the picture on

page 94. Use the words in the word box. long wet

mud water

1. The picture

mangrove

roots

tree shows a ________________.

2. This plant is a ______________________. 3. This plant grows in _______________places. 4. It has ________________roots. 5. The plant does not sink into the _______________. 6. The roots grow above the _____________________. 7. It has strong_________________________. 8. The tall _________________ hold the plant above the water.

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Lesson

5

Plants Grow in Water

Lily Pond An aquatic plant is any sort of vegetation that lives and grows in water, be it sea water in the ocean or fresh water such as streams, rivers, lakes and ponds. Just as water-dwelling animals have achieved certain evolutionary adaptations that their land-animal counterparts have not, aquatic plants include features that terrestrial (i.e., land-bound) species do not. YOUNG JI INTERNATIONAL SCHOOL

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Activity Directions:

Describing Plants that Live in Water Look at the picture on page 96. Describe the

plant in two sentence.

1.________________________________________________________________ __________________________________________________________________ __________________________________________________________________

2.________________________________________________________________ __________________________________________________________________ __________________________________________________________________

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Lesson 6-

Plants

Some Plants Grow on Other Plants

that

grow

on

other

plants

are

known

as epiphytes (sometimes also called “air plants�). They are not usually parasitic; they get their nutrients and water from the environment,

and

produce

their

own

food

through

photosynthesis. Epiphytes belong to many different groups; they are abundant in rainforests and cloud forests in particular.

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Activity Directions:

Select the sentences that tells a correct idea.

Check ( / ) the correct answer.

_______1.The plant grows on soil. _______2.The plant grows on water. _______3.The plant grows on another plant. _______4.The plant will grow tall and big. _______5.The plant has no roots.

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CHAPTER 2- PLANTS CHANGE AND GROW

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Lesson 1

Plants and Its Parts

Plants are an important part of human life and vegetation as well. They are very beneficial to us and give us a lot of things. We are surrounded by plants, but have you ever stopped to notice the parts of a plant? All parts of plants are important and carry out different functions. All of them come together to perform their respective functions for the healthy life of the plant. We will dig deep into the parts of plants and their functions.

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Parts of Plants A plant is made up of primarily four parts. They are – 1. Roots 2. Stem 3. Leaf 4. Flower Functions of Parts of Plants Roots A plant has roots that grow in the ground. This underground part plays a very important role in pulling the water and minerals so they can reach the plant. Furthermore, it also expands within the ground so that for better water absorption the water increases. Roots also play the role of anchors which helps in creating better stability. In addition, the roots also fuse the development YOUNG JI INTERNATIONAL SCHOOL

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of the plant and stock reserve food material. They also store food that binds the soil together.

Stem The stem is the part that stays above the ground. A stem usually bears leaves, fruits plus flowers. It distributes the nutrients and minerals all the way from the plant to the leaves. Furthermore, the stem is the support system of the plant.

Moreover, it shields the plant and assists in asexual dissemination. The thorns of a stem protect it from animals as well. The growth of a stem takes place upwards allowing leaves to reach the sunlight for photosynthesis.

Leaf It is safe to say that a leaf is one of the most important parts of a plant. It contains chlorophyll which assists the plants YOUNG JI INTERNATIONAL SCHOOL

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in preparation for food. Moreover, the veins of a leaf allow the flowing of nutrients plus water.

A leaf has three basic parts which are petiole, leaf base and lamina. The leaves of the plant help in photosynthesis. Moreover, they help in removing any excess water via stomata. In short, it is for transpiration.

Moreover, some plants have leaves which also assist in the process of reproduction. Thus, leaves perform a number of functions, which helps the plant grow healthier.

Flower The bright and beautiful part of the plant which you see is the flower. They play a role in making food. A flower has female as well as male parts. Both of these work collectively to fertilize the plant so it can produce seeds. YOUNG JI INTERNATIONAL SCHOOL

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A flower consists of four basic parts, which are petals, sepals, stamens, and pistil. The petals attract insects and birds in order to pollinate them. After that, the flower buds are protected by sepals. Similarly, the stamens which are the male part and the pistil that is the female part help in the reproduction system.

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Activity Directions:

Labeling Plant Parts Get a small plant. Wash off the soil from the

roots. Tape the plant on a piece of cardboard. Paste a picture of your plant then label the plant parts.

Answer these questions: 1. Does your plant have flowers? 2. Does your plant have fruits? 3. Are their plants without flowers? 4. Are their plants without fruits? 5. Are their plants without roots and stem? YOUNG JI INTERNATIONAL SCHOOL

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Lesson 2

Roots Look Different but Do the Same Work

Different kinds of roots • The roots of a maize plant, a millet plant and a rice plant are alike. • The roots of a mango tree, an orange tree and a lemon tree are alike. • The roots of maize, millet and rice are not like those of the mango tree, the orange tree and the lemon tree. • Different plants have different roots.

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Fibrous roots Some plants have small, thin roots, all of the same length. • These roots form a tuft, as for instance the roots of onion, rice, millet, maize.

Rice has fibrous roots • A plant that has many small roots of the same length, the same thickness, the same shape, has fibrous roots.

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Creeping roots Some plants have roots that are shallow and long. • Creeping roots do not go deep into the soil. • These roots go a long way from the base of the plant. They cover a large area. They have to find in a small depth of earth the food necessary for the life of the plant. Many trees have creeping roots.

• A plant that has shallow, very long roots has creeping roots.

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Tap-roots Some plants have only one root, very thick, deep, straight, called a tap- root. • Smaller roots grow on this thick root; they are called rootless. • Tap-roots go deep into the soil. They cannot penetrate soil that is too hard.

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Tuberous roots Some plants have very thick roots. • These roots store up food. • These roots are thick because they have taken up a lot of food from the soil. The food is stored up in order to feed the whole plant. The plant is said to have built up reserves.

• A plant that stores up reserves in thick roots has tuberous roots. YOUNG JI INTERNATIONAL SCHOOL

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Adventitious roots In some plants roots start from the stem above the soil, that is, above the collar, and afterwards go down into the earth. • Adventitious roots grow above the collar. For example, mangrove, bamboo, maize and rice all have adventitious roots.

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A rice plant • Soil put around the collar helps adventitious roots to grow; the plant is earthed up. • A plant with roots on the stems has adventitious roots.

Earthing up encourages adventitious roots to develop

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Activity Directions:

Looking at Roots Bring plant with its roots exposed as in the

picture. Loosen the soil from the roots. Study how the roots look. Copy the sentences that tell about the roots of your plant. 1. The roots grow into the soil. 2. The roots grow downward. 3. The roots hold the plant in the soil. 4. The roots hold the soil together. 5. The roots are of the same size. 6. Some roots are big, other are small. 7. Some roots are long, other are short. 8. The roots feel soft. 9. The roots feel hard. 10. The roots feel wet.

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Lesson 3-

Stem Look Different

But Do the Same Work

The stem The stem is another main part of a plant. Roots, branches and sometimes leaves are attached to the stem. Types of stem There are two classes of stems. They are herbaceous stems and woody stems.

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Herbaceous stems Plants with herbaceous stems are only supported by water in the stem. When there is little water in the plant, the plant bends towards the ground, Garden vegetables have this type of stem. There are four types of herbaceous stems. These are climbers, bulbs, tubers and runners. Herbaceous stems are thin, soft and green in colour except those that grow underground, like potato and onion stems. They live through only one growing season. Plants with herbaceous stems are also known as herbs.

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Woody stems Woody stems are taller, thicker and harder than herbaceous stems. When they are fully grown, there is making of bark. Plants with woody stems may be trees or shrubs. A tree will usually have a thick main stem, known as a trunk. The braches start forming some distance above the ground. In a shrub, there are many thin stems, which have many branches. Trees grow taller than shrubs.

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Lesson 4- Leaves Look Different But Do the Same Work

Science Process Skill Observing

Communicating ideas

Comparing and contrasting

inferring Classifying

Click the link below and study the Different Type of Leaves. https://www.youtube.com/watch?v=-_xboflKxLY YOUNG JI INTERNATIONAL SCHOOL

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Activity Directions:

Grouping Plant Leaves Bring different kinds of leaves. Group the

leaves according to size, shape, and color. Paste pictures of the leaves on this page.

Shape of Leaves Narrow

Wide

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Rounded

Pointed

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Lesson 5

A Plant Changes as it Grows

Science Process Skill Observing

Communicating ideas

Comparing and contrasting YOUNG JI INTERNATIONAL SCHOOL

inferring

Classifying Page 120


Activity Finding Out the inside of a Corn Seed Prepare:

a glass of water

Some corn seeds Do these steps: 1. Put the corn seeds in a glass of water. Let them soak overnight. 2. The next day, take the seed coat off each seed. Break open the seed. 3. What did you see inside? Draw how the inside looks like. Does your drawing look like this?

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Lesson 6

What Plants Need To Grow

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ACTIVITY Answer the following questions. 1.

Plants need ________

2.

Why? ____________________________________________________________ ____________________________________________________________

3.

Plants need ________

4.

Why? ____________________________________________________________ ____________________________________________________________

5.

Plants need ________

6.

Why? ____________________________________________________________ ____________________________________________________________

7.

Plants need ________

8.

Why? ____________________________________________________________ ____________________________________________________________

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Activity Prepare:

Growing Seeds Without Water 12 mongo seeds

paper towel

2 glass jars Do these steps: 1. Put six mongo in a jar with water. Leave the seeds overnight. 2. The next day, empty the jar and save the seeds. 3. Put some water in the jar. Press the seeds against the sides of the jar. Surround the seeds with paper towel. 4. Set up the seeds in the second jar in the same way. Do not put any water. 5. Observe what happens. Which seeds grow? What do seeds need to grow?

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Unit THREE- MATTER AROUND US

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Chapter 1

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Matter

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Lesson 1

Calling All Things by One Name

Matter – all things around us. REMEMBER  Matter are all the things around us.  Matter maybe the non-living things around us.  Matter may also be the living things around us.  Matter surrounds us.

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Activity Grouping Matter as to Size, Shape, and Color Directions: Get 5 objects Study the objects. Answer the questions. Group objects like these. How are the objects alike? Are they of the same kind? Are they of the same color? In what way are the objects alike? Is length a property of matter?

Look at the objects. Tell how they are alike. Is shape a properly of matter? Is color a property of matter?

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Lesson 2

Matter Takes Up Space

Get any book. Hold it in your hand. Now place the book on your desk. Mark with a chalk where the book is. Is the book heavy or light? Does the book occupy a space on the desk?

Anything that occupies space is matter. Matter has weight and has mass. Mass is the amount of matter in a thing or object. Stay in your place. Ask a seatmate to mark a space where you are. Get away from your place. See the chalk mark. That is the space you occupy. Ask a classmate to tell if you are heavy, light or just right in weight. The girl is holding her teddy bear. Does her teddy bear have weight? Does it occupy space? The teddy bear has weight. It occupies. It has mass.

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Matter occupies space. Matter has weight and mass. These are the properties of matter. These are the properties of matter. Open your palm. Ask somebody to put a pencil case on your palm. Do you feel the weight of the pencil case? Do you see the space occupied by it? Is your pencil case a matter? Why is it a matter? weight- how heavy a thing is mass- the amount of matter in a thing or object; it is what makes a thing what is it space- place occupied by  Anything that that has mass and weight and occupies a space is matter.  It is anything that surrounds us.  Matter has properties, namely mass, and weight, and it occupies a space. YOUNG JI INTERNATIONAL SCHOOL

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Activity

Experiencing Occupying Space

Do these steps. Answer the questions. 1. Fill some baskets with stones, plastic chips or shells. 2. Answer these questions. What fills the basket? Can a basket hold more? What happens when you add more to the basket? 3. Focus the children’s attention to the space they occupy.

Mark the space you are occupying. Can somebody sit in your place While you are there? Are you matter? What property do you have?

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Chapter 2

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GROUPING MATTER

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Lesson 1- Solid is a Kind of Matter Solids have shapes. A book is a solid in the shape of a rectangle. A ball is a solid in the shape of a circle.

Solids are made of little pieces called particles.

They are packed closely together. They can't move across each other, or float away into space. They can be hard like a block or soft like a blanket.

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They can be heavy like a boulder or light like feather.

They can be hot like a pizza or cold like an icicle.

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Activity

Comparing Solids of the Same Kind

Do these steps. Answer the questions. 1. Bring pieces of rocks or stones. Put together the stones. 2. Compare the stones. Do they have different colors? Are they smooth?

Are they rough? Do some of them

have shiny bits? 3. Select stones of the same size. Weigh the stones. Are the stones same weigh? 4. How are the stone alike? Do the stone occupy space? Do the stones have mass? Do the stones keep their shape?

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Lesson 2

Liquid is a Kind of Matter

Liquids do not have a shape. They take the shape of the container they're in. Water can fill a round bowl.

It can fill a square pan.

Or it can fill a tall glass.

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Liquids are also made of little pieces called particles.

The particles of a liquid are held together loosely. They move and slide across each other. When you pour water, it flows into a container. It's not like a solid.

Solids tumble and bang into each other. YOUNG JI INTERNATIONAL SCHOOL

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Liquids are soft, and not hard. They can be hot, like a mug of hot chocolate.

They can be cold, like a cold glass of lemonade.

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Activity Do these.

Collect liquids in the small clear bottles.

Label the liquids. Answer the questions. 1. Which liquids are colorless? 2. Which liquids have color? 3. Which liquids are odorless? 4. Which liquids have strong smell? 5. Which liquids have strong taste?

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Lesson 3

Gas is a Kind of Matter

Gas particles are not held together.

They float away and fill up the space they're in. Gases can be light or heavy. A gas called helium is lighter than air. That's why a helium balloon stays up!

Gases can be hot or cold. When you're outside on a winter day, you can feel the cold air. When you come inside, you can feel the warm air YOUNG JI INTERNATIONAL SCHOOL

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Activity “Catching Air”

Do these: 1. Have the children bring clear plastic bags. Be sure the plastic bag has no holes. 2. Show the children how to catch to “ catch air” 3. Have them tie tightly one end of the plastic bag. Do you feel something bulge inside the bag? 4. Have the children infer what is inside the bag. Does it take up space? Does it have weight? Is it matter?

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CHAPTER 3

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LIGHT AND HEAT

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Lesson1

Where Do We Get Light?

Light is the energy that make you see. Without light, you cannot see. Where does light come from?

Do you know what the Earth’s main source of light is? Yes, it is the Sun. The sun is the main source of light on earth. A place gets bright when the sun shines. What part of your house receives sunlight? Does the place look bright? Do you like places with sunlight? What else gives light? Have you seen a full moon? Is the moon’s light as bright as the sun’s? The sun shines on everything. The sun shines on moon. The moon receives the sun’s light. When our part of the Earth moves away from the sun’s light, it becomes dark. The moon reflects back to Earth the light it receives from the sun. The moon’s light is not as bright as the sun’s light. YOUNG JI INTERNATIONAL SCHOOL

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What else gives light? A burning fuel gives light. Energy is stored in the fuel. The energy gives light. The energy is in electricity. The electricity goes to the bulb. The bulb gives light The energy is in the battery. The bulb of the flashlight gives light. Do you know what to do to have light? The scouts do! Rub two stones continuously.

A spark comes out. Dry leaves

and twigs catch the fire. Now you have a burning fuel. A burning fuel gives light. Without light from the sun, the world would be in darkness. Plants wouldn’t grow and no other life would exist on Earth. The sun gives us energy to survive. Light makes up only a small fraction of the energy that comes to us from the sun.

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Two groups of sources of light 

Natural sources of light

Artificial sources of light

Following is a list of light sources; Natural light sources produce light naturally without any human involvement.

Examples of natural sources of light 

Sun

Stars

Lightning

Fireflies

Glowworms

Jellyfish

Angler fish

Viperfish

Bush fires

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The Sun

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Artificial light is light made by humans.

Examples of artificial sources of light 

Light bulbs

Torches

Lamps

Flame by matches

Candlelight

Lighter

Fire

Lasers

Fireworks

When televisions and mobile phones are turned on

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Light bulb

Lamp

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Torch

Lantern

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Lighter

Fire

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Candlelight

Flames by matches

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Activity Directions:

Naming Source of Light Study the picture. Write on the line where the

light comes from. Answer the questions.

The light comes the _______________________________. Most light on Earth comes from the _________________________.

Where does the light come from? What other things burn and give light? Where does light come from? Where does the light in your home come from?

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Lesson

2

LIGHT GOES THROUGH SOME OBJECTS

Materials like air, water, and clear glass are called transparent. When light encounters transparent materials, almost all of it passes directly through them. Glass, for example, is transparent to all visible light. The color of a transparent object depends on the color of light it transmits. If green light passes through a transparent object, the YOUNG JI INTERNATIONAL SCHOOL

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emerging light is green; similarly, if red light passes through a transparent object, the emerging light is red.

Materials like frosted glass and some plastics are called translucent. When light strikes translucent materials, only some of the light passes through them. The light does not pass directly through the materials. It changes direction many times and is scattered as it passes through. Therefore, we cannot see clearly through them; objects on the other side of a translucent object appear fuzzy and unclear. Because translucent objects are semi-transparent, some ultraviolet rays can go through them. This is why a person behind a translucent object can get a sunburn on a sunny day.

Most materials are opaque. When light strikes an opaque object none of it passes through. Most of the light is either reflected by the object or absorbed and converted to heat. YOUNG JI INTERNATIONAL SCHOOL

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Materials such as wood, stone, and metals are opaque to visible light.

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Activity Grouping Materials in the Way They Let Light Pass Through Read the following: Objects around us are made of materials that either:  allow most light to pass through  allow some light to pass through, or  do not allow any light to pass through at all. 1. Name materials like the wall. 2. Name the materials like the curtain. 3. Name materials like the glass door.

It is good that light goes through eyeglasses? It is good that the light goes through windshields of cars? Tell the reason.

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Read the following. Answer the questions. Material

Property

Frosted

Allow some

Glass

Light to pass

Uses Bathroom windows

through What other materials let some light to pass through? What material is in a lamp shade? What material is the plastic bag of some food? Bring plastic cover of food that let some light pass through. Paste the material here.

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Lesson

3-

WHERE DO WE GET HEAT?

Go near a burning fuel. Do you feel warm? The warmth that you feel is heat. Does this light give heat? Hold your hand over a burning candle. How long can you hold it? Did you feel the warmth? The warmth that you feel is heat. Heat feels hot. Does this light give heat? Some places have cold weather. The people need heat. They burn wood and charcoal. They feel warm. They got the heat they need. Heat is used in other ways. We need heat to cook our food. We used gas stove or electric stove to cook our food, flat iron to iron our clothes, microwave oven to warm our food, bread toaster to toast our bread and others.

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REMEMBER  Heat is a form of energy.  Heat warms the bodies in cold countries.  Heat cooks our food.  What gives light does not always give heat.  Heat gives warm to the body.  Heat kills harmful living things that could be present in raw food by cooking it.  Drinking water is made safe by boiling it.

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ACTIVITY Write H if the energy given is heat, L if the light, and HL if heat and light.

_____1. firewood

_____ 6. kerosene lamp

_____ 2. star

_____ 7. flat iron

_____ 3. candle

_____ 8. bonfire

_____ 4. sun

_____ 9. moon

_____ 5. flashlight

_____ 10. electric bulb

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Activity Use water as hot as you can touch. Use water that feels the same as your skin- neither hot nor cold. Use water that feels very cold. Follow these steps. 1. Put both of your hands in bowl 2. How does the water feel to your hands? 2. Put one hand in bowl 1 and the other hand in bowl 3. Keeps your hands in the bowls as you count to 20. Tell how the water feels in each hand. 3. Put both hands in bowl 2. How does the water feel this time? Does the water feel cold? Does the water feel warm? Did the water in bowl 2 change? Is it how your skin feels that change?

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Lesson 4-

HEAT MOVES

Throughout the universe, it’s natural for energy to flow from one place to another. And unless people interfere, thermal energy — or heat — naturally flows in one direction only: from hot toward cold. Heat moves naturally by any of three means. The processes are known as conduction, convection and radiation. Sometimes more than one may occur at the same time. Some of the most easily understood examples of heat flow occur in your kitchen.

Conduction Put a pan on a stovetop and turn on the heat. The metal sitting over the burner will be the first part of the pan to get hot. Atoms in the pan’s bottom will start to vibrate faster as they YOUNG JI INTERNATIONAL SCHOOL

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warm. They also vibrate farther back and forth from their average position. As they bump into their neighbors, they share with that neighbor some of their energy. (Think of this as a very tiny version of a cue ball slamming into other balls during a game of billiards. The target balls, previously sitting still, gain some of the cue ball’s energy and move.)

Convection Convection occurs when a material is free to move, such as a liquid or a gas. Again, consider a pan on the stove. Put water YOUNG JI INTERNATIONAL SCHOOL

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in the pan, then turn on the heat. As the pan gets hot, some of that heat transfers to the molecules of water sitting on the bottom of the pan via conduction. That speeds up the motion of those water molecules — they are warming. Lava lamps illustrate heat transfer via convection: Waxy blobs get warmed at the base and expand. This makes them less dense, so they rise to the top. There, they give off their heat, cool and then sink to complete the circulation.

As the water warms, it now begins to expand. That makes it less dense. It rises above denser water, carrying away heat from the bottom of the pan. Cooler water flows down to take its place next to the hot bottom of the pan. As this water warms, it expands and rises, ferrying its newly-gained energy with it. In short order, a circular flow of rising warm water and

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falling cooler water sets up. This circular pattern of heat transfer is known as convection. It’s also what largely warms food in an oven. Air that’s warmed by a heating element or gas flames at the top or bottom of the oven carries that heat to the central zone where the food sits.

Radiation The third type of energy transfer is in some ways the most unusual. It can move through materials — or in the absence of them. This is radiation. Radiation, such as the electromagnetic energy spewing from the sun (seen here at two ultraviolet wavelengths) is the only type of energy transfer that works across empty space. NASA YOUNG JI INTERNATIONAL SCHOOL

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Consider visible light, a form of radiation. It passes through some types of glass and plastic. X-rays, another form of radiation, readily pass through flesh but are largely blocked by bone. Radio waves pass through the walls of your home to reach the antenna on your stereo. Infrared radiation, or heat, passes through the air from fireplaces and light bulbs. But unlike conduction and convection, radiation doesn’t require a material to transfer its energy. Light, X-rays, infrared waves and radio waves all travel to Earth from the far reaches of the universe. Those forms of radiation will pass through plenty of empty space along the way. X-rays, visible light, infrared radiation, radio waves are all different forms of electromagnetic radiation. Each type of radiation falls into a particular band of wavelengths. Those types differ in the amount of energy they have. In general, the

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longer the wavelength, the lower the frequency of a particular type of radiation and the less energy it will carry. To complicate things, it’s important to note that more than one form of heat transfer may occur at the same time. A stove’s burner not only heats a pan but also the nearby air and makes it less dense. That carries warmth upward via convection. But the burner also radiates heat as infrared waves, making things nearby warm up. And if you’re using a cast-iron skillet to cook a tasty meal, be sure to grab the handle with a potholder: It’s gonna be hot, thanks to conduction!

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Activity

Making a Simple Thermometer

Prepare these materials: straw

clay

soda

hot water

coloring material

cold water

Do these steps. 1. Fill the bottle with cold water. Stir in the coloring materials. Put the straw in the bottle. Hold the straw up by placing clay around the straw.

2. Place the bottle in hot water. What happens? Did the heat from the hot water move?

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CHAPTER 4 - MAGNETS AT WORK

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Lesson 1-

What

A Magnet Does

Science Process Skill Observing Investigating

Inferring

communicating ideas

Collecting data

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Do the activity. Answer the questions. What objects are pulled by a magnet? Find a magnet and some other objects. Hold the magnet neat each object.

What happens to each objects? Which objects are pulled by the alike? Which objects are not pulled by the magnet? How are they alike? Name objects pulled by a magnet. Name objects not pulled by a magnet.

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Lesson 2- What

Poles Attract?

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Activity

Identifying Poles of a Magnet

Prepare these materials: Bar, magnet, string , ruler , books Do these steps. 1. Set up the bar magnet as in the picture. 2. Push the magnet until its turns. 3. When the magnet stops turning, look at its end that points north. Mark it N. Look at its other end the points south. Mark S.

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Unit FOUR- THE EARTH AND BEYOND

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Chapter 1

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OUR HOME PLANET

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Lesson1

How Does the Earth Look Like?

Science Process Skill Observing Investigating

Inferring

Communicating ideas

Collecting data

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Activity

Looking at the places in the Globe

Look at the globe. Find your country on the globe. Answer these questions. Does your country look big? What other places are near your country? Draw the globe here below.

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Lesson 2

The Solar System

The solar system consists of a central star, which is the sun, and the bodies that orbit it. The most prominent of the bodies that orbit the sun are the planets: four small rocky planets near the sun, and the four giant planets further out. The small rocky planets near the sun are Mercury, Venus, Earth and Mars. The giant planets are Jupiter, Saturn, Uranus and Neptune. There are moons orbiting these planets, and all the moons in the solar system number to more than 160. YOUNG JI INTERNATIONAL SCHOOL

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The Sun is the star at the centre of the solar system. It is about five billion years old, and is expected to shine as it does now for about another five billion years. The sun is about 1.4 million kilometres in diameter. It consists almost entirely of hydrogen and helium. Energy is created in the sun when the hydrogen is converted into helium. This energy leaves the sun as heat and light that reaches us every day, and supports life on Earth. Mercury is the nearest planet to the sun, and it orbits the sun at a distance of about 58 million kilometres. Mercury travels around the sun at an average speed of about 48 kilometres per second. It completes an orbit around the sun in just under 88 days. Mercury is very small and rocky. YOUNG JI INTERNATIONAL SCHOOL

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Venus is the second planet from the sun. It is very rocky. It orbits the sun very slowly, so completes an orbit only in about 253 Earth days. Venus is the hottest planet, with a maximum surface temperature of about 480ᵒC. The Earth is the third planet to orbit the sun. About 70% of the Earth’s surface is covered by water. The Earth has one natural satellite, called the moon. The solid inner core of the Earth has a temperature of about 6,600ᵒC.

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Mars is the fourth planet from the sun, and is known as the red planet. Mars has two tiny moons. There are many huge extinct volcanoes on Mars. The atmosphere of Mars consists mainly of Carbon Dioxide. Jupiter is

the

fifth

planet

from the sun. It is the largest planet in the solar system. Its diameter is about 11 times that of the Earth. Jupiter has 63 known moons. Saturn is the sixth planet from the sun. It is a gas giant, almost as big as Jupiter. It has an equatorial 120,500 YOUNG JI INTERNATIONAL SCHOOL

diameter kilometres.

of

about

Saturn

has

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more than 60 known moons. Uranus is the seventh planet around the sun. It is the third largest planet, with a diameter of about 51,000 kilometres. There are about 27 known Uranian moons, all of which are icy. Neptune is

the

furthest

planet from the sun, at a distance of about 4,500 million kilometres. Neptune has 13 known moons. Triton is the largest Neptunian moon, and it is the coldest object in the Solar System.

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ACTIVITY Answer the following. Encircle the letter of the correct answer. 1. Object "A" is a(n)____________ .

a) Star

c) planet

b) Comet

d) asteroid

2. Earth rotates on its own _______________. a) Axis

c) segment

b) Line

d) ruler

3. Which of these things helps to cause the seasons? a) other planets

c) the Earth's tilt

b) the distance from the Sun YOUNG JI INTERNATIONAL SCHOOL

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4. The sun rises in what direction? a) North

c) South

b) East

d) West

5. The Sun is smaller than Earth. a) True

b) False

6. It takes Earth one day, or 24 hours, to rotate. a) True

b) False

7. Each planet travels in a path called a(n) ____________ . a) Orbit

c) axis

b) revolve 8. The Moon has no light of its own. a) True 9. The

b) False

_________________ is a very special star.

a) Moon

c) Sun

b) Crescent

d) Sky

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10. The path Earth takes around the Sun. a) Rotation

c) Orbit

b) Day

d) Axis

11. The Sun's rays can hurt your eyes. a) True

b) False

12. Why do we see different phases of the Moon? a) Earth revolves around the Sun. b) The Moon revolves around the Sun. c) The Moon revolves around Earth. 13. Earth rotates on its________. a) Bottom

c) axis

b) Orbit

d) other

14. During which moon phase can we see all of the Moon from Earth? a) Last Quarter

c) New Moon

b) Crescent

d) Full Moon

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15. The Moon _____________ the Sun's light. a) Sees

c) shines

b) Reflects

d) watches

16. Is the Sun a star or a planet? a) Star

b) planet

17. What planet do you live on? a) Earth

c) Mercury

b) Jupiter

d) Mars

18. Because Earth rotates on its axis, a) the seasons change.

c) we have day and night.

b) we see phases of the Moon. 19. The Sun is smaller than Earth. a) True

b) False

20. The planet in the solar system that is closest to the Sun. a) Earth

c) Mercury

b) Mars YOUNG JI INTERNATIONAL SCHOOL

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