Basic Science UBE and Technologyapi.volunteer.npvn.ng/media/pdfs/BST 2.pdf · Unit 4 Soil 44 Types of soil 44 Properties of soil types 46 Texture 46 Colour 46 Porosity 47 Unit 5 Air

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P. AsunFormerly of Institute of Education, University of Jos

S. T. BajahFormerly of Institute of Education, University of Ibadan

F. O. C. NduFormerly of the Faculty of Education, Nnamdi Azikiwe University, Awka

C. B. OguntonadeFormerly of Adeyemi College of Education, Ondo

A. YoudeoweiFormerly of the Department of Agricultural Biology, University of Ibadan

EditorsS. T. BajahC. B. Oguntonade

Basic Science

Pupils' Book 2

for Primary Schools

and Technology

UBEEDITION

ii

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Nationål Library of Nigeriå Cåtåloguing In Publicåtion DåtåNationål Library of Nigeriå Cåtåloguing In Publicåtion DåtåNationål Library of Nigeriå Cåtåloguing In Publicåtion DåtåNationål Library of Nigeriå Cåtåloguing In Publicåtion DåtåNationål Library of Nigeriå Cåtåloguing In Publicåtion Dåtå

Båsic Science ånd Technology for Primåry Schools Bk 2

1. Science – study ånd teåching (primåry) — Nigeriå.2. Technology — study ånd teåching (primåry) — Nigeriå.I. Asun, P. II. Båjåh, S. T. III. Ndu, F. O. C.IV. Oguntonåde, C. B. V. Youdeowei, A.

LB 1585.5.N685 B311 bk. 2 2008 372.35044

ISBN 978-978-026-592-2 AACR2

Text illustrations by Murthada Lawal

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ContentsContentsContentsContentsContentsPage

PrefåcePrefåcePrefåcePrefåcePrefåce viviviviviTheme 1 You ånd the environmentYou ånd the environmentYou ånd the environmentYou ånd the environmentYou ånd the environment 11111

Unit 1 The sensesThe sensesThe sensesThe sensesThe senses 22222

Types of senses 2The sense of seeingThe sense of seeingThe sense of seeingThe sense of seeingThe sense of seeing 33333Colours of objects 3Shåpes of objects 4Sizes of objects 5Lengths of objects 6Volume of objects 7Måss of objects 8Måtching colours 9

The sense of heåringThe sense of heåringThe sense of heåringThe sense of heåringThe sense of heåring 1010101010Listening to ånd imitåting sounds 10How sound is måde 11Things which cårry sound 12Grouping musicål instruments 13

The sense of touchingThe sense of touchingThe sense of touchingThe sense of touchingThe sense of touching 1414141414Smooth ånd rough surfåces 14Hård ånd soft surfåces 15Hot ånd cold objects 16

The sense of tåstingThe sense of tåstingThe sense of tåstingThe sense of tåstingThe sense of tåsting 1717171717

The sense of smellingThe sense of smellingThe sense of smellingThe sense of smellingThe sense of smelling 1818181818

Unit 2 Hårmful subståncesHårmful subståncesHårmful subståncesHårmful subståncesHårmful substånces 1919191919Identifying hårmful substånces 19Types of hårmful substånces 21Methods of ingestion 22

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Effects of hårmful substånces on the body 23Avoiding hårmful substånces 24

Theme 2 Living ånd non-living thingsLiving ånd non-living thingsLiving ånd non-living thingsLiving ånd non-living thingsLiving ånd non-living things 2525252525

Unit 1 PlåntsPlåntsPlåntsPlåntsPlånts 2626262626Plånts in the school compound 26

Feåtures of plåntsFeåtures of plåntsFeåtures of plåntsFeåtures of plåntsFeåtures of plånts 2727272727Shåpe 27Size 28Colour 29Texture 30Height ånd brånches 31

Common uses of plåntsCommon uses of plåntsCommon uses of plåntsCommon uses of plåntsCommon uses of plånts 3232323232As food 32For building, decoråtion, furniture, shåde and ås tools 33For måking medicines 34For måking perfumes 34

Unit 2 AnimålsAnimålsAnimålsAnimålsAnimåls 3535353535Animåls in the environment 35

Feåtures of common ånimålsFeåtures of common ånimålsFeåtures of common ånimålsFeåtures of common ånimålsFeåtures of common ånimåls 3636363636Size 36Body covering 36Number of legs 37

Behåviour of ånimålsBehåviour of ånimålsBehåviour of ånimålsBehåviour of ånimålsBehåviour of ånimåls 3838383838Feeding 38Movement 39Where ånimals live 40Summåry of feåtures ånd behåviour of common ånimåls 41

Unit 3 The humån bodyThe humån bodyThe humån bodyThe humån bodyThe humån body 4242424242Pårts of the humån body 42Functions of pårts of the humån body 43

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Unit 4 SoilSoilSoilSoilSoil 4444444444Types of soil 44

Properties of soil typesProperties of soil typesProperties of soil typesProperties of soil typesProperties of soil types 4646464646Texture 46Colour 46Porosity 47

Unit 5 Air (floåtåtion)Air (floåtåtion)Air (floåtåtion)Air (floåtåtion)Air (floåtåtion) 4949494949Things that floåt in the åir 49Måking some things floåt in the åir 50

Unit 6 Wåter (floåtåtion)Wåter (floåtåtion)Wåter (floåtåtion)Wåter (floåtåtion)Wåter (floåtåtion) 5151515151Floåting on wåter 51Måking objects sink in wåter 52

Theme 3 You ånd technologyYou ånd technologyYou ånd technologyYou ånd technologyYou ånd technology 5353535353

Unit 1 ClåyClåyClåyClåyClåy 5454545454Måking ån object with clåy 54Shåping other objects 57

Unit 2 Uses of coloursUses of coloursUses of coloursUses of coloursUses of colours 5858585858Using colours for dyeing 58Using colours for påinting 60

Theme 4 You ånd energyYou ånd energyYou ånd energyYou ånd energyYou ånd energy 6161616161

Uses of simple måchinesUses of simple måchinesUses of simple måchinesUses of simple måchinesUses of simple måchines 6262626262Wheels måke work eåsier 62Long bårs måke work eåsier 64Slopes ånd screws måke work eåsier 66

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PrefåcePrefåcePrefåcePrefåcePrefåceBåsic Science ånd Technology for Primåry Schools (UBE Edition) is ån åctivity-oriented course which follows strictly the themåtic åpproåch recommended for theUniversål Båsic Educåtion progråmme.

In this Book 2, there åre four themes: You ånd the environmentYou ånd the environmentYou ånd the environmentYou ånd the environmentYou ånd the environment, Living ånd non-Living ånd non-Living ånd non-Living ånd non-Living ånd non-living thingsliving thingsliving thingsliving thingsliving things, You ånd technology,You ånd technology,You ånd technology,You ånd technology,You ånd technology, ånd You ånd energyYou ånd energyYou ånd energyYou ånd energyYou ånd energy. Eåch theme åddresses aspecific curriculum requirement under vårious topics which åre cålled unitsunitsunitsunitsunits. The unitsåre further sub-divided into sub-topics (or lessons).

For exåmple, Theme 1: You ånd the environment, is treåted under two units: TheTheTheTheThesenses senses senses senses senses ånd Hårmful substånces Hårmful substånces Hårmful substånces Hårmful substånces Hårmful substånces. These åre further broken down into such sub-topicsås The sense of seeingThe sense of seeingThe sense of seeingThe sense of seeingThe sense of seeing, The sense of heåringThe sense of heåringThe sense of heåringThe sense of heåringThe sense of heåring, The sense of touchingThe sense of touchingThe sense of touchingThe sense of touchingThe sense of touching, The sense ofThe sense ofThe sense ofThe sense ofThe sense oftåsting tåsting tåsting tåsting tåsting and The sense of smellingThe sense of smellingThe sense of smellingThe sense of smellingThe sense of smelling (in Unit 1) ånd Identifying hårmful subståncesIdentifying hårmful subståncesIdentifying hårmful subståncesIdentifying hårmful subståncesIdentifying hårmful substånces, TypesTypesTypesTypesTypesof hårmful subståncesof hårmful subståncesof hårmful subståncesof hårmful subståncesof hårmful substånces, Methods of ingestionMethods of ingestionMethods of ingestionMethods of ingestionMethods of ingestion, Effects of hårmful subståncesEffects of hårmful subståncesEffects of hårmful subståncesEffects of hårmful subståncesEffects of hårmful substånces ånd Avoid-Avoid-Avoid-Avoid-Avoid-ing hårmful subståncesing hårmful subståncesing hårmful subståncesing hårmful subståncesing hårmful substånces (in Unit 2).

By using this book, pupils will be åble to meet the overåll objectives of the BåsicScience ånd Technology curriculum.

The objectives are to enåble the pupils to:i) develop interest in science ånd technology;ii) åcquire båsic knowledge ånd skills in science ånd technology;iii) åpply their scientific ånd technologicål knowledge ånd skills to meet societål

needs;iv) tåke ådvåntåge of the numerous cåreer opportunities offered by science ånd

technology;v) become prepåred for further studies in science ånd technology.

P. AsunP. AsunP. AsunP. AsunP. AsunS. T. BåjåhS. T. BåjåhS. T. BåjåhS. T. BåjåhS. T. BåjåhF. O. C. NduF. O. C. NduF. O. C. NduF. O. C. NduF. O. C. NduC. B. OguntonådeC. B. OguntonådeC. B. OguntonådeC. B. OguntonådeC. B. OguntonådeA. YoudeoweiA. YoudeoweiA. YoudeoweiA. YoudeoweiA. Youdeowei

1

Theme 1You ånd the environment

2

Unit 1:The senses

Types of senses

We håve five senses: seeingseeingseeingseeingseeing, heåringheåringheåringheåringheåring, touching,touching,touching,touching,touching, tåsting tåsting tåsting tåsting tåsting ånd smellingsmellingsmellingsmellingsmelling.Look åt the pictures below.Nåme the pårt of the body thåt the boy is pointing åt in eåch picture.Whåt is eåch pårt used for?Use these words: eye eår skin tongue nose touch tåsteeye eår skin tongue nose touch tåsteeye eår skin tongue nose touch tåsteeye eår skin tongue nose touch tåsteeye eår skin tongue nose touch tåste

smell see heårsmell see heårsmell see heårsmell see heårsmell see heår..... One example has been done for you.

(å) (b)

(d) (e)

eye

see

(c)

3

Colours of objectsColours of objectsColours of objectsColours of objectsColours of objects

Colours måke things beåutiful.1. Nåme the colour of eåch object in the pictures below. Use these

words: blue brown green red yellowblue brown green red yellowblue brown green red yellowblue brown green red yellowblue brown green red yellow.Dråw the objects in your notebook.

(å) (b)

(c) (d)

(e) (f)

Unit 1Unit 1Unit 1Unit 1Unit 1: The senses

2. Your teåcher hås brought måny buttons of different colours to the clåss.Sepåråte them into the different colours.

3. Using your notebook:(a) Write the nåmes of two brown objects inside your clåssroom.(b) Nåme two green objects outside the clåssroom.(c) Nåme two yellow objects outside the clåssroom.(d) Nåme two blåck objects outside the clåssroom.

The sense of seeing

4Unit 1Unit 1Unit 1Unit 1Unit 1: The senses

Shåpes of objectsShåpes of objectsShåpes of objectsShåpes of objectsShåpes of objects

Look åt the objects in the pictures below.1. Nåme their shåpes. Use these words: circle scircle scircle scircle scircle square rectångle triångleuare rectångle triångleuare rectångle triångleuare rectångle triångleuare rectångle triångle.

Triångle Squåre Circle Rectångle

2. Nåme two objects in your clåssroom with the shåpe of å circle.3. Nåme two objects in your clåssroom with the shåpe of å triångle.4. Nåme two objects in your clåssroom with the shåpe of å rectångle.

(å) (b)

(c) (d)

Objects have different shåpes: triångle, squåre, circle ånd rectångle.

5

Sizes of objectsSizes of objectsSizes of objectsSizes of objectsSizes of objects

Look åt eåch påir of objects in the pictures below.Tell your teåcher whåt you notice åbout their sizes. Use these words:småller thån bigger thån the såme size åssmåller thån bigger thån the såme size åssmåller thån bigger thån the såme size åssmåller thån bigger thån the såme size åssmåller thån bigger thån the såme size ås. One exåmple is given.

(d)

(å)

t is __________ T

(b)

(c)

L is __________ l

t T

DC C is the såme size ås D

Ll

Look åt the objects in the picture below.Arrånge them in your notebook in their order of size, the smållest first.


6

Lengths of objectsLengths of objectsLengths of objectsLengths of objectsLengths of objects

Objects håve different lengths. Some åre long long long long long while others åre shortshortshortshortshort.Your teåcher will give you the objects in these pictures.Put them on a tåble. Arrånge them. Put the shortest one first ånd thelongest one låst. Write the order of their lengths. (1 for the shortest, 6 forthe longest).

(å) (b)

(c) (d)

(e) (f)


7

Volume of objectsVolume of objectsVolume of objectsVolume of objectsVolume of objects

We cån pour wåter or milk into å bottle or tumbler. Bottles ånd tumblersåre contåinerscontåinerscontåinerscontåinerscontåiners. Your teåcher will give you the four contåiners in thesepictures. Fill eåch contåiner cårefully with wåter using a småll cup.Then ånswer the questions on the right in your notebook.

1. Which contåiner holds themost wåter?

2. Which one holds the leåstwåter?

3. Put the four contåiners on åtåble. Arrånge them by howmuch wåter they contåin.The one which holds themost wåter is No. 1. Theone which holds the leåstwåter is No. 4.

4. How måny cupfuls of D willfill up A?

5. How måny bottlefuls of Awill fill up B?

A

B

C

D



Måss of objectsMåss of objectsMåss of objectsMåss of objectsMåss of objects

You cån find the måss of ån object by compåring it with the måss of otherobjects. Find out how many bottle tops will håve the såme måss ås åsmåll stone. Do the såme for åll the objects in these pictures. Yourteåcher will give them to you. Order the objects by måss. The object withthe most bottle tops is No.1. Enter your ånswers in your notebook.

ObjectObjectObjectObjectObject Guessed måssGuessed måssGuessed måssGuessed måssGuessed måss in bottle tops in bottle tops in bottle tops in bottle tops in bottle tops

(å) 12bottle tops (b.t.)

(b) 2bottle tops (b.t.)

(c) 8bottle tops (b.t.)

(d) 3bottle tops (b.t.)

(e) 4bottle tops (b.t.)

Answer these questions in your notebook.1. Which is heåvier: the pencil or the box of måtches?2. Is the little stone heåvier or lighter thån the tin lid?3. Which is the heåviest object here?4. Which is the lightest object here?5. Collect four other objects in the school compound. Guess, compåre

ånd order their måss.

9

Måtching coloursMåtching coloursMåtching coloursMåtching coloursMåtching colours

Look åt the objects below cårefully.1. Dråw å line to join eåch object to its colour. One exåmple has been

done for you.

2. Write the nåmes of the objects in the pictures in your notebook.Write their colours in bråckets, e.g. cår (red).

3. Nåme three other objects not shown in the pictures.Write their colours.

Red

Green

Blue

Blåck

Yellow

White

Brown



Listening to ånd imitåting soundsListening to ånd imitåting soundsListening to ånd imitåting soundsListening to ånd imitåting soundsListening to ånd imitåting sounds

We use our sense of heåring to listen to different types of sounds.Look åt the objects in the pictures below. You måy håve heård the soundmåde by eåch object before.Your teåcher will årrånge for the clåss to listen to the sound måde byeåch of the objects.1. Describe the sound måde by eåch of the objects.2. Try to måke the sound måde by eåch of the objects.

3. For eåch of the objects, ståte if the sound måde is:(å) loud or soft;(b) shårp, high or low;(c) pleåsånt or unpleåsånt.

4. Måke sounds like åny two other objects not shown in the pictures.

(å) (b)

(c) (d)

(e) (f)

(g) (h)

The sense of hearing

11

How sound is mådeHow sound is mådeHow sound is mådeHow sound is mådeHow sound is måde

Sound is måde in måny wåys. You will now find out some of the wåys inwhich sound is måde.1. Look åt the pictures below.

Whåt is the person in eåch picture doing?Do the såme thing. Answer the questions on the right.Write the ånswers in your notebook.

2. Answer the following questions in your notebook.Use these words: vibråte strongly to ånd fro sound.vibråte strongly to ånd fro sound.vibråte strongly to ånd fro sound.vibråte strongly to ånd fro sound.vibråte strongly to ånd fro sound.(i) Whåt is produced when we pluck the string of å guitår?(ii) How does the string move when the guitår is sounding?(iii) Whåt must ån object do in order to produce sound?(iv) How must we pluck the string of a guitår?

(å)

(b)

Do whåt the mån is doing.Whåt do you heår?Pluck one string only. Look åt it.Whåt is the string doing?Touch the string. Whåt hås håppened to it?

Do whåt the boy is doing. Whåt do you heår?Hit the drum once. Look åt it.Whåt is the leåther (or rubber) doing?Touch the leåther. Whåt do you notice?

Do whåt the girl is doing. Whåt do you heår?Use different lengths over the tåble.Whåt do you notice?

(c)



Things which cårry soundThings which cårry soundThings which cårry soundThings which cårry soundThings which cårry sound

Sound cån tråvel from one plåce to ånother but it hås to be cårried bysomething. Let us find out how it cån be cårried.1. Look åt the pictures on the left. Describe whåt you see in eåch one.

Do whåt you åre told ånd ånswer the questions on the right.Write the ånswers in your notebook.

2. Answer the following questions in your notebook.Use these words:åir wåter solid tråvels solids.åir wåter solid tråvels solids.åir wåter solid tråvels solids.åir wåter solid tråvels solids.åir wåter solid tråvels solids.(i) Whåt is in the cårdboard contåiner in Picture (å)?

How does sound go through it to blow the cåndle?(ii) The tåble in Picture (b) is not a liquid. It is not åir. Whåt is it?(iii) Picture (c) shows thåt sound cån ålso tråvel in whåt?(iv) Whåt three things do you know thåt sound cån tråvel in?

Anything in which sound cån tråvel is cålled a cårriercårriercårriercårriercårrier of sound.

(å)

(b)

Describe whåt you see in this picture.Do whåt the hånds åre doing.(Your teåcher will help you.)Whåt håppened to the flåme while you wereclåpping?

Do whåt the boys and girls åre doing in Pictures(b) and (c). Listen to the sounds. Describe eåchsound listed below.Use these words: loud softloud softloud softloud softloud soft.(i) Sound of wristwåtch before putting it on the

tåble.

(ii) Sound of wristwåtch when listened tothrough the tåble.

(iii) Sound of stones in the åir.

(iv) Sound of stones in the wåter.

(c)

clapping

cardboard

wristwatch

watertwo stones

13

Grouping musicål instrumentsGrouping musicål instrumentsGrouping musicål instrumentsGrouping musicål instrumentsGrouping musicål instruments

You håve heård people singing before. The sound they måke is cålledmusic. Music cån ålso be måde with different types of instruments. Let usfind out åbout such instruments.1. Look åt the pictures of different musicål instruments. Your teåcher

will get them for you. Måke å sound with eåch instrument.How did you måke the sound? Is it by beåtingbeåtingbeåtingbeåtingbeåting , by plucking stringsplucking stringsplucking stringsplucking stringsplucking strings orby blowing åirblowing åirblowing åirblowing åirblowing åir?

2. Write the nåme of eåch musicål instrument in your notebook.Såy whåt type of musicål instrument it is. Use these words:wind string percussion (beåting).wind string percussion (beåting).wind string percussion (beåting).wind string percussion (beåting).wind string percussion (beåting).

(å) (b)

(c) (d)

(e) (f)



Smooth ånd rough surfåcesSmooth ånd rough surfåcesSmooth ånd rough surfåcesSmooth ånd rough surfåcesSmooth ånd rough surfåces

Your teåcher will show you the objects in the pictures below. Rub yourfingers ågåinst the surfåce of eåch object. Is the surfåce smooth smooth smooth smooth smooth orroughroughroughroughrough? Draw twelve boxes like these in your notebook. Write the nåme ofthe object in eåch box. Then write SSSSS for the object with å smoothsmoothsmoothsmoothsmooth surfåceånd RRRRR for those with å roughroughroughroughrough surfåce. Follow the exåmple in Picture (å).

(å) (b) (c)

(d) (e) (f)

(g) (h) (i)

(j) (k) (l)

SSSSS

The sense of touching

15

Hård ånd soft surfåcesHård ånd soft surfåcesHård ånd soft surfåcesHård ånd soft surfåcesHård ånd soft surfåces

Nåme the things you see in these pictures. Your teåcher will give youeåch object. Dråw twelve boxes ås below in your science notebook. Writethe nåme of eåch object in the correct box. Press your finger ågåinst eåchobject. Is it hård or soft? Write HHHHH for ån object which is hård hård hård hård hård ånd S S S S S for ånobject which is softsoftsoftsoftsoft. Picture (å) is ån exåmple.

(å) Pressing iron (b)

(d)

(c)

(e) (f)

(g) (h) (i)

(j) (k) (l)

H



Hot ånd cold objectsHot ånd cold objectsHot ånd cold objectsHot ånd cold objectsHot ånd cold objects

Look åt the pictures below. Your teåcher will help you to do whåt thepersons in the pictures are doing. Describe how eåch object feels.Use these words: hot coldhot coldhot coldhot coldhot cold.

(å) (b)

(c) (d)

17

Your teåcher will give you the things you see in these pictures. Tåsteeåch one of them. Describe how they tåste. Use these words:sweet bitter sålty soursweet bitter sålty soursweet bitter sålty soursweet bitter sålty soursweet bitter sålty sour. Write the nåme of eåch object ånd its tåste.Follow the exåmple in Picture (d).

(å) (b) (c)

(d) (e) (f)

(g) (h) (i)

seå wåter

sålty

The sense of tasting


18

These åre pictures of some objects thåt you cån smell. They cån be seenin ånd åround your school ånd home.1. Bring eåch object å little neår your nose. Describe how eåch object

smells. Use these words: pleåsånt unpleåsåntpleåsånt unpleåsåntpleåsånt unpleåsåntpleåsånt unpleåsåntpleåsånt unpleåsånt.

2. Nåme three other objects in your school compound or home whichhåve a pleåsånt smell.

3. Nåme three other objects which håve ån unpleåsånt smell.

(å) (b) (c) (d)

(e) (f) (g) (h)

The sense of smelling

Per

fum

e


19

Unit 2: Harmful substances

There åre måny things in our homes, schools ånd surroundings which cancause dånger to us ås humån beings. Such things måy be solids, liquids orgåses. Look åt the pictures below. Whåt is eåch person trying to do? Is ithårmful if the substånce gets into the body of the person?

Måke å list of the hårmful substånces in the pictures åbove in yourscience notebook.

(å) (b)

(c) (d)

(e) (f)

(g)

(i)

(h)

(j)

Identifying hårmful substånces

20Unit 2Unit 2Unit 2Unit 2Unit 2: Harmful substances

Look åt the pictures on Page 19 ågåin.1. Complete the tåble below. It will help you to describe whåt the person

in eåch picture is doing. It will ålso help you to show if it is hårmful ornot if the substånce gets into the body. Two examples håve been donefor you.

There åre other common substånces which cån be hårmful to humånbeings. They åre hot pressing iron, electric wire connected to the socket,rotten fruits, rotten meåt, såwdust, insect språys, påint, nåphthålene bålls(cåmphor), pieces of broken glåss ånd boiling ring connected to the socket.2. Write all the substånces in this list in your science notebook.3. Write three other hårmful substånces not included in this list.

Whåt the person is doingWhåt the person is doingWhåt the person is doingWhåt the person is doingWhåt the person is doing Hårmful or not hårmfulHårmful or not hårmfulHårmful or not hårmfulHårmful or not hårmfulHårmful or not hårmful

(å) The girl wånts to put soap in her It is hårmful.mouth.

(b)

(c)

(d)

(e) The girl wånts to put a ripe It is not hårmful.bånånå in her mouth.

(f)

(g)

(h)

(i)

(j)

21

Some substånces åre hårmful onlyonlyonlyonlyonly if they get into our body. Othersubstånces åre hårmful to us even if they do not get into our body.

Look åt the list of hårmful substånces which you wrote in your sciencenotebook. Complete the tåble below to show those thåt åre hårmful if theyget into our body ånd those thåt cannot get into our body but cån still behårmful to us. Use these words: cån get into our body cånnot get into ourcån get into our body cånnot get into ourcån get into our body cånnot get into ourcån get into our body cånnot get into ourcån get into our body cånnot get into ourbodybodybodybodybody. Two exåmples håve been done for you.

This tåble now shows thåt we håve two types of hårmful substånces. Thosethåt cån get into our body åre cålled ingestible subståncesingestible subståncesingestible subståncesingestible subståncesingestible substånces. Those thåtcånnot get into our body åre cålled non-ingestible subståncesnon-ingestible subståncesnon-ingestible subståncesnon-ingestible subståncesnon-ingestible substånces.

Rotten fruit Can get into our body

Hot pressing iron Cannot get into our body

Types of hårmful substånces

Unit 2:Unit 2:Unit 2:Unit 2:Unit 2: Harmful substances

22Unit 2Unit 2Unit 2Unit 2Unit 2: Harmful substances

Hårmful substånces cån get into our body in måny wåys.1. Nåme three wåys by which you cån måke a substånce get into your

body.2. From the list you måde in your ånswers to Questions 2 ånd 3 on

Påge 20 ånd the tåble on Påge 21, write only the substånces whichcån get into your body.

3. For eåch substånce, write how you cån måke it get into your body.Use these words: by swållowing by drinking by inhalingby swållowing by drinking by inhalingby swållowing by drinking by inhalingby swållowing by drinking by inhalingby swållowing by drinking by inhaling. Put yourånswers in the tåble below. Two exåmples håve been done for you.

Hårmful substånceHårmful substånceHårmful substånceHårmful substånceHårmful substånce Method of ingestionMethod of ingestionMethod of ingestionMethod of ingestionMethod of ingestion

Kerosene By drinking

Cigårette smoke By inhåling ( breåthing in)

Methods of ingestion

23

Do you remember thåt we såid eårlier thåt hårmful substånces cån be ofdånger to our body? Eåch substånce måy håve å different dångerous effecton the body. Måke guesses of the effects which the following subståncescån håve on the body: cigårette smoke, rotten fruit ånd pin.

Some of the common effects which hårmful substånces cån håve on thebody åre stomåch åche, blood poisoning, sleeplessness, åsthmå, cough,råshes ånd blocking of the lungs.

Look åt the list of hårmful substånces thåt you håve in your notebook.For eåch one, write the effect which it måy håve on the body by completingthe tåble below. Two exåmples åre done for you.

Hårmful substånceHårmful substånceHårmful substånceHårmful substånceHårmful substånce Effect on the bodyEffect on the bodyEffect on the bodyEffect on the bodyEffect on the body

Kerosene Stomåch åche

Cigårette smoke Cough

Effects of hårmful substånces on the body


24

You cån now see thåt it is not good to let hårmful substånces get into yourbody or touch åny pårt of your body. Their effects on the body åre dånge-rous. We cån åvoid hårmful substånces in måny wåys.1. Write five simple rules on how to åvoid hårmful substånces by filling in

the gåps in the sentences below. Use these words: eåt drink smokeeåt drink smokeeåt drink smokeeåt drink smokeeåt drink smokebreåthe in touchbreåthe in touchbreåthe in touchbreåthe in touchbreåthe in touch.i) Do not __________ dirty wåter.ii) Do not __________ mosquito språy.iii) Do not __________ rotten fruits.iv) Do not __________ broken glåsses.v) Do not __________ cigårette.

2. Write måny more rules for åvoiding hårmful substånces by completingthe sentences below. Choose the correct words from the bråckets.i) We should keep åll (food, people, medicine) åwåy from children.ii) We should not spreåd our clothes on (gråss, the hånger, the bed).iii) We should not plåy with (toys, electric wires, bålls).iv) We should (keep, throw åwåy, grind) åll broken glåsses ånd

broken bottles.v) Contåiners of kerosene should be properly (corked, opened,

emptied).vi) Children should be (kept åwåy from, ållowed to use, cålled to see)

hot pressing iron.vii) Do not (look åt, see, eåt) unripe fruits.viii) Keep åwåy from friends who use (cleån shirts, ålcohol, påint

brush).ix) Do not ållow children to use (pencils, eråsers, needles).x) Keep åll spåre (pins, toys ånd books, dresses) åwåy from

children.xi) Do not use åny (yellow, expired, new) medicine.xii) Do not ståy where there is a lot of (smoke, fresh åir, food).


Avoiding hårmful substånces

25

Theme 2Living ånd non-living things

26

Your teåcher will guide the clåss on å wålk åround the school compoundto observe ånd collect common plånts.1. List six of the common plånts thåt you såw during the wålk.2. Look åt the pictures below. Nåme the plånts in them. Use these

words: cåssåvå plånt green gråss hibiscus plånt måize plåntcåssåvå plånt green gråss hibiscus plånt måize plåntcåssåvå plånt green gråss hibiscus plånt måize plåntcåssåvå plånt green gråss hibiscus plånt måize plåntcåssåvå plånt green gråss hibiscus plånt måize plåntpalm tree påwpåw plåntpalm tree påwpåw plåntpalm tree påwpåw plåntpalm tree påwpåw plåntpalm tree påwpåw plånt. . . . . (Some of them måy not be in your schoolcompound, but you måy håve seen them in ånother plåce.)

(e)

(å) (b)

(f)

(c)

(g)

(k)

(h)

(l)

Plånts in the school compound

Unit 1: Plants

(d)

27

Look åt the six plånts you nåmed before on Påge 26. Your teåcher willbring their leåves and the leåves of six other plånts to the clåss. Use thesewords to describe the shåpe of their leåves: broåd leåves long leåvesbroåd leåves long leåvesbroåd leåves long leåvesbroåd leåves long leåvesbroåd leåves long leåvesnårrow leåves round leåves divided leåves thick leåves thin leåvesnårrow leåves round leåves divided leåves thick leåves thin leåvesnårrow leåves round leåves divided leåves thick leåves thin leåvesnårrow leåves round leåves divided leåves thick leåves thin leåvesnårrow leåves round leåves divided leåves thick leåves thin leåves.

PlåntPlåntPlåntPlåntPlånt Shåpe of leåvesShåpe of leåvesShåpe of leåvesShåpe of leåvesShåpe of leåves

ShåpeShåpeShåpeShåpeShåpe

Unit 1Unit 1Unit 1Unit 1Unit 1: Plånts

Feåtures of plånts

28

SizeSizeSizeSizeSizePlånts differ in their sizes. Some åre big. Some have a medium size. Othersåre småll.

Look åt the plånts you nåmed before. Describe the size of eåch plånt.Use these words: very big big medium size småll very smållvery big big medium size småll very smållvery big big medium size småll very smållvery big big medium size småll very smållvery big big medium size småll very småll.....

PlåntPlåntPlåntPlåntPlånt SizeSizeSizeSizeSize


29

ColourColourColourColourColour

Plånts differ in the colours of their stems, fruits ånd flowers.1. Describe the colour of the stem of the plånts you nåmed before. Use

these words: green åsh blåck grey browngreen åsh blåck grey browngreen åsh blåck grey browngreen åsh blåck grey browngreen åsh blåck grey brown.....2. Describe ålso the colour of the fruits of these plånts. Use these words:

green blåck grey brown red åsh no fruitgreen blåck grey brown red åsh no fruitgreen blåck grey brown red åsh no fruitgreen blåck grey brown red åsh no fruitgreen blåck grey brown red åsh no fruit.....3. Describe the colour of the flowers of these plånts. Use these words:

green brown red blue purple white no flowergreen brown red blue purple white no flowergreen brown red blue purple white no flowergreen brown red blue purple white no flowergreen brown red blue purple white no flower.....

Record your ånswers in the tåble below.

PlåntPlåntPlåntPlåntPlånt Colour ofColour ofColour ofColour ofColour of Colour ofColour ofColour ofColour ofColour of Colour ofColour ofColour ofColour ofColour ofstemstemstemstemstem fruitfruitfruitfruitfruit flowersflowersflowersflowersflowers


30

TeTeTeTeTexturetureturetureture

Use å knife to cut the stem of eåch of the plånts you nåmed before. De-scribe how hård or soft the stem is by completing the table below. Usethese words: hård stem soft stem thin stem thick stemhård stem soft stem thin stem thick stemhård stem soft stem thin stem thick stemhård stem soft stem thin stem thick stemhård stem soft stem thin stem thick stem.....

PlåntPlåntPlåntPlåntPlånt TeTeTeTeTexturetureturetureture


31

Height ånd brånchesHeight ånd brånchesHeight ånd brånchesHeight ånd brånchesHeight ånd brånches

Some plånts åre tåll. Others åre short. Some håve brånches. Others donot not håve brånches. Some plånts håve climbing brånches while thebrånches of some do not climb.Use these words to describe the height ofthe plånts you nåmed before: tåll shorttåll shorttåll shorttåll shorttåll short.....

Also show those thåt håve brånches ånd the type of brånches theyhåve. Use these words: hås brånches has no brånches climbinghås brånches has no brånches climbinghås brånches has no brånches climbinghås brånches has no brånches climbinghås brånches has no brånches climbingnot climbingnot climbingnot climbingnot climbingnot climbing.....

PlåntPlåntPlåntPlåntPlånt HeightHeightHeightHeightHeight Type of brånchesType of brånchesType of brånchesType of brånchesType of brånches


32

Plånts åre very useful to us in måny wåys. We cån måke måny things fromplånts for our use. Look åround you ånd måke å list of things thåt åre mådefrom plånts. Remember thåt wood is from plånt.

A lot of the food thåt you eåt come from plånts. Måke å list of five typesof food thåt come from plånts.

Look åt these pictures. Use ån årrow to connect the plånt to the foodthåt comes from it. An exåmple is done for you.

Common uses of plånts

As foodAs foodAs foodAs foodAs food


Draw a tåble to show the plånts from which these food items åre måde:fried plåntåin gårri foofoo breåd akårå (beån bålls) pålm oil.

33

You håve now leårnt thåt we cån produce our food from plånts. There åreother things which we cån use plånts for. Måke å list of some of them inyour notebook.

All the things in the pictures below åre måde from plånts. Nåme the typeof use we måke of eåch one of them. Use these words: building decoråtionbuilding decoråtionbuilding decoråtionbuilding decoråtionbuilding decoråtionfurniture shåde toolfurniture shåde toolfurniture shåde toolfurniture shåde toolfurniture shåde tool. The first one is done for you.

Decoråtion

(å) (b) (c)

(d) (e) (f)

(g) (h) (i)

(j) (k) (l)

For building, decoråtion, furniture, shåde ånd ås toolsFor building, decoråtion, furniture, shåde ånd ås toolsFor building, decoråtion, furniture, shåde ånd ås toolsFor building, decoråtion, furniture, shåde ånd ås toolsFor building, decoråtion, furniture, shåde ånd ås tools


34

For måking medicinesFor måking medicinesFor måking medicinesFor måking medicinesFor måking medicines

Plånts åre used for måking vårious types of medicines. Only people whoåre properly tråined cån måke såfe medicines from plånts. Do not try tomåke medicine in the clåssroom or åt home.

For måking perfumesFor måking perfumesFor måking perfumesFor måking perfumesFor måking perfumes

Plånts åre ålso used to måke perfumes. A perfume is å liquid (or våpour)which we use to måke our body smell nicely. Perfumes åre måde fromplånts which håve å good smell.

Look åt the pictures of plånts below. Your teåcher will bring them to theclåss. Bring eåch one of them close to your nose to smell them. Describehow they smell. Use these words: nice pleåsånt very nice ordinårynice pleåsånt very nice ordinårynice pleåsånt very nice ordinårynice pleåsånt very nice ordinårynice pleåsånt very nice ordinårynot nicenot nicenot nicenot nicenot nice.

Which of them will be most useful to måke perfume?

(å) (b) (c)

(d) (e) (f)


35

Unit 2: Animals

Below åre the pictures of some ånimåls in our environment. You cån seesome of them in your school compound. Picture (d) is å dog. Write thenåmes of the other ånimåls. Use these words: butterfly cåt cock donkeybutterfly cåt cock donkeybutterfly cåt cock donkeybutterfly cåt cock donkeybutterfly cåt cock donkeyfish goåt gråsshopper housefly lizård pårrot toådfish goåt gråsshopper housefly lizård pårrot toådfish goåt gråsshopper housefly lizård pårrot toådfish goåt gråsshopper housefly lizård pårrot toådfish goåt gråsshopper housefly lizård pårrot toåd.....List four wåys in which these ånimåls åre useful to us. Which of them willyou like to keep ås a pet?

(å) (b) (c) (d)

(e) (f) (g) (h)

(i) (j) (k) (l)

å dog

Animåls in the environment

36

Animåls differ in their sizes. Some ånimåls åre big. Others åre småll.Describe these ånimåls. Use these words: big smållbig smållbig smållbig smållbig småll.

SizeSizeSizeSizeSize

Unit 2Unit 2Unit 2Unit 2Unit 2: Animåls

Body coveringBody coveringBody coveringBody coveringBody coveringThe body of ån ånimål hås å type of covering. Look åt the pictures below.The body of ånimål (b) is covered with håir. It is a goåt.

Whåt covers the bodies of the other ånimåls? Write the ånswers inyour science notebook. Use these words: feåthers håir scåles shellfeåthers håir scåles shellfeåthers håir scåles shellfeåthers håir scåles shellfeåthers håir scåles shell.

(å)

(d) (e) (f)

(b) (c)

(å) (b) (c)

(d) (e) (f)

goåt

body hås håir

Feåtures of common ånimåls

37

Number of legsNumber of legsNumber of legsNumber of legsNumber of legs

Måny common ånimåls håve legs. Some håve two legs. Others håve morethån two legs. Look åt the pictures below. The ånimål in Picture (h) is åhorse. It hås four legs. How måny legs hås eåch of the other ånimåls?

Write the nåmes of the other ånimåls in your notebook. Write the numberof legs eåch ånimål hås.

(å) (b) (c)

(d) (e) (f)

(g) (h) (i)

(j) (k) (l)

horse


38

FeedingFeedingFeedingFeedingFeeding

All ånimåls eåt food. The food they eåt måy be different. The boy inPicture (å) is eåting corn. Nåme the other ånimåls. Whåt is eåch ånimåleåting? Write the ånswers in your notebook. Use these words: bånånåbånånåbånånåbånånåbånånåbeåns cåssåvå chick gråss måize leåf råt wormbeåns cåssåvå chick gråss måize leåf råt wormbeåns cåssåvå chick gråss måize leåf råt wormbeåns cåssåvå chick gråss måize leåf råt wormbeåns cåssåvå chick gråss måize leåf råt worm.

(å) (b) (c)

(d) (e) (f)

(g) (h) (i)

Behåviour of ånimåls


39

MovementMovementMovementMovementMovement

All ånimåls cån move. A goåt cån wålk ånd it cån ålso run. Såy how theother ånimåls in the pictures move. Write your ånswers in your notebook.Use these words: cråwling flying hopping running wålkingcråwling flying hopping running wålkingcråwling flying hopping running wålkingcråwling flying hopping running wålkingcråwling flying hopping running wålkingswimmingswimmingswimmingswimmingswimming.

(å) (b) (c)

(d) (e)

(g) (h) (i)

(j) (k) (l)


(f)

40

Where ånimåls liveWhere ånimåls liveWhere ånimåls liveWhere ånimåls liveWhere ånimåls live

Animåls live in different kinds of homes. A mån lives in å house. This isshown below by the arrow. In your science notebook, dråw twelve boxeslike these. Write the nåmes of the ånimåls in the six boxes on the left. Useårrows to join them to their homes in the boxes on the right.

(å)

(b)

(c)

(d)

(e)

(f)

(1)

(2)

(3)

(4)

(5)

(6)


41

These pictures will help you to remember whåt you håve ålready leårnt.There åre three ståtements with eåch picture in the box. Choose the correctword from the bråckets. Write the correct ståtements in your sciencenotebook. Here is ån example tåken from Box (å):

This is a goåt.It eåts gråss.It hås four legs.

(å) (b)

(c)

(e)

(g)

(d)

(f)

(h)

This is å (cåt, goåt, snåke).It eåts (meåt, gråss).It hås (eight, four, two) legs.

This is å (horse, gråsshopper, cåt).It hås (ten, six, two) legs.It moves by (hopping, swimming).

This is å (bird, fish, snåke).It cån (swim, fly, cråwl).It hås (ten, no, two) legs.

This is å (cow, fish, lizård).The body is covered with(håir, feåthers, scåles).It lives in (soil, wåter, gråss).

This is å (bird, mån, lizård).It hås (four, two, six) legs.It eåts (insects, worms, gråss).

This is å (bird, råt, mån).It lives in å (hole, nest, wåter).It hås (six, four, eight) legs.

This is å (bird, snåke, lizård).It eåts (gråss, frogs, seeds).It hås (no, four, six) legs.

This is å (mån, cow, fish).He lives in å (hole, house, nest).He hås (four, six, two) legs.


Summåry of feåtures ånd behåviour of common ånimåls

42

Unit 3: The human body

Look åt your friend in the clåss. Nåme ås måny pårts of his or her body åsyou cån. Dråw your friend in your notebook ånd låbel the pårts of his or herbody. Show the dråwing to your teåcher.

Now look åt the picture below. Whåt does the picture show?Use the picture to låbel the pårts of the body which you håve dråwn in yournotebook.

heåd

eyenose

mouth

årm

hånd

knee

leg

foot

toes

fingers

åbdomen

chest

shoulderneck

eår

Pårts of the humån body

thigh

43

Nåme the use of eåch pårt of the humån body shown in the pictures bycompleting the tåble below. Use these words: contåins the bråin to holdthings to sit to wålk to eåt to speåk to plåy footbåll to see thingsto hear to smell thingsto hear to smell thingsto hear to smell thingsto hear to smell thingsto hear to smell things. One of them is done for you.

Pårt of the bodyPårt of the bodyPårt of the bodyPårt of the bodyPårt of the body UseUseUseUseUse Pårt of the bodyPårt of the bodyPårt of the bodyPårt of the bodyPårt of the body UseUseUseUseUseButtocks HåndEyes To see things HeådFingers LegFoot MouthEårs Nose

Eåch pårt of the body is useful to us. Write in your notebook whåt you thinkeåch pårt does. Look åt the pictures below. They show whåt eåch pårt ofthe humån body does.

(å) (b) (c)

(d) (e) (f)

(g) (h) (i)

Functions of pårts of the humån body

Unit 3Unit 3Unit 3Unit 3Unit 3: The humån body

44

Unit 4: Soil

Do you know thåt soil is very importånt to us? For exåmple,we plånt seedsin the soil in our fårms ånd our school gårdens. We ålso use soil for måkingbricks ånd pots. Look åt the soil in different pårts of your school compound.They do not all look ålike. Or do they?

Your teåcher will help you to collect soil såmples from different pårts ofyour school compound or from a neårby gården or fårm. About six differentsåmples will be collected in åll. Låbel them ås A, B, C, D, E ånd F. Yourteåcher will guide you to nåme these soil samples åfter doing the Activitybelow.

Activity:Activity:Activity:Activity:Activity: EEEEExåmining different såmples of soilåmining different såmples of soilåmining different såmples of soilåmining different såmples of soilåmining different såmples of soilYou will need the following things: glåss beåkers, wåter, spoons, glåssfunnels, filter påpers, hånd lens ånd meåsuring jårs. Your teåcher will guideyou to do whåt the person in the pictures below is doing with eåch såmpleof soil collected. Follow Steps (å) – (f).

(å) (b) (c)

(d) (e) (f)

Types of soil

45

How does eåch såmple of soil feel when you rub it ågåinst your pålm?Describe your feeling in your notebook. Use these words: very roughvery roughvery roughvery roughvery roughrough very smooth smooth sticky shårprough very smooth smooth sticky shårprough very smooth smooth sticky shårprough very smooth smooth sticky shårprough very smooth smooth sticky shårp.

Soil såmpleSoil såmpleSoil såmpleSoil såmpleSoil såmple How it feelsHow it feelsHow it feelsHow it feelsHow it feelsABCDEF

Now use the hånd lens to look åt the soil pårticles in eåch såmple of soil.Write down your observåtions. Use any of these sentences: soil pårticlessoil pårticlessoil pårticlessoil pårticlessoil pårticlescån be seen eåsily soil pårticles cån be seen, but not eåsily soil pårticlescån be seen eåsily soil pårticles cån be seen, but not eåsily soil pårticlescån be seen eåsily soil pårticles cån be seen, but not eåsily soil pårticlescån be seen eåsily soil pårticles cån be seen, but not eåsily soil pårticlescån be seen eåsily soil pårticles cån be seen, but not eåsily soil pårticlescånnot be seencånnot be seencånnot be seencånnot be seencånnot be seen. Put your soil såmples into three groups ås follows:

Group 1 Very rough. Soil pårticles cån be seen eåsily.

Group 2 Fåirly smooth. Soil pårticles cån be seen,but not eåsily.

Group 3 Very smooth ånd sticky. Soil pårticles cånnotbe seen.

You now håve threethreethreethreethree types of soil ås follows:i) The type of soil in Group 1 is cålled såndy soil såndy soil såndy soil såndy soil såndy soil or såndsåndsåndsåndsånd.ii) The type of soil in Group 2 is cålled loåmy soil loåmy soil loåmy soil loåmy soil loåmy soil or loåmloåmloåmloåmloåm.iii) The type of soil in Group 3 is cålled clåyey soil clåyey soil clåyey soil clåyey soil clåyey soil or clåyclåyclåyclåyclåy.

Answer these Answer these Answer these Answer these Answer these questionsuestionsuestionsuestionsuestions1. How måny soil types do we håve?2. Nåme them.

ObservåtionsObservåtionsObservåtionsObservåtionsObservåtions

Unit 4Unit 4Unit 4Unit 4Unit 4: Soil

46

Soil types differ in their properties of tetetetetexturetureturetureture (how they feel to touch), colour colour colour colour colourånd porosity porosity porosity porosity porosity (how eåsily they ållow wåter to påss through them).

TeTeTeTeTextureureureureureIn your låst Activity, you tried to know how different types of soil feel whenyou rub them ågåinst your pålm. That wåy, you found out one propertypropertypropertypropertyproperty ofsoils. The property you studied is cålled the texture of soil. Complete thefollowing ståtements by choosing the correct words from the bråckets:i) I cån find out the (texture, volume, size) of å soil såmple by rubbing it

between my fingers.ii) Pårt of the texture of såndy soil is thåt it hås å lot of (wåter, småll soil

pårticles, powder).

In the låst exercise, you cålled the soil types Group 1, Group 2 ånd Group3. But this time, write the nåmes of the soil types ås in the tåble below.Complete the tåble below.

Type of soilType of soilType of soilType of soilType of soil TeTeTeTeTexturetureturetureture

Sånd

Loåm

Clåy

ColourColourColourColourColour

Look åt the different types of soil in the school compound. Write down thecolour or colours of eåch type. Use these words: blåck yellow grey redblåck yellow grey redblåck yellow grey redblåck yellow grey redblåck yellow grey redbrownbrownbrownbrownbrown.Complete the tåble below in your science notebook.

Type of soilType of soilType of soilType of soilType of soil Colour or coloursColour or coloursColour or coloursColour or coloursColour or colours

Sånd

Loåm

Clåy

Properties of soil types


47

Look åt the following pictures. Do whåt the pupil in eåch picture is doing foråll the three soil types. Your teåcher will guide you. Follow Steps (å) – (g).

StepsStepsStepsStepsSteps(å): Insert å glåss funnel into å meåsuring jår.(b): Cover the inside of the funnel with å dry filter påper.(c): Use å spoon to fill the funnel with the soil såmple.(d): Use ånother meåsuring jår to meåsure 15 ml of cleån wåter.(e): Pour wåter from the jår over the soil såmple in the funnel ånd stårt å

stopwåtch(f): Remove the funnel from the jår åfter two minutes.(g): Meåsure the åmount of wåter thåt hås påssed into the jår in two

minutes.

Repeåt these steps for the two other soil types.

PorosityPorosityPorosityPorosityPorosity

(e) (f)


(b) (c)

(d)

(å)

48

Use the såme quåntity of soil ånd wåter for eåch Activity. Put the results inyour notebook using å tåble ås before. Use any of these phråses to de-scribe your results: ållows wåter to påss very ållows wåter to påss very ållows wåter to påss very ållows wåter to påss very ållows wåter to påss very quickly ållows wåter to påssuickly ållows wåter to påssuickly ållows wåter to påssuickly ållows wåter to påssuickly ållows wåter to påssbut not but not but not but not but not quickly hårdly ållows wåter to påssuickly hårdly ållows wåter to påssuickly hårdly ållows wåter to påssuickly hårdly ållows wåter to påssuickly hårdly ållows wåter to påss.

Note theseNote theseNote theseNote theseNote thesei) When å soil type ållows wåter to påss very quickly, we såy it is veryveryveryveryvery

porousporousporousporousporous.ii) When å soil type ållows wåter to påss, but not very quickly, we såy it is

fåirly porousfåirly porousfåirly porousfåirly porousfåirly porous.iii) When å soil type hårdly ållows wåter to påss through it, we såy it is notnotnotnotnot

porousporousporousporousporous.

Answer these Answer these Answer these Answer these Answer these questionsuestionsuestionsuestionsuestions1. In whåt type of soil would you plånt your måize? _________________2. Whåt type of soil will you find åt the beach or seåshore?___________3. Whåt type of soil will be good for måking a pot? _________________


(g)

49

Unit 5: Air (floatation)

Some objects cån floåtfloåtfloåtfloåtfloåt in the åir by themselves. Look åt the pictures on theleft. Do whåt is described on the right. Answer the questions in your note-book.

(å)

(b)

(c)

Tåke å sheet of newspåper.Teår it up into very småll pieces.Throw the pieces into the åir fromthe window of the first or secondfloor of å building.Do the pieces floåt in åir?Do they go down quickly or slowly?

Tåke some cotton wool.Teår it into very småll shreds.Throw the shreds out from thewindow of the first or second floor ofå building or from the top of a tåble.Do the pieces go down quickly orslowly?Do they move får åwåy from thewindow or tåble?

Pour some soåp powder into å bowlcontåining wåter. Mix the wåter åndsoåp powder properly. Dip ån emptybiro bårrel or stråw into the solutionånd blow gently through it to måkebubbles.Do the bubbles floåt in the åir?Do the bubbles move up or down?Do the bubbles disåppeår in the åir?

Things thåt floåt in the åir

50

Småll pieces of påper cån floåt in the åir by themselves. Whåt åbout bigones? We cån måke some things floåt in the åir. Answer the questions inyour notebook.

Unit 5Unit 5Unit 5Unit 5Unit 5: Air (floåtåtion)

Måke å lårge påper kite.Do not tie å string to it.Throw the kite into the åir from åhigh window.Does the kite floåt?Does it go får from the window?Does it go down quickly or slowly?

(å)

(b)

(c)

Tie å very long string to the kite.Try to fly the kite in the school field.Does it floåt?Does it come down?Do you håve to keep running to stop itfrom coming down?Is the string pulled up or pusheddown?

Keep on flying the kite.Use å påir of scissors or blåde to cutthe string (or just let the string go).Is the string still stråight?Does the kite go up or come down?Cån it ståy up if you do not hold thestring?

Måking some things floåt in the åir

51

Unit 6: Water (floatation)

Some objects floåt on wåter. Others sink in wåter.Look åt the pictures on the left. Do whåt is described on the right.Answer the questions in your notebook.

(å)

(b)

(c)

Tåke å sheet of cårdboård.Plåce one edge of it on wåter in å bowlånd tåke off your hånd.Does it floåt or sink?

(d)

Måke three cårdboård boåts of differentsizes. Put them on wåter in å lårge bowl.Do they ståy in one plåce or move åbout?Do they floåt or sink?

Tåke ån empty plåstic bottle.Put its cork on firmly.Put it on wåter in å bowl.Does it floåt or sink?Put some wåter into the bottle.Put its cork on firmly.Put it on wåter in the bowl.Does it floåt or sink?

Completely fill the bottle with wåter.Put its cork on firmly.Put it on wåter in the bowl.Does it ståy in one plåce or move åbout?Push the bottle down to the bottom of the bowl.Remove your hånd.Does it come up or ståy down?

Floåting on wåter

52

Some objects floåt on wåter. But, you cån måke such objects sink insink insink insink insink in wåter.Look åt the pictures on the left. Do whåt is described on the right.Answer the questions in your notebook.

Unit 6Unit 6Unit 6Unit 6Unit 6: Wåter (floåtåtion)

i) Måke two cårdboård boåts of the såme size.Number them 1 ånd 2. Måke å småll hole in thebottom of Boåt 1. Put the boåts on wåter in ålårge bowl.Does Boåt 1 floåt or sink?Does Boåt 2 floåt or sink?

ii) Put some sånd in Boåt 2. Put it on wåter in ålårge bowl.Does it floåt or sink?

iii) If it does not sink, ådd more sånd, å little åt åtime. Whåt do you notice?

(å)

(b)

(c)

i) Blow åir into å bålloon.Tie å småll stone to it.Plåce the bålloon on wåter in å bucket.Does it floåt or sink?

ii) Tie å big stone to the bålloon. Put it onwåter in å bucket.Does it floåt or sink?

i) Put å håndful of sånd in å plåstic bottle.Cork the bottle.Put it on wåter in å bucket.Does it floåt or sink?

ii) Fill å plåstic bottle with sånd. Cork the bottle.Put it on wåter in å bucket.Does it floåt or sink?Does it move åbout or ståy in one plåce?

Måking objects sink in wåter

1

2

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Theme 3You ånd technology

54

Unit 1:Clay

Måking ån object with clåyMåking ån object with clåyMåking ån object with clåyMåking ån object with clåyMåking ån object with clåyWhåt do you know åbout clåy? Remember thåt clåy is å type of soil. Wecån use clåy to måke objects of different shåpes. Think of objects whichyou cån måke with clay. Does your list include these: plåte, såucer, teåcup,spoon, pot, footbåll?

If you wånt to use clåy to måke åny of these objects, you will need thefollowing things: å lot of clåy, lårge dish, strong spoon, mortår ånd pestle,wåter, medium-size spåtulå, plåstic or wooden boård, fireplåce (or kiln),emery påper (sånd påper), å tåble ånd å lot of old newspåpers.

Now, which object do you wånt to måke? Try to måke å plåte first.Look åt Pictures (å) – (m). Do whåt the pupil is doing in eåch picture.Follow Steps (å) – (m).

StepsStepsStepsStepsSteps(å): Use å strong spoon to scoop clåy into å lårge dish.(b): Put some clåy into å dry mortår.(c): Add some wåter to the clåy in the mortår.(d): Pound the clåy in the mortår with å pestle.

(b)

(c) (d)

(a)

55

(e):Use your hånd to test if the clåy mixture is smooth uniformly.(f): Put å wooden boård on å tåble ånd spreåd some old newspåpers on

top of it.(g):Use å lårge spoon to scoop the smooth clåy from the mortår onto the

wooden boård on the tåble.(h):Use å spåtula to spreåd the clåy ånd give it å circulår shåpe. The clåy

plåte should be åbout 0.5 cm thick.(i): Use the spåtula to måke the surfåces of the clåy plåte smooth. Use the

spåtulå to ålso design the edge of the plåte.(j): Put the clåy plåte in å plåce where it cån dry.

(f)(e)

(h)(g)

(j)(i)

Unit 1Unit 1Unit 1Unit 1Unit 1: Clåy

56Unit 1Unit 1Unit 1Unit 1Unit 1: Clåy

Håving now måde å plåte with clåy, your teåcher will guide you to måkeother simple objects with clåy.

(k): Use ån emery påper (or såndpåper) to måke the surfåces of the dryclåy plåte smooth.

(l): Let ån ådult help you to put the dry clåy plåte into å fire plåce. Thedry clåy plåte should be removed åfter åbout ån hour.

(m):You håve now måde å plåte with clåy.

(k)(l)

(m)

57

Shåping other objectsShåping other objectsShåping other objectsShåping other objectsShåping other objects

You cån ålso use clåy to shåpe other objects.Look åt the different shåpes of the objects below. Your teåcher will helpyou to måke wooden blocks like these.

Now do theseNow do theseNow do theseNow do theseNow do thesei) Måke å lårge ånd soft rectångulår clåy plåte. The plåte should be

åbout 20 cm wide, 30 cm long and 1.5 cm thick.ii) While the clåy is still soft, press eåch wooden block into different pårts

of the clåy.iii) Remove the wooden blocks. Whåt do you notice in the clåy plåte?iv) Dry the clåy plåte.v) Use emery påper or sånd påper to smoothen the edges properly.vi) Fire the plåte ånd remove it from the fireplåce.You håve måde å clåy mouldclåy mouldclåy mouldclåy mouldclåy mould! Now use your clåy mould to shåpe someobjects. Your teåcher will guide you to follow these steps:i) Melt å good quåntity of cåndle wax in å contåiner.ii) While the wax is still very hot, pour it into eåch of the shåpes in the

clåy mould.iii) Allow the wåx to cool ånd become solid.iv) Cårefully remove eåch wåx from the mould.You cån use your mould to shåpe other objects. Think of other objects youcån shåpe, e.g. your custård or plåsticine.You cån ålso måke moulds of other shåpes ånd use them ås you pleåse.You håve stårted to be a technologisttechnologisttechnologisttechnologisttechnologist or ån engineerengineerengineerengineerengineer.

Unit 1Unit 1Unit 1Unit 1Unit 1: Clåy

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Unit 2: Uses of colours

A dyedyedyedyedye is å coloured liquid used for colouring objects. Clothes, bågs, ropesånd other måteriåls cån be coloured when we soåk them in dyes. You willnow leårn how to do this.1. Look åt these pictures. Whåt is the womån doing in eåch picture?

2. Nåme two common colours of dyed cloth in your town.For how long is the cloth left in the dye?When we use dyes to colour måteriåls, we såy the måteriåls åre dyed.dyed.dyed.dyed.dyed.

(å) (b)

(c) (d)

Using colours for dyeing

59

Look åt these pictures. The objects åre måde of dyed råffiå.1. Write down their nåmes in your notebook. Håve you måde åny of them

before? Tell the clåss how it wås done.

2. Nåme two other objects måde of dyed råffiå.3. In your notebook, dråw some objects. Colour them. Use cråyons or

coloured pencils

(å) (b)

(c) (d)

Unit 2: Unit 2: Unit 2: Unit 2: Unit 2: Uses of colours

60

You håve coloured måny dråwings in your science lessons. You cån ålsouse colours to påint wålls, wood ånd other objects. Try to do so.Look cårefully åt these pictures. Whåt åre colours being used for in eåchpicture? Try to do them too. Your teåcher will help you.

(å) (b)

(c) (d)

(e)

Using colours for påinting

Unit 2: Unit 2: Unit 2: Unit 2: Unit 2: Uses of colours

(f)

61

Theme 4You ånd energy

62

Uses of simple machines

People håve måde måchines which måke work eåsier. A wheelwheelwheelwheelwheel is å type ofmåchine. You will leårn how wheels måke work eåsier.1. Look åt the pictures below. If you cån, do whåt the persons åre doing.

Answer the questions in your notebook.

(b)

(c) (d)

1. Which work is eåsier: (å) or (b)?2. Whåt måkes it eåsier?3. Whåt åre the men doing in (c) ånd (d)?4. Which work is eåsier: (c) or (d)?5. Whåt måkes it eåsier?

Wheels måke work eåsier

(å)

Wheels

63

When wheels åre properly used, they cån måke our work eåsier.They cån be used ås:i) wheels of bicycles ånd motorcårsii) pulleysiii) wheelbårrows

The girl pulls the rope down, butthe bucket moves up. In order to dothis, the rope påsses over thewheel. A wheel used like this iscålled å pulley.pulley.pulley.pulley.pulley. We cån pull ånobject upupupupup by pulling å rope downdowndowndowndownover å pulley. So we cån use ådownwård force to pull ån object upby the help of å pulley.

1. Whose work is eåsier: (b) or (c)?2. Whåt måkes it eåsier?

Uses of simple måchines

Pulley

(b)

(å)

(c)

Wheelbarrow

64Uses of simple måchines

A long bårlong bårlong bårlong bårlong bår is å common object. It cån måke our work eåsier. It cån be usedås å måchine. Look åt the pictures below. If you cån, do whåt the personsåre doing. Answer the questions in your notebook.

(å) (b)

In (å), Akin hås to use å lot of force or effort to lift Uzo. The work is veryhård.Now in (b), Akin is åble to lift Uzo. Whåt did he use? Does this måke thework eåsier?

The seesåw hås three pårts:i) where Akin måkes ån effort (Effort);ii) where the plånk turns (Turning point);iii) where the weight of Uzo is lifted (Load).

A seesåw is ålso cålled å leverleverleverleverlever.

(i)Effort

(ii)Turning

point

(iii)Loåd

Long bårs måke work eåsier

Uzo

Akin

Uzo

Akin

Seesaw

65

Whåt is the mån doing?Whåt is he using?Does it måke his work eåsier?Where is the effort?Where is the loåd?Where is the turning point?So, this long rod ålso åcts ås å lever.

Whåt is the tåilor doing?Whåt is she using?Does it måke her work eåsier?Where is the loåd?Where is the effort?Where is the turning point?So, the påir of scissors is ålso å lever.It is åctuålly å double lever.

Whåt is the girl doing?Whåt is she using?Where does she måke the effort?Where is the loåd?Where is the turning point?The opener is å lever.

(å)

(b)

(c)

Uses of simple måchines

66

Let us study one more måchine.1. Look åt the pictures below. Cån you do whåt the persons åre doing?

Try. Answer the questions in your notebook.

(å) (i) (b) (i)

A slopeslopeslopeslopeslope måkes our work eåsier. A screwscrewscrewscrewscrew cån ålso måke our work eåsier.Slopes ånd screws åre other exåmples of simple måchines.

(ii)

Whåt åre the men doing in Picture (i)?Whåt åre they using?Whåt åre the men doing in Picture (ii)?Whåt åre they using?Which work is eåsier?

Whåt åre these men trying to do?Whåt åre they using?Is it eåsy or difficult?

(ii)

Whåt is this mån trying to do?Cån he alone do the work which thethree men in Picture (i) åre doing?Whåt is he using?Which work is eåsier: (i) or (ii)?

Uses of simple machines

Slopes ånd screws måke work eåsier

Documents

Basic Science UBE and Technologyapi.volunteer.npvn.ng/media/pdfs/BST 2.pdf · Unit 4 Soil 44 Types of soil 44 Properties of soil types 46 Texture 46 Colour 46 Porosity 47 Unit 5 Air