National Science Textbook Grade 5

Grade 5
Papua New Guinea

Department of Education
'FREE ISSUE
NOT FOR SALE'
Issued free to schools by the Department of Education
First Edition
Published in 2020 by the Department of Education, Papua New Guinea.
© Copyright 2020, Department of Education, Papua New Guinea.
All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system or transmitted by any form or by any means of electronic,
mechanical, photocopying, recording or otherwise without the prior written
permission of the publisher.
ISBN 978-9980-905-15-4
Acknowledgements
The Grade 5 National Science Textbook was developed by the Curriculum
Development Division in partnership with the Science specialists from
Japan through the Project for Improving the Quality of Mathematics and Science
Education known as QUIS-ME Project.
The Science curriculum officers, textbook writers, pilot teachers from NCD
and Central Provinces and the Subject Curriculum Group (SCG) are acknowledged
for their contribution in writing, piloting and validating this textbook.
The Curriculum Panel (CP) members, members of the Subject Advisory Committee
(SAC) and the Basic Education Board of Studies (BEBoS) are also acknowledged
for their advice, recommendation and endorsement of this Textbook.
A special acknowledgement is given to the People and the Government of

Japan for the partnership and support in funding and expertise through
Japan International Cooperation Agency (JICA) - QUIS-ME Project with
Curriculum Development Division (CDD).
National
Science Textbook
Grade 5
Papua New Guinea

Dear Grade 5 Students,
I am honoured to give you my message in this National Science Textbook. The

Government of Papua New Guinea through the National Department of Education
has been giving priority to improve standards of learning in the area of Science for
many years. A big thank you to the Government and the people of Japan for the
continuous support in improving the quality of education in Papua New Guinea.
Students, this Science Textbook was developed by our very own Textbook Writers,
Pilot teachers and Curriculum officers who have worked together with the Japanese
specialists for three years to complete this Textbook. This is the first of its kind and
also the best National Textbook for Grade 5 students in PNG. Do you know why?
Because what you will learn from this textbook is comparable with international
standards.
This textbook is exciting because it contains a lot of interesting student-centred

topics and activities recommended for Grade 5 Science. The photographs,
illustrations, charts and diagrams are based on PNG contexts and are interesting
and exciting for learning. I am confident that this textbook will motivate you to
explore more about Science.
Students, Science is a very important subject because it allows you to explore

the things around you by using all your senses. You will have the opportunity to
investigate scientific problems by yourself using the Science process skills; make
predictions, test predictions and find solutions to the scientific problems.
I encourage you to be committed and to enjoy and love Science, because one
day in future you will be a very resourceful person, participating in developing and
looking after this very beautiful and resourceful country of ours and improving the
quality of living.
I wish you a happy and fun learning experience with this Grade 5 Science Textbook.
Joseph Yopyyopy, MP
Minister of Education
Greetings to Grade 5 Students of Papua New Guinea!
It is a great pleasure that the Department of Education of Papua New Guinea and
the Government of Japan have worked together to publish the national textbooks
on science for the first time.
The officers of the Curriculum Development Division of the Department of

Education made full efforts to publish this textbook with Japanese science experts.
To be good at science, you need to keep studying with this textbook. In this
textbook, you will learn many things about science with a lot of fun and interest,
and you will find it useful in your daily life. This textbook is made not only for you
but also for the future students.
You will be able to think much better and smarter if you gain more knowledge on
numbers and diagrams through learning science. I hope that this textbook will
enable you to enjoy learning science and enrich your life from now on. Papua New
Guinea has a big land mass with plenty of natural resources, and a great chance
for a better life and progress. I hope that each of you will make full use of the
knowledge you obtained and play an important role in realising such potential.
I am honoured that, through the publication of this textbook, Japan helped your
country develop science education to improve your ability, which is essential for the
future of Papua New Guinea. I sincerely hope that, through the teamwork between
your country and Japan, our friendship will last forever.
Satoshi Nakajima
Ambassador of Japan to Papua New Guinea
Dear students,
This is your Science Textbook that you will use in Grade 5. It contains a lot of very
interesting and enjoyable activities that you will be learning in your daily Science
lessons.
In our everyday lives, we come across many situations such as the use of electric
circuits in different appliances, food rotting, iron rusting and the list goes on. These
situations are real and they contribute to the way we live. By learning Science using
this textbook, it will help to address such real-life problems.
This Textbook provides a variety of enjoyable and interesting science activities

and ideas. It provides the opportunity for the learner to learn together with the
class or as an independent learner. The activities are designed in a way that a
scientific problem is identified and the learner will have to solve the problem using
the different scientific skills like making predictions, measuring, recording data
and communicating the results. These are the important skills needed in order to
understand the concepts of the lessons. The use of science process skills will help
you to make decisions that will benefit you, your family, your community, your
province and the country to improve the standard of living in the 21st Century and
beyond.
I encourage you to enjoy learning Science and use the scientific knowledge learned
to solve problems and issues that are encountered in the community and country
today.
I wish you all the best in studying Science using this Textbook.
Content
Chapter 1 . Energy in Food
❶ .1. Energy from Food ....................................... 11
Chapter 2 . Force and Machine

❷ .1. Change in Motion ......................................... 23
❷ .2. Regularity of Levers ..................................... 29
Chapter 3 . Weather and Seasons

❸ .1. Observing Clouds ........................................ 41
❸ .2. Seasons ....................................................... 47
Chapter 4 . New Matter

❹ .1. Common Chemical Changes ....................... 57
Chapter 5 . Three States of Matter

❺ .1. Properties of Three States of Matter............. 69
Chapter 6 . Reproduction and Heredity in Animals

❻ .1. Reproduction and Heredity .......................... 83
6
Chapter 7. Electricity 2
❼ .1. Electrical Circuit ........................................... 97
Chapter 8 . Rocks, Minerals and Fossils

❽ .1. Rocks and Minerals ................................... 113
❽ .2. Fossils ........................................................ 123
Chapter 9 . Habitat and Adaptation

❾ .1. Habitats ...................................................... 133
❾ .2. Adaptations ................................................ 147
Chapter 10 . Plants Growth

❿ .1. Needs for Seed Germination ..................... 163
❿ .2. Needs for Plant Growth .............................. 173
Chapter 11 . Heat
⓫ .1. Properties of Heat ...................................... 185
⓫ .2. Heat Transfer .............................................. 195
Life
Strand Physical Science
Earth and Space
7
How to learn SCIENCE
1 Wonder or Question
• Look carefully at things in nature around
you and things in your daily life.
• Realise things that you wonder about.
• Identify the key question in the lesson.
2 Research
• Guess what will happen at the end of the

activity.
• Understand the steps of the activity.
• Observe or conduct experiments in the activity.
• Record the result in your exercise book.
• Check if the result is the same with your guess.
• What do you find from the observation or experiment?
Symbols in this textbook

Each symbol gives you an attention about:
: Key question of the lesson.
: Activity that you will try.
: Discussion question with your classmates.
: Caution and warning.
: Try it!
8
with this Textbook
Learn about nature, learn from nature
3 Findings
• Present and share your findings with
your classmates.
• Discuss with your classmates to make
sure if your findings are correct.
• Make conclusion to the key question.
4 Summary
• Read the textbook and confirm

what you learnt in the lesson.
• Summarise what you did in the
lesson.
• Let’s try to use things you learnt
in your daily life.
Friends learning together with you Enjoy SCIENCE with us!!

Friends learning together in this textbook
Mero Naiko Sare Gawi
Kekeni Ambai Vavi Yamo
9
Chapter 1
Energy in Food
We learnt that living What is the relationship

things depend on other between the crocodile and
living things in the the fish?
environment.
10
1. ❶ Energy from Food
Lesson 1 Source of Energy in Food

All living things need food. Food provides them with energy. Where
does the energy in food come from?
What is the source of energy in food?
Activity : Finding the source of energy

in food
What to Do:
What types of
1. Study the pictures below. A girl is drinking a
energy are there
glass of milk and is getting energy from the milk. around us?
2. Think about the following questions:
(1) Where does energy in the milk come from?
(2) Where does a cow get its energy from?
(3) Where does the grass get energy from?
3. Share your ideas with your classmates. Discuss where the
energy in food comes from.
Do you remember what
plants need in order to grow?
Water, nutrients and …?
11
Summary
Our food comes from plants. It is
not only human beings who depend
on plants directly or indirectly to get
energy, but other animals too.
The Sun provides light and heat energy
Almost all energy on Earth comes from the Sun.
to the Earth. Almost all energy
on Earth comes from the Sun.
Leaves
Energy that comes from the Sun
make food
is called solar energy.
Plants do not eat food like Light
energy
animals. Plants make their own
Carbon
food by using water, carbon dioxide
dioxide and light energy from
the Sun. Carbon dioxide is
a colourless and odourless gas
produced by people or animals
Water
breathing out.
Plants use some energy in the Plants make food by using water,
carbon dioxide and light energy.
food they make to
survive and grow.
Some are stored in
the roots, stems and
leaves.
Animals cannot
make food like A lion eats a zebra.
plants. They must
eat food in order to A horse eats plants.
get energy. Some animals get energy by eating plants as food.
Some animals eat other animals that eat plants.
Plants get energy from the Sun. Some animals eat plants or animals as food
to get energy. The source of energy in food comes from the Sun.
12
Lesson 2 Food Chains
Plants make food by using sunlight. Animals eat the plants to get
energy. How do living things depend on each other to get energy in
nature?
How does energy flow through food?
Activity : Eat and eaten by
What to Do:
1. Draw a diagram like the one shown below.
eaten eaten eaten

by by by
2. Study the picture below and write the name of a living thing in the box,
in the order of which living thing is eaten by another living thing.
3. Share your ideas with your classmates. Discuss how living things
depend on each other and how energy is transferred in living things.
Which living thing

is eaten by which
living thing?
13
Result
We found out that grass is eaten by the grasshopper. The grasshopper is
eaten by the frog and the frog is eaten by the snake. The arrow means “is
eaten by”.
Grass Grasshopper Frog Snake
Energy in food is transferred from the grass, to the grasshopper, to the frog
and to the snake.
How many examples of
food chains can you give?
Summary
Plants and animals are linked by the energy they need. For example, plants
are eaten by insects. The insects are eaten by frogs and then finally the frogs
are eaten by snakes. At each link, energy is being transferred from plants to
animals. The path of food energy from the plants to animals is called a food
chain. In a food chain, the energy flow begins with the Sun because plants
get their energy by converting solar energy into food. Food chains only go in
one direction. The arrow shows the direction of energy flow.
Owl
Light Energy
Frog
Flower snake
Caterpillar
14
Lesson 3 Food Webs
A food chain only shows one path of food energy from plants to
animals but an environment contains many different types of living
things.
How do living things in an environment

interact with each other?
Activity : Who eats what?
What to Do: How is it different

1. Study the diagram below. Draw arrows to show from a food chain?
how one living thing is consumed by another

living thing.
2. Share your ideas with your classmates. Discuss how one living
thing is interconnected with other living things.
15
Summary
Most plants and animals are part of several food chains. For example, plants
may be eaten by a caterpillar, a cow or some other animals. Snakes may
eat a rat, a frog or some other animals. To represent these relationships we
use a food web. A food web is made up of several food chains linked to
each other. A food web shows how plants and animals are interrelated in
an environment. It also shows how different food chains interact with one
another and overlap.
Rat
Owl
Snake
Grass Grasshopper Frog
The food web shows the plant and animals that interact with one another in an environment.
An energy pyramid shows the flow of energy from one level to another.
Energy flows from the bottom to
Level 4: Animals
the top level of the pyramid. Only that eat animals
about 10 percent of the energy is
Level 3: Animals
transferred to the next level. that eat animals
Plants make up the base of the eating plants
energy pyramid. The higher we

Level 2: Animals
go up the pyramid, the amount of that eat plants
energy available for use is less
and the population of living things
Level 1: Plants
or organisms decreases.
Energy pyramid
16
m ary
Sum
and
e
Summary 1.1 Energy from food
Ex ercis
Sources of Energy in Food

Food provides energy to all living things on the Earth.
The Sun provides light and heat energy to the Earth.
Plants do not eat food like animals do, but make their own food by using water,
carbon dioxide and light energy from the Sun.
Plants provide food directly or indirectly to animals and humans.
Animals cannot make food like plants do, so they eat other animals and plants to
get energy.
Food Chain
A food chain is the path of food energy from plants to animals.
For example, plants are eaten by insects. The insects are eaten by frogs and
then finally the frogs are eaten by snakes.
Grass Grasshopper Frog Snake
In a food chain, the path of energy begins with the sun because plants get their
energy by converting light energy into food.
Food Web
A food web is made up of several
food chains linked to each other.
A food web shows how plants

and animals are interrelated in an
environment. It also shows how
different food chains interact with
one another.
17
mary
Sum
and Exercise 1.1 Energy from food
Exe rcise
Q1. Complete each sentence with the correct word.

(1) Food provides ___________ for all living things.
(2) Plants get energy from the ____________.
(3) The path of food energy from plants to animals is a _________ _________.
(4) A ________ _________shows how plants and animals are interrelated in an
environment.
Q2. Choose the letter with the correct answer.

(1) According to the diagram, what does the frog feed on?
A. Grass
B. Grasshopper
C. Snake
D. Snake and grass
(2) Which of the following is not the correct explanation

about an energy pyramid?
A. Plants make up the base of the pyramid.
B. The animals on higher levels are less in population.
C. Energy flows from the bottom to the top level of
the pyramid.
D. Snakes are at the bottom level of the pyramid.
Q3. Draw arrows to show the flow of energy in the food chain.
Small birds
Hibiscus Eagle
Butterfly Frog
Q4. What is the difference between a food chain and a food web?
18
Chapter 1
Science Extras
What happens if an organism was removed

from a food chain?
If this was a food chain in an environment, where plants are eaten by
grasshoppers and the grasshoppers are eaten by frogs and the frogs are
eaten by snakes.
If frogs were to die because of some diseases caused by some pollution,

there would be an increase in the amount of grasshoppers feeding on the
producer or green plants.
This would cause a major problem because grasshoppers would be out of
control. They would eat plants and the number of plants which are the basis
of the food chain would severely decrease.
On the other hand there would be an effect on the consumers of frogs which
are the snakes. They would lose an organism that they feed on which can
cause their numbers to decrease.
In other cases there may be several interacting food chains in the
environment where there are also other predators like birds. They would feed
on grasshoppers but in such case if an organism primarily eats one type of
organism which is the food source. They would die off and this would lead to
the extinction of the consumer of the organism.
19
Chapter Test
1. Energy in Food
Q1 Complete each sentence with the correct word.
(1) The Sun provides light and _________ energy to Earth.
(2) Plants make their own food by using water, _______ _______ and
light energy from the Sun.
(3) The flow of energy from one level to another is shown as a
______ ______ in which the energy flows from the bottom to the
top.
(4) A ________ ________ is made up of several food chains linked to
each other.
Q2 Choose the letter with the correct answer.

(1) In a food chain where do plants get the energy from?
A. Solar energy
B. Animals
C. Insects
D. Other plants
(2) Study the pyramid on the right and identify
which statement is true about it.
A. The energy flows from the top to the bottom
level of the pyramid
B. Only 10% of the energy is transferred to the
next level.
C. Animals make up the base of the pyramid.
D. Plants make up the top of the pyramid.
(3) Which part of the plant makes food for the plant?
A. Root
B. Stem
C. Leaves
D. Flower
(4) Which of the following shows a correct food chain?
A. peanut rat snake
B. grass snake eagle
C. peanut eagle grasshopper
D. grass snake grasshopper
20
Q3 Study the food web below and answer the following questions.
Owl
Rat
Snake
Grassphopper Small bird
(1) Which organism eats the snake?

________________
(2) Which organism in the picture would have the largest population?
________________
(3) Which organism in the picture would have the smallest population?
________________
(4) If you are to represent the organisms in the picture as an energy
pyramid, what organism would be at the top of the pyramid?
________________
Q4 The picture on the right shows a food chain

where a grasshopper feeds on the grass, a
frog feeds on the grasshopper and a snake
feeds on the frog.
What would happen to the population of

grasshopper and snake if all the frogs in
the area were killed by chemicals? Write
the answer with your reason.
Grasshopper:__________________________________________
__________________________________________
__________________________________________
Snake:________________________________________________
________________________________________________
________________________________________________
21
Chapter 2
Force and
Machine
The crane is moving. We

learnt that the motion of
an object can be described The crane has a long
by its distance, speed and arm on the right side.
direction. How does the crane
keep its balance?
22
2. ❶ Change in Motion
Lesson 1 Change in Speed

A force can change the speed of an object. How does the speed of
an object change when a force is applied?
How does an applied force change the speed

of an object?
Activity : Measuring a motion on an

inclined plane
What We Need: The force that pulls
2 m rain water gutter, marble, stopwatch, objects toward the Earth’s
centre is called gravity.
books to stack, ruler
What to Do:
1. Draw a table like the
one shown below.
Distance (cm) Distance (cm) Avg.distance
Time (sec.) Speed (cm/sec)
trial 1 trial 2 (cm)
1
2
3
2. Set one side of the gutter on the stacked books to create a ramp.
3. Release the marble from 0 cm and start
your stopwatch. Mark the position where the Distance
marble reaches for 1 second. Measure the

distance and record it in the table.
4. Repeat Step 3. Then take the average of the
two distances.
5. Repeat Steps 3 and 4 for 2 seconds and
3 seconds.
6. Calculate the speed of the marble at 1, 2 and 3 seconds.
7. Share your results with your classmate.
23
Result
We found out that as the marble rolled down the ramp, it speeds up.
Example: Results of activity
Distance (cm) Distance (cm) Avg. Distance
Time (sec.) Speed (cm/sec)
trial 1 trial 2 (cm)
1 19 21 20 20
2 82 78 80 40
3 185 175 180 60
Discussion
Think about the following questions based on your results.

1. What type of force is exerted on the rolling marble?
2. How does the speed of the marble change when the force was applied?
Summary
A force can cause an object to speed up (accelerate) or slow down
(decelerate). For example, gravity is the force that pulls one object toward
another. When the marble rolls down the ramp, the force (gravity) is always
exerted on the rolling marble. As the marble rolls down, it speeds up or
increases speed (accelerate).
0 cm/sec 20 cm/sec 40 cm/sec 60 cm/sec
A marble increases speed as it rolls down the ramp.
Friction is also a kind of force. Friction happens when two surfaces of

objects rub against each other. When a ball is rolling on the ground, the force
(friction) acts in the opposite direction to the movement of the rolling ball.
The ball then decreases speed (decelerate) and finally stops.
3 m/s 1.5 m/s 0 m/s
Friction Friction
24 A friction makes a moving ball slow down.

Lesson 2 Change in Direction
A force can cause an object to speed up or slow down. What would
happen to the direction of a moving object when a force is applied to it?
How does a force change the direction of a

moving object?
Activity : Throwing a ball up straight
What We Need: Let’s observe the change in

a ball the direction of the ball when
you throw it up straight.
What to Do:
1. Draw a table like the one shown below.
How does it change?

Your prediction Your observation
Speed
Direction
2. Predict how the speed and the direction of the
ball change when you throw it up straight into
the air.
3. Throw the ball up straight in the air. Observe
how the speed and the direction of the ball
changes. Record your observations in the table.
4. Share your observations with your classmate.
Discuss how a force changes the direction of
an object in motion.
What types of force are

exerted on the ball?
25
Result
We found out that as a ball went up in the air, the ball slowed down and its
direction was upward. And then the ball stopped in the air. After that, the ball
speeded up and its direction was downward as it fell toward the ground.
Example: Results of activity
How does it change?
The speed decreases when the ball goes up. Then it stops (Speed is 0). And
Speed
then the speed increases.
The direction is upward when the ball goes up. The direction is downwards
Direction
when the ball falls towards the ground.
Discussion

1. What type of force was exerted on the ball after throwing it?
2. How does the direction of the ball change when the force was applied?
Gravity pulls Upwards
a ball towards
Summary the ground.
Throw a
A force can make a moving ball up.
object change direction. When
Downwards
we throw the ball up in the air,
its direction is upward.
But the gravity changes the
direction of the ball to be
Gravity changes the
downwards and the ball falls to A soccer player changes direction of a ball.
the ball's direction by
the ground. kicking the ball.
A good soccer player can control

the motion of a soccer ball by
applying a force that changes the
ball’s direction.
If we have a yoyo tied to a thread
and we just spin it in a circle, the
direction of the yoyo changes.
26 A spinning yoyo tied to a thread changes direction.
m ary
Sum
and
e
Summary 2.1 Change in Motion
Exercis
Change in Speed
A force can cause a moving object to speed up (accelerate) or slow down
(decelerate).
Gravity is a force that pulls one object towards another object.
As an object rolls down a ramp, it increases speed due to gravity.
Friction is a force that happens when two surfaces of two objects rub against
each other.
Friction always acts in the opposite direction of the moving object. When an
object is rolling on the ground, the object decreases speed and finally stops due
to friction.
Ball at speed Ball decreases speed Ball at rest
Friction occurs and acts in the opposite direction of the moving ball.
Change in Direction
2. Gravity changes the
A force can make a moving object change direction. direction of the ball towards
the ground.
Gravity changes the direction of the
ball moving upward to downward. 1. The Ball goes
upward but gravity
A soccer player can control the also pulls on it.
motion of the ball by applying
a force that changes the ball’s
direction.
3. Gravity pulls the Throw a ball up.
ball towards the
ground.
27
mary
Sum
and Exercise 2.1 Change in Motion
Exe rcise

(1) The force that pulls one object towards another is called ___________.
(2) Force that happens when two surfaces rub against each other is called
__________.

(1) What happens when the marble rolls down a ramp?
A. It accelerates in speed.
B. It decelerates in speed.
C. Its speed remains the same.
D. It decreases the speed.
(2) Which sentence is true when we throw a ball into the air?
A. The ball does not change its direction when thrown in the air.
B. The ball decreases speed as it falls back to the ground.
C. The speed of the ball is the same when it was thrown in the air.
D. The ball changes direction when gravity acts on it and falls downwards.
Q3. Study the picture and answer the question.

(i) (ii) (iii)
The ball was rolling on the rough ground at position (i) and finally stopped its
motion at position (iii). How can you describe the motion of the ball from position
(i) to (iii)?
Q4. Mero measured the speed of a moving car every 5 Time (sec.) Speed (m/s)
seconds. Look at his record shown in the table on 5 10
the right. Identify whether the car accelerated or 10 20
decelerated and explain the reason of you answer. 15 30
28
2. ❷ Regularity of Levers
Lesson 1 Lifting a Load Using a

Lever: 1
A lever is a simple machine that makes an object move with less
force. How can we lift a heavy sand bag with a lever?
How can we lift an object by using a lever with

less force?
Activity : Find ways to lift the sand bag

easily using a lever
What We Need:
pole (1.5 - 3 m long), plastic bag with
sand, a piece of wood, stool
What to Do:
1. Draw a table like the one on Position you Amount of force to lift the sand
the right in your exercise book. applied the force bag (small, medium or large)
A
2. Set up the pole on the piece of
B
wood. Hang the sand bag on C
one side of the pole as shown Don’t change the distance
from the fulcrum.
in the picture. The distance
from the fulcrum to the sand
A B C
bag should not be changed.
3. Apply force on position A to A piece of wood
lift the sand bag. (a fulcrum)
4. Record how you felt about the

amount of force needed to lift the sand To avoid injury, do not release your
hands from the pole suddenly!
bag.
5. Repeat Steps 3 and 4 by applying force at positions B and C.
6. Share your results with your classmates. Discuss the relationship
between the distance from the fulcrum and the amount of force applied
to lift the sand bag. 29
Result
We found out that a larger force was needed to lift the sand bag at position
A but less force was applied to lift the sand bag at position C when the
distance from the fulcrum to the sand bag did Position you Amount of force to
not change. applied the force lift the sand bag
A Large
B Medium
C Small
A B C
Fulcrum What do you understand

about the characteristics of
a lever from these results?
Summary
A lever can make our work
Load Effort
easier. An effort is the
force applied to a machine Fulcrum
to do work. A load is the

Load, effort and fulcrum of a Lever
force applied on the lever
by the object to be lifted. Relationship between distance
Amount of force as an of applied force and load
effort required to lift an
Shorter distance from the fulcrum to effort point.
object depends on its
distance from the fulcrum.
If effort is applied at a Larger force is
longer distance from the required to lift the
object.
fulcrum, the object is able
to be lifted with less effort.
Longer distance from the fulcrum to effort point.
Smaller force is
required to lift the
object.
30
Lesson 2 Lifting a Load Using a
Lever: 2
We can move an object with less force by applying the force at a
longer distance from the fulcrum of a lever. What is another way to lift
an object with less force?
How does the distance from a fulcrum to a

load affect an effort?
Activity : Changing distance from

fulcrum to a load
What We Need:
pole (1.5 - 2 m long), sand bag as
a load, stool, piece of wood as a
fulcrum
What to Do:
Amount of applied force to lift
1. Draw a table like the one on Position of
the sand bag
a sand bag
the right in your exercise book. Prediction Result
A
2. Write your prediction to
B
describe the strength of the C
applied force when the
Don’t change the distance
sand bag is lifted at each from the fulcrum.
position.
C B A
3. Set up the pole on a piece
of wood. A piece of wood
(a fulcrum)
4. Hang a sand bag on
position A. Apply force to lift
To avoid injury, do not release
the sand bag. your hands from the pole.
5. The place where you apply force should
not be changed. Record how you feel about the In which position
was the sand bag
amount of applied force to lift the sand bag in the
easier to lift?
table.
6. Repeat Steps 3 and 4 by changing the positions of the sand
bag from A to B and C.
7. Share your results with your classmates. Discuss how the
distance from a fulcrum to a load affects the effort. 31
Result
We found out that in position A, a smaller force was needed to lift the sand
bag when the distance from the fulcrum to the effort did not change. But at
position C, a larger force was applied to lift the sand bag when the distance
from the fulcrum to the effort did not change.
Position of the Amount of force to
sand bag lift the sand bag
A Small
C B A
B Middle
C Large
Fulcrum Effort
Relationship between Distance of

Load and Applied Force
Summary Longer distance from fulcrum to the point of object
The amount of force

required to lift an object
depends on the distance Larger force is
from the fulcrum to the required to lift
the object.
position of the object. If
the object is placed at a Shorter distance from fulcrum to the point of object
shorter distance from the

fulcrum, the object would
be able to be lifted with Smaller force is
required to lift the
less effort. object.
As shown in the picture on
the right, we can balance
the lever by hanging
another sand bag instead
of the force applied by your
hand. The amount of force
can be also expressed by
the weight of an object.
The amount of force can be expressed by the

weight of an object.
32
Lesson 3 Law of Lever to Balance
Look at the picture on the right. The lever is
balanced. What will happen if the position of the
weights change?
How can we balance a lever?
Activity : Finding the rule to make a

lever balance
What We Need:
30 cm ruler, 7 bulldog clips, 2 paper clips, 8 one kina coins, pen
What to Do:
1. Make a lever by putting a
bulldog clip at the centre
of the ruler as shown in the Do not move the
coins hung on
picture on the right.
the left arm.
2. Put other bulldog clips on
both ends at 5 cm, 10 cm and 15 cm from the centre. Check if the lever
is balanced. Label each clip as shown in the picture.
3. Draw a table like the one below in your exercise book.
Left arm Right arm
Distance from the fulcrum 3 1 2 3
Number of coins 2
4. Hang two one kina coins on the left arm on Let's read 'how
distance 3. to make a beam
5. Try to balance the lever by adding a one kina balance' in
Science Toolbox.
coin every time on the right arm on distance 1.
Record the number of one kina coins on the right arm to
balance the lever in the table.
6. Repeat Step 5 for distances 2 and 3 on the
Can you find a
right arm. rule to make a
7. Share your results with your classmates. lever balanced?
33
Result
Left arm Right arm
Distance from
We found out that when we 3 1 2 3
the fulcrum
hung 6 coins at distance 1, 3 as weight 2 6 3 2
coins at distance 2 and 2 coins at distance 3 on the right arm, the lever was
balanced, when we hung 2 coins at distance 3 on the left arm.
Discussion
Based on your results, think about the following question.

1. What relationship can you find between the distance from the fulcrum and the
numbers of coins on the left and the right arm to make the lever balanced?
The sum of the numbers of
coins and the distance on
left arm (2+3=5) and the
right arm (1+6=7) are not How about multiplying the
equal! numbers of coins by the
distance from the fulcrum of
the lever like….
Left arm: 3 x 2 = 6
Right arm: ????
Summary
A lever is balanced when the product of weights and distance from the
fulcrum on the left is equal to the product of weights and distance from the
fulcrum on the right arm.
Distance = 2 Distance = 1
Left arm Right arm

Distance x Weight Distance x Weight
2x1=2 Weight = 1 Weight = 2 1x2=2
Left arm
Distance x Weight = Right arm
Distance x Weight
A lever is balanced
34
m ary
Sum
and
e
Summary 2.2 Regularity of Levers
Ex ercis
Lifting Load by Using Lever

A lever is a simple machine that makes an object move with less force.
The effort is the amount of force applied.
The load is the force applied on the lever by the object to be lifted.
Lifting Load with Less Effort

The amount of force required to Distance of the effort from the fulcrum is longer
lift an object depends on;
1. The distance from the fulcrum
to the effort.
Lesser effort is needed to lift
the load, when the effort is
Smaller force is needed
applied further away from the
fulcrum.
2. The distance from the fulcrum Distance of the load from the fulcrum is shorter
to the load.
Lesser effort is needed to lift
the load, when the object is
placed at a shorter distance
from the fulcrum. Smaller force is needed
Balancing the Lever

Distance 2 Distance 1
A lever is balanced
when the product of the
weight and distance
from the fulcrum on the
Weight 1 Weight 2
left arm is the same
as the one on the right
Left lever Right lever
arm. Distance x Weight Lever is Distance x Weight
2x1=2 balanced 1x2=2
35
mary
Sum
and Exercise 2.2 Regularity of Levers
Exe rcise

(1) A simple machine consisting of an arm with a fulcrum is called a
___________.
(2) The force applied to a machine to do work is called an __________.
(3) The force applied on the lever by the object to be lifted is called a
__________.

(1) Which position of the load on
the lever would require less
C B A
force to lift the object ?
(2) Which position of the load on
Fulcrum
the lever would require more
force to lift the object?
Q3. Answer the following questions.

Left arm Right arm
Distance from the centre 4 1 2 3 4
Number of coins
2
(K1.00 coin)
(1) How many one kina coins would be hung on distance 1 of the right arm to
balance the lever?
(2) Four one kina coins were hung on the right arm of the lever. At which distance
were the four one kina coins hung to balance the lever?
Q4. Study the picture on the right. A girl

and younger boy are playing on a
see-saw. The see-saw is balanced.
What did the boy and the girl do to
balance the see-saw?
36
Chapter 2
Science Extras
LEVERS IN OUR BODY

Levers can be identified by the way the joint and muscles attached to the
bone are arranged.
Skull and neck - Nodding your head

The place where your skull meets the top of your spine is fulcrum. Your skull
is the lever arm and the neck muscles at the back of the skull provide the
force (effort) to lift your head up against the weight of the head (load). When
the neck muscles relax, your head nods forward.
Tip toes - Standing on tip toes

The fulcrum is at your toe joints and your foot acts as a lever arm. Your
calf muscles and achilles tendon provide the effort when the calf muscle
contracts. The load is your body weight and is lifted by the effort (muscle
contraction).
Bent arm – Bending your arm

The fulcrum is at the elbow and the forearm acts as the lever arm. The
biceps muscle provides the effort (force) and bends the forearm against the
weight of the forearm and any weight that the hand might be holding.
Biceps Biceps
Fulcrum
Fulcrum
A straightened arm A bent arm
37
Chapter Test
2. Force and Machine

(1) A force can cause an object to __________ up or slow down.
(2) A force can make a moving object change its __________ and
_________.
(3) A force that slows down the movement of an object between two
surfaces that touch each other is called _________.
(4) To ___________ means that the motion of an object speeds up.

(1) What happens to the speed of an object as it rolls down a slope?
The speed of the object
A. remains the same.
B. increases.
C. decreases.
D. decreases then speeds up.
(2) The lever shown below is balanced. The distance from load A to
the fulcrum and the distance from load B to the fulcrum are same.
Which of the following is true about the diagram?
A B
A. A is heavier than B.
B. A is lighter than B.
C. A and B have different weights.
D. A and B have the same weights.
(3) What is the best reason to explain why a ball comes to a stop after
rolling for some time?
A. Because there is no force acting on the ball.
B. Because the ball ran out of force to continue rolling.
C. Because the force of gravity is pulling the ball backwards.
D. Because of the friction force acting between the ball and the ground.
38
Q3 (1) Study the diagram below.
The ball is moving in the direction to the right. It is decelerating due
to friction and will come to a stop. In which direction is the friction
force acting on the rolling ball?
___________________
(2) If a 4 kg weight was placed on the left arm at a distance of 4 m from

the fulcrum:
Left arm Right arm
4m
4 kg
(i) What is the product of the weight and distance on the left arm of the
lever? (Ignore its units)
____________________
(ii) The lever is balanced when the other weight is hanging on the right
arm at the distance of 2 m from the fulcrum. Calculate what would
be the amount of weight on the right arm?
Your calculation: ________________________________________
________________________________________
Answer: __________ kg
Q4 Kolo wanted to carry a bag of fruits but he

struggled to balance the bag on the pole on
his shoulder. What must he do to be able to
carry the bag on the pole on his shoulder?
_____________________________________
_____________________________________
________________________________________________________
________________________________________________________
________________________________________________________
39
Chapter 3
Weather and
Seasons
We learnt that weather

can be measured by the
weather conditions such as
Are the shapes of clouds
temperature, precipitation
always the same?
and clouds.
40
3. ❶ Observing Clouds
Lesson 1 Types of Clouds

Look at the sky! We see clouds almost every day. Sometimes clouds
are white and puffy. Sometimes they are dark and cover the entire sky.
What types of clouds can be observed?
Activity : Observing clouds
What to Do: Can you find

1. Go out of the classroom and observe the clouds in the sky. different types
of clouds?
2. Sketch the clouds in your exercise book.
3. Record the characteristics of clouds such as colour, size,
shape and altitude.
4. Share your observations with your classmates. Discuss the
types of clouds and their characteristics.
Date:
How do clouds look Sketch
like? How are they
similar or different?
Where are they formed?
Characteristics of Clouds:
41
Summary
A cloud is made of water droplets or ice crystals floating in the sky. Clouds
are classified by where they are formed in the sky. There are ten different
types of clouds.
Where clouds are formed in the sky. Types of Clouds
High Level Cirrus, Cirrocumulus, Cirrostratus
Middle Level Altocumulus, Altostratus, Nimbostratus
Low Level Stratocumulus, Stratus, Cumulus
Range from Low to High Level Cumulonimbus
The diagram below shows where different types of clouds are formed in the
sky and their characteristics.
Cirrus
Cirrostratus Hooks, feathers, bands or
Transparent milky Cirrus patches with silky shimmer.
or fibrous veil, They appear during good
casts shadow, weather.
produces halo.
Cirrocumulus
Cirrocumulus
Altostratus
Thin, pure white fields
Smooth, extensive Cirrostratus of small grains or
layer; casts no
ripples at a high level.
shadow, even if
Sun or Moon is
Altocumulus
recognisable as a
Altocumulus White or grey
blurred dot. Altostratus
patches, sheets or
structured layer with
Nimbostratus
undulations or rolls.
Dark rain cloud or
bright snow cloud.
Usually continuous Cumulonimbus
rain, snow or ice Huge cloud tower, sometimes
pellets. Nimbostratus with anvil. Thunderstorm with
heavy rain possible.
Cumulus
Isolated, puffy cloud Cumulonimbus
with sharp outlines.
Cumulus
Stratocumulus
Stratocumulus
Grey or whitish fields, Stratus
rolls or bundle, with Grey-whitish low layer,
rounded edges, at Stratus sometimes with drizzle
low level. Regularly or snow grains. If Sun
arranged elements. or Moon is visible its
outline is clear.
42
Lesson 2 Weather Forecast
Weather changes from day to day. It also changes throughout a day.
Weather can be forecasted based on the cloud condition. Weather
forecast predicts the upcoming weather.
How can we forecast weather?
Activity : Weather and clouds
What to Do: Do you remember

the types of clouds?
1. Go out of the classroom and observe
the sky on a sunny day and on a rainy day.
2. Sketch the clouds you observed in your exercise book.
3. Identify and name the types of clouds that you observed.
4. Share your observations with your classmates. Discuss the relationship
between the types of clouds and the weather.
Clear sky Cloudy sky
43
Summary
Clouds can help us to predict the weather. When we observe clouds, we can
forecast the weather in the hours and days ahead. The types of clouds tell us
about the weather. The table below describes the types of clouds that may
cause bad weather such as rain, strong wind and lightning.
Cirrus: Cirrocumulus:
Cirrus clouds can indicate that a change in the A storm may come. In tropical regions, that
weather will occur within 2 or 3 days. could be a hurricane.
Cirrostratus: Altostratus:
Cirrostratus clouds usually come 12-24 hours Altostratus clouds often form ahead of
before a rainstorm. continuous rain.
Nimbostratus: Cumulonimbus:
They often produce light to moderate rain. These clouds mean thunderstorms, including
Rain can be long lasting. lightning and heavy rain.
Try it!
Do you know of any
traditional ways to
Let’s observe clouds to forecast the weather?
forecast tomorrow’s weather
based on the types of
clouds using the information
in the table above.
44
m ary
Sum
and
e
Summary 3.1 Observing Clouds
Exercis
Types of Clouds Cirrus
Cirrocumulus
A cloud is made of water droplets or
ice crystals floating in the sky. Cirrostratus
There are ten different types of

Altocumulus
clouds. Altostratus
Different types of clouds are located

at different altitudes in the sky.
Nimbostratus
Cumulonimbus
Cumulus
Stratocumulus
Stratus
Weather Forecast
Weather forecast predicts the upcoming weather.
Clouds can help us predict the weather.
When we observe the clouds, we would forecast the weather in the hours and
days ahead.
The types of clouds tell us about the weather.
- Cirrus clouds can indicate that a change in the weather will occur within 2 or 3
days.
- Cirrocumulus clouds suggest that a storm may come. In tropical regions, that
could be a hurricane.
- Cirrostratus clouds usually come 12-24 hours before a rainstorm.
- Altostratus clouds often form ahead of continuous rain.
- Nimbostratus clouds often produce light to moderate rain. Rain can be long
lasting.
- Cumulonimbus clouds mean thunderstorms, including lightning and heavy rain.
45
mary
Sum
and Exercise 3.1 Observing Clouds
Exe rcise

(1) A ________ is made of water droplets or ice crystals floating in the sky.
(2) Different types of clouds are located at different _________ in the sky.
(3) Clouds can help us predict the _________.
Q2. Choose the letter with the correct answer to answer (1) and (2).
A. Cirrus B. Cirrocumulus
C. Cirrostratus D. Nimbostratus
(1) What type of clouds indicates that there would be a change in the weather
within 2 or 3 days?
(2) Which of the given types of clouds mean there will be light rain to
moderate and the rain can be long lasting?
Q3. Look at the picture on the right and

answer the following questions.
(1) What is the name of the cloud?
(2) At what level of altitude is this cloud
located?
Q4. Alice went outside the house and saw that the clouds looked like hooks and
feathers high up in the sky. What do you think her prediction of the weather would
be?
46
3. ❷ Seasons
Lesson 1 Seasons
It may be ‘hot’ and said to be a ‘dry season’ or it may be ‘wet’ and said
to be a ‘wet season’. Is season similar to or different from weather?
What is a season?
Activity : Seasons in Papua New

Guinea
What to Do:
1. Study the graph below. This graph shows average monthly temperature
and rainfall of Papua New Guinea from 1991-2016.
Can you group the
Average Monthly Temperature and Rainfall
of Papua New Guinea for 1991-2016 months based on
the information of
temperature and
rainfall?
(Source: Climate Change Knowledge Portal, THE WORLD BANK GROUP)

2. Think about the following questions.
(1) Is the temperature the same all year around?
(2) Which months are warmer with temperatures at 25oC and over?
(3) Which months are cooler with temperatures below 25oC?
(4) Does the rainfall occur all year around?
(5) Which months are drier with less than 200 mm of rainfall?
(6) How many months are wetter with more than 200 mm of rainfall?
(7) What patterns of temperature and rainfall are there in PNG?
3. Share your ideas with your classmates. Discuss your answers and the
seasons in Papua New Guinea. 47
Summary
Weather changes from day to day. When weather remains the same for a
long period, we call it season. Season is a period of the year that is divided
by typical weather conditions. Each season has its own weather pattern.
There are some months that are very hot or cold. It rains heavily during
some months. The seasons change in the same order every year.
In many places of the world, there are four seasons; spring, summer, autumn
(fall) and winter. Spring is the season that follows winter. The weather
begins to get warmer. It often rains in spring, too. Summer is the season
that follows spring.
Summer is the warmest season of
the year with long hours of sunlight.
Autumn (Fall) is the season that
follows summer. The weather slowly
gets colder. Winter is the season
that follows fall. Winter is the coldest
season of the year with fewer hours of
sunlight. In some places, the coldest
weather causes snow, hail and sleet.
Some places near the Equator have one
Do you know the seasons shown in these
hot season all year around or only two pictures?
seasons; dry season and wet season.
The seasons of Papua New Guinea are
quite diverse from place to place, but
in general Papua New Guinea has dry
season and wet season.
The dry season is a time of year when
little rain falls. The dry season in PNG is
generally from May to October. The wet
season is the time of year when most of
the rain falls. The wet season in PNG is
Wet season in Papua New Guinea
generally from November to April.
48
Lesson 2 Seasonal Changes and
Living Things
Seasons change in the same order every year. Each season
determines the types of clothes people wear. Do seasons also cause
any changes in plants and animals pattern of living?
How do living things change with seasons?
Activity : How are they different?
What to Do:
Seasons How does the tree change with the seasons?
During Dry season
During Wet season
2. Study the two pictures below of the same tree. The Do you have any
picture on the left was taken during a wet season ideas on how
animals change with
and the picture on the right was taken during a dry
the season?
season.
3. Observe how they look. Are they similar or different? Record
your observations in the table.
4. Share your ideas with your classmates. Discuss how plants
and animals change with the season.
Wet season Dry season
49
Summary
Changes in seasons cause living things to change. Living things need to
adjust with seasonal changes.
Spring
Plant seeds begin to sprout. Buds
on trees and shrubs grow. Leaves
grow and flowers bloom. Many
animals have young in spring.
Summer
In summer, many plants grow Plant seed begins to A bird has young in spring.
flowers. Fruits grow from the sprout.
flowers. Young animals grow and become

stronger.
Autumn (Fall)
Some trees drop their fruits. The leaves
of trees change colour and fall to the
ground. Some animals move to warm
places and others gather and store food.
In summer, fruits grow from the flowers.
Winter
Many trees and bushes stop growing or grow slowly. Some animals go into
a long, deep sleep. The fur on some animals may get thicker and change
colour.
Dry and Wet Season
During dry season, trees lose their leaves
and some plants die. Some amphibians
and insects will burrow deep into the soil
and go into a long sleep until the rains
return. As the wet season begins, rain
helps plants to bloom and turn green.
Animals thrive and have their young.
Rain helps plants to bloom and turn green in
wet season.
50
m ary
Sum
and
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Summary 3.2 Seasons
Exercis
Seasons
A season is a period of the year that is divided by
typical weather conditions.
In many places in the world there are four

seasons:
1) Spring: the weather begins to get warmer.
2) Summer: the warmest season of the year due
to the long hours of sunlight.
3) Autumn (Fall): the weather gets colder.
4) Winter: the coldest season of the year due to
the fewest hours of sunlight.
Papua New Guinea and some other tropical countries have only two seasons:
Dry and Wet.
Seasonal Changes and Living Things
Changes in seasons cause living things to change. Living things need to adjust
with seasonal changes.
• Leaves grow and flowers bloom.
Spring
• Many animals have their young.
• Fruits grow from the flowers.
Summer
• Young animals grow and become stronger.
• Leaves of the trees change colour and fall to the ground.
Autumn (Fall)
• Some animals move to warm places, others gather and store food.
• Many trees and bushes stop growing or grow slowly.
Winter
• Some animals go into a long, deep sleep.
Dry and • During the dry season, trees lose their leaves and some plants die.
Wet seasons • During the wet season, rain helps plants to bloom and turn green.
51
mary
Sum
and Exercise 3.2 Seasons
Exe rcise

(1) A period of the year that is divided by typical weather conditions is called
___________.
(2) Living things need to adjust with seasonal changes in temperature and
____________.
(3) Papua New Guinea has _____ season and wet season.
(4) Summer is the _______ season of the year due to the long hours of sunlight.

(1) Which of the following list shows the correct order of seasons?
A. Spring summer autumn winter
B. Summer autumn spring winter
C. Spring autumn winter summer
D. Summer spring winter autumn
(2) During which season do some animals hibernate or go into a deep sleep?
A. Spring
B. Summer
C. Autumn (Fall)
D. Winter
Q3. Study the picture on the right and answer the

question.
What will happen to this plant during dry season?
Q4. Explain why seeds of many plants in Papua New Guinea germinate during wet
season.
52
Chapter 3
Science Extras
Why do animals go into a very long sleep

during winter?
You are probably aware that some animals fall into a very long sleep during
winter, this is called Hibernation. Hibernation is an adaptation that helps
many animals conserve energy by remaining inactive and reducing their
body temperature for days, weeks or even months at a time.
Typically, animals hibernate in order to survive long periods when food is
scarce. Hibernating animals will generally eat a lot of food before hibernation
and then survive off the energy stored in their fat.
Hibernating animals can sense seasonal changes. The moment they
sense autumn (fall) approaching, they get busy preparing by eating more
than usual, the animal builds up extra layers of fat. During hibernation, the
animal’s body will feed on this fat to keep itself alive. Extra fat also helps the
animal to stay warm when they are asleep. They then find a shelter where
they will be safe while they are asleep if they want to survive.
Only warm-blooded animals can truly hibernate because cold-blooded
animals cannot regulate their own body temperatures. Bears, ground
squirrels, woodchucks and groundhogs all hibernate during winter.
This animal has gone into a deep sleep during winter.
53
Chapter Test
3. Weather and Seasons

(1) Different types of clouds are located at different _________of the
sky.
(2) The types of clouds tell us about the upcoming_________.
(3) Some places near the_________have one hot season all year
round or only two seasons, dry and wet.

(1) Papua New Guinea has two seasons, what are they?
A. rainy and winter
B. wet and dry
C. spring and dry
D. summer and winter
(2) Which cloud is formed at a range from low to high level altitude and
like a huge cloud tower?
A. cirrocumulus
B. cumulonimbus
C. cirrostratus
D. cumulus
(3) What can clouds tell us about? They can tell us about
A. what the upcoming weather will be like.
B. when it will be full moon.
C. what time the sun rises.
D. how many seasons there are.
(4) In which season do leaves of trees start to change their colours and
drop to the ground and the nights begin to get colder?
A. Spring
B. Summer
C. Autumn
D. Winter
54
Q3 (1) What would be the expected weather
when the clouds are thin, pure white
fields of small grains or ripples at a high
alttitude as shown in the picture on the
right?
_____________________________________________________
_____________________________________________________
_____________________________________________________
(2) How are plants different in wet and dry season?

_____________________________________________________
_____________________________________________________
(3) The graph on the right shows

monthly rainfall in a city. Is it dry
season or wet season from July
to October?
__________________________
Q4 (1) What do animals do in Autumn (Fall) to get ready for winter?

_____________________________________________________
_____________________________________________________
(2) Farahlyn observed the sky one day and saw that the clouds looked
like hooks, feathers and patches with silky shimmer.
(i) What type of cloud did she see?
___________________________________________________
(ii) What do you think the weather would be like by looking at those
clouds?
___________________________________________________
___________________________________________________
___________________________________________________
55
Chapter 4
New Matter
We learnt about chemical

change and physical
change.
We can find rust on the
surface of the ship. Is the
process of producing
rust a physical change?
56
4. Common Chemical
❶ Changes
Lesson 1 How to Tell a Chemical
Change
When we burn wood, the wood changes into ash. Burning wood is a
chemical change.
How can we tell if a chemical change has taken

place?
Activity : Hammering and heating sugar
What We Need:
2 sugar cubes, tablespoon, candle,
match, hammer, aluminium foil
What to Do:
Texture Colour Smell Others
Sugar cubes
Crushed sugar
During & after heating sugar
2. Crush the sugar cube with the hammer. Observe the
properties of the sugar cube and the crushed sugar.
3. Wrap the spoon with an aluminium foil. Put the
crushed sugar onto the spoon and heat the sugar on
a lit candle until it changes colour. Observe
Wrap the bowl of
what happens to the sugar. the spoon with
4. After cooling down the spoon, observe an aluminium
foil.
the properties of the sugar. Record your
observations in the table.
5. Share your findings with your classmates.
Use a piece of cloth to hold the spoon when heating sugar!
57
Discussion
How do we tell a physical change from a chemical change?

1. Think about the following questions based on your results. A physical change
(1) Do the sugar cube and the crushed sugar have the same is a change in the
physical properties
or different properties?
of matter!
(2) Is the crushed sugar a physical or a chemical change?
(3) Does the sugar after heating have the same properties as the
sugar cube?
(4) Is the heated sugar a physical change or a chemical change?
Why do you think so?
2. Talk about how we can tell if a chemical change has taken place.
Summary
A chemical change produces new
kinds of matter. A physical change does
not produce new matter. New matter has ash
different properties. For example, burning
is a chemical change. After burning wood, wood
the wood changes into ash. The wood

and ash have different properties. Burning
wood produces new kind of matter such
Burning wood is a chemical change. It
as ash. Ash is no longer wood. produces ash.
A chemical change produces gas,
odour, heat, light, and changes
Heating
in colour and state. For example,
when sugar is heated, odour is
produced, its colour and state
changes. Therefore, heating sugar
is a chemical change.
Heating sugar produces melted sugar (caramel) and

the colour changes.
58
Lesson 2 Rusting
When we leave an iron nail outside for some time, it will rust. Why
does an iron nail rust? What is rust?
Is rusting a chemical change?
Activity : Properties of rust
What We Need:
a piece of dry steel wool, a piece of steel
wool dipped in salt water for a week, scissors,
hand lens, magnet, A4 paper
What to Do:
Material Texture Colour Magnet

Dry steel wool
Wet steel wool
2. Cut the dry steel wool onto the piece of paper.

Use a hand lens to observe the properties of
the pieces of steel wool. Hold the magnet close
to the pieces.
3. Record your observations in the table.
4. Repeat Steps 2 and 3 for the pieces of steel
wool that was dipped
in salt water for a Let’s compare the
properties of a dry and
week.
a wet steel wool!
5. Share your findings
with your classmates.
Discuss how they are
similar or different.
59
Result Is dry steel wool same
or different from wet
We found out that properties of a dry steel wool steel wool?
were glossy, glory and silver in colour while the

properties of a rusted steel wool were rough, dull and reddish
brown in colour. The pieces of dry steel wool were attracted by
the magnet. Some pieces of wet steel wool were not attracted by
the magnet. These results show that a dry steel wool and a wet
steel wool have different properties.
Texture Colour Magnet
Dry steel wool glossy, glory silver attracted
Wet steel wool rough, dull reddish brown some attracted but some are not
Summary
Rusting is a type of chemical
change. It usually happens
slowly. When iron or steel
comes into contact with water
and oxygen in the air, rusting
happens. We may find brownish
patches on the metal parts of
cars or ships. Rust is a coating
Rust on the surface of a ship
that forms on the surface of iron
or steel.
Oxygen
When we leave an iron nail outside
in the rain, rust will form on the
surface of the nail. Rust has a
different property from iron. It is a
different kind of matter. Rust is no
Water
longer iron. Rusting produces new Rusting nail
matter.
Rust has a different property from iron. Iron and
rust are different kinds of matter.
60
Lesson 3 Chemical Changes in
Daily Life
When a chemical change occurs in matter, what happens to matter?
What kind of chemical changes take place around us?
How does a chemical change take place in

daily life?
Activity : Finding chemical change

around us!
What to Do:
How do properties Is new matter Chemical change or
of matter change? produced? Physical change
Burning paper
Boiling water
Boiling egg
Dissolving sugar
Cutting papaya
Rotting banana
2. Study the pictures below. Observe the change in the properties of the
matter and record your observations in the table.
3. Share your ideas with your classmates. Discuss where a chemical
change occurs and how chemical and physical changes are different.
Burning paper Boiling water Boiling egg
Cutting papaya Rotting banana Dissolving sugar in

water
61
Summary
Chemical changes take place all around us. Burning wood, rusting iron nails,
cooking food and ripening and rotting fruits are chemical changes. Chemical
change also happens in our body. Our body changes food chemically into
new matter that it can use as energy.
Rotting and cooking are chemical changes. Our body changes food chemically into energy
that our body can use.
Energy is always involved in a chemical change. Chemical changes take in

or give off energy in the form of heat, light, electricity, sound or motion.
For example, heat energy
can be added when we light
a fire or cook food to produce
a new kind of matter. Energy
is often released when a
chemical change takes place. Heat energy is added when cooking food.
Burning paper gives off energy
in the form of heat and light.
An explosion of fireworks is
a chemical change. When
fireworks explode, they produce
many loud sounds and lights.
An explosion of fireworks gives off sounds and lights.
62
mary
Sum 4.1 Common Chemical
and
ise
Summary Changes
c
Exer
How to Tell a Chemical Change

Chemical change produces new kinds of matter that
has different properties.
Burning paper or wood is an example of a chemical

change. Ash is the new matter formed after burning.
A chemical change produces gas, odour, heat or

light and changes in colour and state.
Burning paper is a chemical
change.
Rusting
Rusting is a type of chemical change that usually occurs slowly.
Rusting comes in brownish colour on objects that are made of iron or steel.
Rust is formed when iron or steel comes in
contact with water and oxygen in the air. Oxygen
Iron and rust are different kinds of matter

Water
because they have different properties.
Chemical Changes in Daily Life

Chemical change often takes place in our daily lives.
Chemical change takes in or gives off energy in the form of heat, light, electricity,
sound or motion.
Burning wood, rusting iron nails, cooking food, ripening and rotting of fruits are
chemical changes.
Chemical change occurs in our body by changing food into new matter that can
be used as energy.
63
mary
Sum 4.1 Common Chemical
and
cise
Exercise Changes
Exer

(1) Energy is always involved in a __________ change.
(2) The new matter formed after burning wood is ___________.
(3) Chemical change produces __________ kind of matter.
(4) Iron and rust have different ___________ such as colour and texture.

(1) Which of the following is a chemical change?
A. Boiling water.
B. Tearing of a paper.
C. Sharpening a pencil.
D. Rotting banana.
(2) What happens to an iron nail when it is left outside in the rain for a while?
A. Rust would form on the surface of the nail.
B. The iron nail would not change but remain as iron nail.
C. The nail would go missing.
D. The surface of the nail would become shinny.

A B
(1) Which of these pictures shown on
the right is a chemical change?
(2) What things were produced when
the sugar was burnt?
Crushing a sugar Burning sugar
(3) Explain why it is a chemical change. cube
Q4. Plants take in water and gas called carbon dioxide and absorb sunlight. Then
plants make sugar as their own food and give off oxygen gas. What can you
conclude about the kind of changes that take place inside a plant to produce
sugar and oxygen? Explain your answer.
64
Chapter 4
Science Extras
Change of leaf colours during autumn

In many places of the world there are four seasons; spring, summer, autumn
(fall) and winter. During autumn, falling temperatures prompts trees to
prepare for winter. In these preparations, some kinds of trees change colour
of their leaves dramatically.
Most leaves of trees look green because

of the pigment they contain which is the
chlorophyll. Chlorophyll absorbs sunlight
and the light energy is converted to
chemical energy through the process
of photosynthesis. In addition to the
Leaves change thier colour during autum.
chlorophyll, there are other pigments
present in the leaves, which are carotene and anthocyanin. While carotene
is yellow, anthocyanin is red. The change in temperature during autumn(fall)
causes the trees to cut off supply of water to the leaves. In the absence
of water, photosynthesis stops, and the chlorophyll breaks down through
chemical change. Therefore, the leaves take the colour of the other
pigments, and we can see a change in colour from green to red and yellow.
Chemical change takes place in leaves of trees.
65
Chapter Test
4. New Matter
(1) Cooking food, rotting banana, burning paper, and rusting iron are
some _____________ changes in daily life.
(2) Rust is a coating that forms on the surface of iron or ________.
(3) __________ energy is added when cooking food.
(4) A new solid matter produced after burning paper is callled
__________.

(1) Which list contains chemical changes only?
A. baking cake, boiling water, tearing paper, cutting mango
B. rotting banana, burning wood, rusting iron, cooking food
C. breaking glass, burning paper, slicing bread, popping pop corn
D. crushed can, squeezing a paper, spoilt milk, rotting mango
(2) Which of the following statements is not true about rust?

A. Rust occurs when iron or steel comes in contact with water and
oxygen.
B. Rust has the same property as iron.
C. Rust is a kind of chemical change.
D. Rust comes in brownish colour.
(3) A pair of metal scissors left outdoor was rusted. What evidence
shows that a chemical change has taken place?
A. It had a deep scratch.
B. The sunlight has warmed it.
C. The soil has stuck on its surface.
D. It changed to a brownish colour.
66
Q3 (1) Sandy wants to experiment with some sugar cubes. What should
she do to change the sugar cube chemically?
_____________________________________________________
_____________________________________________________
(2) An explosion of fireworks is a chemical

change. What three forms of energy
does it produce when it explodes?
_______________________________
_______________________________
(3) Think about how an egg changes when it is cooked. Is this a

physical change or a chemical change? Explain your answer.
_____________________________________________________
_____________________________________________________
_____________________________________________________
Q4 (1) A silver spoon that has turned black can be made shiny again
by rubbing off the black tarnish with silver polish. Is polishing a
physical change or a chemical change? Explain your answer.
_____________________________________________________
_____________________________________________________
_____________________________________________________
(2) Explain why the melting ice is not a chemical change.

_____________________________________________________
_____________________________________________________
_____________________________________________________
67
Chapter 5
Three States of
Matter
Iron can melt under high

temperature conditions.
We learnt that matter What is the difference
has three states: solid, between its solid and liquid
liquid and gas. states?
68
5. Properties of Three
❶ States of Matter
Like water, all matter can exist in three states: solid, liquid and gas.
What kinds of properties do these three states of matter have?
Lesson 1 Shape of The Three

States of Matter
Shape is one of the properties of matter. Is the shape of solid, liquid
and gas similar or different?
How is the shape of the three states of matter

similar or different?
Activity : Observing the shape of a

stone, water and air
What We Need:
a stone, water, three balloons
What to Do:
1. Put the stone into the balloon and tie the top of the balloon. Fill the
second balloon with water and blow up the third
balloon. Tie the mouth of the balloons.
2. Press the stone, water and air in the balloons and
observe the changes in their shape.
3. Based on your observations, think about the following
questions:
(1) What happened to the shape of the stone,
water and air when you pressed them?
(2) What shape do solid, liquid and gas have?
(3) How similar or different is the shape of the
three states of matter?
4. Share your findings with your classmates. Discuss
how the shape of the three states of matter is similar or different.
69
Summary
Solid, liquid and gas have specific characteristics in terms of their shape.
1. Solid
A solid has a definite shape. The
shape of solid remains the same
whether it is pressed or placed into
different containers. For example, a
stone will keep its shape wherever we
press it or put it on a desk, in a glass or
in a box. This means that the shape of
A solid does not change its shape wherever it is
a solid does not change. A solid has a placed in different place.
definite shape.
2. Liquid
Liquid has no definite shape. Liquid
changes its shape when it is pressed.
Liquid also changes its shape to
match the shape of the containers. For
example, liquid takes the shape of the
glass when it is poured into a glass. A liquid changes its shape to match the shape
of the containers.
Liquid also changes its shape when
it is spilled on a table. A liquid has no
definite shape.
3. Gas
Gas has no definite shape. Gas
changes its shape as it takes the shape
of the container. If we fill the different A gas expands to fill the balloons and takes on
shaped balloons with air, the air the different shapes.
expands to fill the balloons and takes

on different shapes. If the balloons
burst, air will escape and spread out. Air
If the balloon bursts, the air will escape.

70
Lesson 2 Volume of Three States of
Matter
Solid has a definite shape but liquid and gas have no definite shape.
How about the volume of solid, liquid and gas?
What characteristics of volume do the three

states of matter have?
Activity : Heating and cooling water

and air
What We Need:
cold water, hot water, plastic
bottle with its cap, straw, balloon,
two bowls, removable adhesive
What to Do:
1. Stretch the mouth of the balloon over the
top of an empty bottle. Place the bottle
in the bowl of hot water for a minute
and observe the size of the balloon.
Then place the same bottle into a bowl
of cold water for a minute and observe
the size of the balloon. Record your Hot Water Cold Water
observations.
2. Next, make a hole on the top of the
bottle cap, big enough for a straw to fit Sealing
through. Put a straw through the cap and

Hole
seal around the hole in the cap using
removable adhesive. Fill the bottle with
water and screw on the bottle cap. Put
the bottle in the bowl and pour hot water
onto the bottle. Observe the water in the
straw and record your observations.
3. Share your results with your classmates.
Hot Water
Be very careful when
handling hot water!
71
Discussion
Based on your results, think about the following questions.

1. What happened to the size of the balloon when the empty bottle was heated and
cooled? Explain why.
2. What happened to the water in the straw when hot water was poured on the
bottle? Explain why.
Summary
Solid, liquid and gas expand when heated. They contract
when cooled. The increase in volume of matter due to an
increase in temperature is called thermal expansion.
Metal parts allow the
1. Solid bridge to change length.
Solid expands very little when heated. Most large bridges include metal parts
which look like two metal combs. There are spaces between these metal
parts that allow the bridge to change length without breaking. If the bridge
material expands and the bridge gets longer, the parts move closer together.
If it contracts, they move further apart.
Water
2. Liquid level rises!
Liquid expands a little more than solid.

When hot water is poured on the bottle
filled with water, the water inside the
bottle becomes warmer and expands. Water level rises when hot water is poured.
As a result of this the water level in the straw rises.

The volume of water increases.
3. Gas Heating
Gas expands a lot more when heated. As the

air inside the bottle heats, the balloon begins to
expand. This is because the air inside the bottle Cooling
expands and it spreads out into the balloon.

As the air inside the bottle is heated,
72 the balloon begins to expand.
Lesson 3 Change in State of Matter
1: Solid and Liquid
Water can change its state by heating and cooling. How about other
matter?
How does matter change its state from a

solid to a liquid?
Activity : Heating and cooling a candle
What We Need:
thermometer, candle, burner, empty tin
can, bowl with water
What to Do:
1. Draw a table like the one on the right. Time Temperature Conditions
2. Break up the candle into small pieces and (mins) (°C) of Candle
put them in the empty tin can. 0
2
3. Place the thermometer in the tin and take
4
the first reading. Heat the tin can using the 6
burner as shown in the picture below. 8
4. Measure the temperature of the candle 10
every two minutes and observe the candle 12
until it melts completely. …
5. Record the temperature and your

observations in the table after every two
minutes.
6. After melting, place the tin can in the bowl of
water. Measure the temperature of the candle
every two minutes and observe its hardness
until all the candle wax hardens completely.
7. Record the temperature and your
Be careful when using the

hot burner and water!
Water
73
Discussion

1. What was the state of the candle before and after heating?
2. How did the state of the candle change after Do you remember
placing it in the bowl? what caused the
3. What was the temperature of the candle when it change in the state
of water, from ice
completely melted and hardened? to water and from
4. How does the candle change its state from a water to ice?
solid to a liquid and from a liquid to a solid?
Summary
Matter can change its state from a solid to a liquid and from a liquid to a
solid when it is heated or cooled. For example, a candle is a solid because it
has a definite shape. When a candle is heated, it starts to melt.
A candle changes its state from a
solid to a liquid by heating. When Heating
the melted candle is cooled, it
hardens. A candle changes its
Cooling
state from a liquid to a solid when
it is cooled. A candle changes its state by heating and cooling.
When heat is added to a solid, its

temperature will rise to a certain point where
the solid starts to melt. This point is called
the melting point. When heat is removed
from the liquid, its temperature drops to a
certain point where the liquid starts to freeze.
This point is called the freezing point. The
melting and freezing point of water is 0°C.
A liquid state of iron
Iron starts melting at about 1 500°C.
74
Lesson 4 Change in State of Matter
2: Liquid and Gas
Water can change its state from water to water vapour by heating
and from water vapour to water by cooling. How about other matter?
How does a matter change its state from a

liquid to a gas?
Activity : Change in state of ethanol
What We Need:
ethanol, zip lock bag, tray,
hot and cold water
What to Do:
1. Draw a table like the one shown below
What is happening to the zip lock bag and ethanol?
Before pouring the hot water
After pouring the hot water
After pouring the cold water
2. Pour 5 mL of ethanol into the zip lock bag, zip it firmly and observe.
3. Place the zip lock bag in the tray and pour hot water onto it. Observe
the zip lock bag and the ethanol in it. Record your
4. Pour cold water onto the zip lock bag. Observe
the zip lock bag and the ethanol. Record your
observations in the table. ?
5. Think about the following questions based on
your observations:
(1) What happened to the zip lock bag and the ethanol after
pouring the hot water? Explain why.
(2) What happened to the zip lock bag and the
ethanol after pouring cold water? Explain why.
(3) How did the ethanol change its state?
?
75
Summary
Matter can change its state from a liquid to a gas and from a gas to a liquid
when it is heated or cooled. For example, ethanol is a liquid. When ethanol
in a zip lock bag is heated, the zip lock bag expands and the amount of liquid
ethanol decreases. This means that the ethanol changes its state from a
liquid to a gas. The temperature at which a liquid changes into a gas is called
the boiling point. When a gas state of ethanol in the zip lock bag is cooled,
the zip lock bag shrinks and the amount of liquid ethanol increases. This
means that the gas state of ethanol changes its state from a gas to a liquid.
Liquid state of ethanol Gas state of ethanol

Heating
Cooling
Ethanol changes its states by heating and cooling.
All matter can be solid, liquid or gas depending on their temperature. Matter
changes its state by heating or cooling. When heat is added to matter,
it changes its state from a solid to a liquid or from a liquid to a gas. The
process that causes a matter to change from a solid to a liquid is called
melting. The change of state from a liquid to a solid is called freezing.
When heat is removed from matter, it changes its state from a gas to a
liquid or from a liquid to a solid. The change of state from a liquid to a gas
is called evaporation. The change of state from a gas to a liquid is called
condensation.
Melting Evaporation
Freezing Condensation
Solid
Solid Liquid
Liquid GasGas
Matter can be a solid, liquid or gas depending on its temperature.

76
m ary
Sum 5.1 Properties of Three States
and
ise
Summary of Matter
c
Exer
Shape of the Three States of Matter
Solid has a definite shape Liquid has no definite shape. Gas has no definite shape. It
which does not change even It changes its shape when changes its shape as it takes
if it is pressed or placed pressed or placed in different the shape of the container.
anywhere. kinds of container.
Volume of Three States of Matter

Solid, liquid and gas expand when Volume of Matter when Heated
heated and contract when cooled. Solid Liquid Gas
Solid expands Liquid expands Gas expands
Thermal expansion is the increase very little. a little more greater than
in volume of matter due to the than solid. liquid and solid.
increase in its temperature.
Changes in States of Matter: Solid and Liquid, Liquid and Gas
Matter can change from one state to another by heating and cooling.
All matter can be solid, liquid or gas depending on their temperature.
Melting Evaporation
Solid Liquid Gas
The melting point is the point in which solid starts to melt when the temperature
rises.
The freezing point is the point in which liquid starts to freeze when the
temperature drops.
The melting and freezing point of water is 0°C.

The boiling point is the temperature at which a liquid changes into a gas. 77
mary
Sum 5.1 Properties of Three States
and
cise
Exercise of Matter
Exer

(1) The three _________ of matter are solid, liquid and gas.
(2) Unlike liquid and gas, ________ has a definite shape.
(3) Gas changes its ____________ as it takes the shape of different kind of
containers.
(4) The melting and freezing point of water is ______ °C.

(1) Solid, liquid and gas ___________ when they are heated.
A. contract
B. expand
C. disappear
D. burst
(2) Which of the following is a property of liquid?

A. All liquids have colour.
B. Liquid never expand when it is heated.
C. Liquid has a definite shape.
D. Liquid increase its volume when its temperature increases.
Q3. Answer the following question.

What process of change in the state of matter is marked X?
Melting Evaporation
X
Solid Liquid Gas
Q4. Benny wanted to open the top of a cough mixture bottle but it was too difficult to
open. The top is made of metal and the bottle is made of glass. He poured some
hot water over the bottle top and then he was able to open it. What made it easier
for him to open the top of the cough mixture bottle?
78
Chapter 5
Science Extras
Do all substances change their state from

solid to liquid and liquid to gas?
All substances mainly have three different states at various temperatures.
The change from solid state to gas state requires the change of solid state to
liquid state and liquid state to gas state.
If solids have enough vapour pressure
Melting Evaporation
Melting
Sublimation Evaporation
at a particular temperature then they
can change directly into air. The direct
change of state from solid to gas isFreezing Condensation
Freezing Condensatio
Solid Liquid
Solid Gas
Liquid
called sublimation.
Examples of Sublimation
One of the example of sublimation is dry

ice. It is a solid form of carbon dioxide. Its
temperature is less than -78oC. When dry ice
gets exposed to air, it directly changes its state
from solid to gas. When dry ice is placed in Solid state of carbon dioxide
water, sublimation is accelerated and smoke

like fog is created.The most common use of
dry ice is to preserve food to keep it cool.This
is because the temperature of dry ice is lower
than ice and it does not make the food wet
due to its sublimation process.
Another well-known example of sublimation
is a substance known as naphthalene.
Naphthalene is usually found in pesticides
such as mothball. When mothballs sublime,
they give off a pleasant fragrance which is
also irritating to pests like cockroaches. For Sublimation of carbon dioxide
this reason they are used in drawers, shelves,
wardrobes and suitcases in homes.
79
Chapter Test
5. Three States of Matter

(1) Solid, liquid and gas increase its ___________ when heated.
(2) A solid has a definite _____________.
(3) The point at which solid starts to melt is called ________
_________.
(4) A change of state from a liquid to a gas is called _____________.
(5) Gas expands much more than solid and _____________.

(1) What happens when hot water is poured on a bottle filled with
water?
A. The volume of the water will decrease.
B. The water in the bottle becomes warmer and expands.
C. The water in the bottle cools and contracts.
D. All water in the bottle evaporates.
(2) Which of the following matter has no definite shape?
A. Oxygen and candle
B. Stone and water
C. Sand and sugar
D. Air and water
(3) Which term best describes the process of change from solid to
liquid?
A. Freezing
B. Evaporation
C. Melting
D. Condensation
(4) Which of the following is the correct statement about the volume of
matter?
A. The volume of liquid increases when it is heated.
B. The volume of solid decreases when it is heated.
C. Gas never expands when it is heated.
D. All matter do not change their volume when heated.
80
Q3 (1) Danny observed and sketched the state of the
candle as shown in the picture on the right.
Classify the state of the candle near the flame
as a solid, liquid or gas.
_____________________________________
A burning candle
(2) Study the diagram below.
Bowl of hot water
What will happen to the balloon when the bottle is placed into the
bowl of hot water?
_____________________________________________________
(3) Explain your answer for (2).

_____________________________________________________
_____________________________________________________
(4) Study the diagram shown on the Melting

X Evaporation
right. What process is marked ‘X’?

___________________ Freezing Condensation
Solid Liquid Gas
Q4 Kim placed a cup of water in a warm place. One week later, there
was no water left in the cup. What happened to the water in the
cup?
_____________________________________________________
_____________________________________________________
81
Chapter 6
Reproduction
and Heredity in
Animals
She is a new born baby!

We learnt about the
How does a baby grow
life cycle of animals.
in a mother's body.
82
6. Reproduction and
❶ Heredity
All animals have life cycles. Different animals have different life
cycles, they all are born, grow and die. All living things produce young
ones similar to themselves. This process is called reproduction.
How do animals reproduce?
Lesson 1 Reproduction in Fish

Fish are animals. They have their own life cycles which begin with eggs.
How does the life of a fish begin with eggs?
Activity : The growth of fish in an egg
What to Do:
1. Study the pictures on the next page. The pictures show the growth
process of a fish in an egg.
2. Observe the inside of the egg in the pictures carefully. Sketch the inside
of the egg and write the characteristics in each stage.
3. Based on your observations, summarise the changes in the growth of
fish in an egg.
4. Share your ideas with your classmates. Growth of Fish in Eggs
Discuss how a fish grows in an egg. 5 days later
Can you guess how a

fish grows in an egg? Does an egg also become
bigger as the fish grows?
Characteristics of Eggs:
- Eyes are formed.
83
Summary
The life of a fish starts when a sperm meets
with an egg and joins with it. This process
is called fertilisation. The egg is made
inside a female's body and the sperm is
made inside a male's body.
After fertilisation, a fish grows in a Actual size 1 mm
of an egg A fertilised fish egg
fertilised egg. The inside of the egg
changes its appearance day by day and becomes more like a fish. Young
fish hatches from the egg about two weeks after fertilisation.
Shortly after fertilisation

A few hours after fertilisation
A swelled part
2 days later
A swelled part is formed.
10 - 12 days after fertilisation
A shape of body
is formed.
Young fish hatch from the egg.
9 days later 5 days later 3 days later
Heart Eyes
Fish sometimes start to Shape of body becomes more like an The fish body parts are
move. The heart is pulsing. adult fish. Eyes are observed clearly. formed.
Stages of fish egg development
84
Lesson 2 Human Reproductive
System
Humans use their eyes to see. They breathe air using their nose, but
which body parts do humans use to reproduce?
Which body parts are used for human

reproduction?
Activity : Comparing reproductive

body parts
What to Do:
1. Study the pictures below. These pictures show the reproductive body
parts of a male and a female.
2. Observe the pictures carefully and think about the following questions.
(1) Name the male and female reproductive parts.
(2) How are the reproductive parts of a male and a female different?
(3) Can you guess in which body part is an egg and sperm produced?
3. Share your ideas with your classmates. Discuss which body parts
humans use to reproduce.
Male Female
85
Summary
The reproductive system is the group of the body parts that work
together for the purpose of reproduction. Males and females have different
reproductive systems.
1. Female Reproductive System
The female reproductive system is made up of the ovaries, womb and
vagina. The ovary is a body part that contains thousands of eggs. Two
ovaries are located inside the female body. The womb is the place where a
baby grows until its birth. The vagina is a muscular tube that connects the
womb to the outside of the body. It is the opening at the end of the path that
the baby takes to leave a female body during birth.
Womb
Ovaries
Vagina
Egg
Female Reproductive System
2. Male Reproductive System

The male reproductive system includes the testes and penis. The testes
and penis are located outside of the body. The testes produce millions of
sperms. There are two testes that are contained in a bag of skin. The penis
is a body part that passes semen out of the man's body. Semen is a mixture
of sperm and fluids.
Penis
Testes
Sperm
Male Reproductive System
86
Lesson 3 Reproduction in Human
Life cycle of fish begins when fertilisation occurs. How about
humans? Is human reproduction similar to or different from fish? How
do humans begin their life cycle?
How does human life begin?
Activity : Growing baby in a mother’s

body
What to Do:
1. Study the pictures on the next page. The pictures show the stages of
baby growth in the mother’s womb.
2. Observe the pictures carefully and think about the following questions.
(1) How does a baby change its size and shape?
(2) How long does a baby grow in the mother’s womb?
(3) How similar or different is reproduction between humans and fish?
3. Share your ideas with your classmates. Discuss how human life begins
and how a baby grows.
The mother’s abdomen gets
bigger and bigger. Can you
guess how a baby grows in
the mother’s womb?
87
Summary
When a sperm meets with an egg, the egg becomes a fertilised egg. Human
life begins with a fertilised egg. In humans, fertilisation takes place inside the
body of the female, unlike fish. The fertilised egg develops and grows in the
mother’s womb (uterus) and becomes an embryo. The embryo gradually
turns into the shape of a human being eight weeks after fertilisation. This is
called the foetus. As the foetus grows into a baby, organs such as the spine
and heart, hair and nails begin to take shape. After about thirty-seven to forty
weeks in the mother’s womb, the baby is born.
3 weeks after fertilisation About 8 weeks later
A shape of arms and

Embryo Foetus legs are formed.
Newborn Baby About 24 weeks later
A baby starts to
move. The muscles
and bones are
developed.
About 40 weeks later About 36 weeks later
Hair and nails

begin to take
shape.
Growth of a baby in a mother’s womb
88
Lesson 4 From Parents to Young
Most animals look like their parents. Humans also look like their
parents.
Why do young animals look like their

parents?
Activity : Similarities and Differences
What to Do:
1. Study the picture below. The picture shows the members of a family.
2. Observe the picture and think about the following questions.
(1) Which children have curly hair? From which parent did the children
inherit curly hair?
(2) Which children inherit skin colour from their father?
(3) Which children inherit the dimple from their mother?
3. Share your ideas with your classmates. Discuss what
Which body
features or characteristics children inherit from parents parts of children
and why they look similar to their parents. are similar to or
different from
their parents?
Parents
Father Mother
Children
Child 1 Child 2 Child 3 Child 4
89
Summary
Young animals look like their parents because parents pass traits to their
children when they reproduce. This process is called heredity. A trait
is a feature or characteristic of a living thing. The eye colour, hair colour,
blood type and the shape of the nose and ears are examples of the traits of
humans that are inherited by the children from their parents. Traits of animals
include the colour of fur and the shape of their ears or beaks.
Examples of Human Traits
Curly hair Straight hair Dimples Cross right Cross left thumb
No Dimples
thumb over left over right
Widow’s peak Straight Can roll Cannot roll Detached Attached

hairline hairline tongue tongue earlobe earlobe
Young animals inherit many traits from both parents. For example, a child
with curly hair has a parent or parents with curly hair. A child may have long
nose if their father or mother has long nose. A kitten with striped pattern of
fur usually has a parent with striped
fur. If puppies have floppy ears,
their parents may also have floppy
ears.
A puppy and its parent

have floppy ears. Children have traits similar to their mother or father.
90
m ary
Sum 6.1 Reproduction and
and
ise
Summary Heredity
c
Exer
Reproduction
Reproduction is the process by which living things produce young ones similar to
themselves.
Fertilisation is the process by which joins a sperm with an egg.
An egg is produced inside a female's body and the sperm is produced inside the
male’s body.
Egg
Reproduction in Fish
After fertilisation, fish grows in the fertilised egg.
The inside of the egg becomes more like a fish.
Young fish hatch from the egg after about a few weeks.
Shape of body becomes more

Reproduction in Humans like adult fish in the egg.
Sexual reproduction takes place in humans between a male and a female.
Male reproductive organs are the testes and penis.
Female reproductive organs are the ovaries, womb and vagina.

A fertilised egg develops and grows in the
mother’s womb and becomes an embryo.
The embryo turns into the shape of the human

body eight weeks after fertilisation and becomes
a foetus.
A foetus grows into a baby and after about

thirty-seven to forty weeks the baby is born. The fertilised egg develops and
grows in the mother’s womb and
From Parents to Young

becomes a foetus.
Heredity is the process of parents passing traits to their children.
A trait is a feature or characteristic of a living thing.

Some examples of human traits are; eye colour, hair colour, blood type, the
shape of the nose and ears.
Young animals also inherit many traits from both parents.

91
mary
Sum 6.1 Reproduction and
and
cise
Exercise Heredity
Exer

(1) The process that all living things produce young ones similar to themselves is
called _____________.
(2) The process of sperm joining with the eggs is ____________.
(3) In human, a fertilised egg develops in the mother’s __________.
(4) The passing of traits from parents to young is called ____________.

(1) The picture shows a stage in the reproduction of a fish, where the egg starts
to swell up. When does the swelling part of the egg form?
A. Before the egg is about to hatch.
B. After the egg is already fertilised.
C. Before the egg is ready to be fertilised.
D. When the egg is in the male fish body.
(2) In the life cycle of a fish, where does fertilisation take place?
A. In the female fish body.
B. In the male fish body.
C. Outside in the water.
D. On the land.

(1) What makes children look like their parents?
(2) Write any two examples of human traits.
Q4. In humans, how does fertilisation occur?
92
Chapter 6
Science Extras
How do Birds of Paradise reproduce

It is believed that Birds of Paradise are independent birds and some species
defend territories. Female birds of paradise reach sexual maturity at around
one year old and males at around two to three years old. Females enter the
males’ territories when they are interested to breed and choose the most
suitable mate. After the female chooses her mate, she will lay between one
depending on the species she admires.
Males build large, elaborate displays for females, perform acrobatic dances
or sing long and complicated songs. The males take part in various dance
rituals where they will display their additional coloured feathers. They may
do this type of dance for many hours before they give up if a female isn’t
responsive to them. If a female does respond they will mate and then the
male quickly runs off. He will try to find several other females he can mate
with before the season ends.
Once mating has occurred the female will lay 2-3 eggs. They are small and
brownish orange in colour. She will do her best to hide them from predators.
She will only fly away from them when she has to get food. They will hatch
after about 20 days of development.
Most eggs will hatch within two to

four weeks. The newly hatched
chicks develop quickly and will
begin to learn to fly at around one
month old.
93
Chapter Test
6. Reproduction and Heredity in Animals

(1) The womb, ovaries and vagina are organs found in the __________
reproductive system.
(2) Young fish hatch from the egg about two weeks after ________.
(3) Eye colour, hair colour, blood type and the shape of the nose are
some examples of the __________of human that are inherited.
(4) The female body part that contains thousands of eggs is called
___________.

(1) Which of the following is not part of a male reproductive system?
A. Testes
B. Uterus
C. Penis
(ii)
D. Sperm
(2) Study the picture of the female
reproductive organs on the right.
Where are the eggs produced? (iii)
A. (i) B. (ii)
(i) (iv)
C. (iii) D. (iv)
(3) Which of the following is not a trait inherited from parents?
A. Scratches
B. Spots on fur
C. Shape of beak
D. Eye colour
(4) Study the picture of a foetus in a female’s
body. The foetus's arms and legs have
been formed. How old is the baby?
A. 3 days
B. 1 week
C. 8 weeks
D. 36 weeks
94
Q3 (1) Explain the work of the parts labeled A and B of
the male reproductive system?
A.____________________________________ B
____________________________________
B.____________________________________
____________________________________
A
(2) What is the difference between the ovary and the testes?
_____________________________________________________
_____________________________________________________
_____________________________________________________
(3) Where are the testes located?
_____________________________________________________
(4) What is the name of the process in which a sperm joins with an
egg?
__________________________
Q4 (1) Explain the process of heredity.

_____________________________________________________
_____________________________________________________
_____________________________________________________
(2) Study the two pictures on the right. Explain

how the growths of fertilised eggs are
different between fish and human.
___________________________________
___________________________________
Fertilised eggs of fish
___________________________________
___________________________________
___________________________________
Foetus of human
95
Chapter 7
Electricity 2
We learnt that electricity

can flow through a
circuit if the circuit is
complete.
What electrical device

are they using?
96
7. ❶ Electrical Circuit
Lesson 1 Direction of Electric

Current
Electricity can make a light bulb glow when electric current flows
through a complete circuit. A motor is an electrical device that
produces power to rotate things using electricity. What happens
when electric current flows through a motor?
How does electric current work in a circuit?
Activity : Rotating a propeller with a

motor
What We Need:
motor, propeller, dry cell, switch,
cell holder, pieces of electrical
wire and pieces of paper
What to Do:
1. Cut a paper into thin strips and stick them onto the
propeller. Attach the propeller to the motor.
2. Make the electric circuit as shown in the picture below.
3. Switch on and observe how the propeller moves.
4. Repeat Step 3 by changing the
direction of the dry cell.
5. Share your results with your
classmates.
Let’s predict how

the propeller moves
when the direction of
the dry cell changes.
Do not touch the propeller
when it’s spinning.
97
Result
We found out that when we reversed the direction of the dry cell, the
propeller rotated in the opposite direction.
Changing positive and negative
terminals of dry cell changes the
direction of the rotation of the
propeller.
Discussion
Based on your results, think about the following questions.

1. Why did the propeller rotate in the opposite direction when the direction of the dry
cell was reversed?
Electric current is the flow
2. What did you find out about the of electricity in a circuit.
characteristics of electric current? What would happen to the
current when we change
the direction of a dry cell?
Summary
The flow of electricity is called electric current. Electric current has a
definite direction. In the circuit with the dry cell, the electric current flows from
the positive terminal to the negative terminal. When positive and negative
terminals of the dry cell are reversed in the circuit, the electric current flows
in the opposite direction.
+ − − +
Electric current flows from the positive to the negative terminal.
98
Lesson 2 Series and Parallel Circuit
Electric current flows from the positive to the negative terminal in dry
cells. When we use two dry cells, how should we connect them to
make a motor rotate?
How can we connect two dry cells to make a

motor rotate?
Activity : Spinning a motor using two

dry cells
What We Need: Electric current flows from
the positive to the negative
2 dry cells, switch, motor,
terminal. If we connect two dry
propeller, electrical wire cells, what would happen to the
What to Do: direction of electric current?
1. Study the diagrams below. Predict which connections of two
dry cells will make a motor rotate. Record your prediction.
1) Connecting + and - terminals 2) Connecting - and - terminals 3) Connecting + and + terminals
2. Connect two dry cells according to the 4) Connecting same terminals

together
diagrams and try to rotate the motor.
3. Record your results in your exercise book.
The connection in this picture is called a

short circuit that would make cells and
wire hot. In this case, disconnect the wire.
99
Connection of two dry cells which can make motor
Result rotate
We found out that the correct + - + -

ways of connecting two dry
cells to make the motor rotate
are shown in the diagrams on + - + -
the right.
Discussion
Based on your results think about the following question.

1. How does the electric current flow in a circuit?
Summary
The ways to connect two dry cells where electric current flows in a circuit are
classified as series circuit and parallel circuit. Electric current always flows
from positive to the negative terminal in both the series and parallel circuit.
Series circuit
A series circuit is a circuit in which the electric
current flows in one path. When we connect two
dry cells in series, the positive terminal on one
dry cell is connected to the negative terminal on
the other dry cell.
Parallel circuit
A parallel circuit is a circuit in which the
electric current flows in two or more paths. The
current can split into several paths at the junction
and then join again together at the other junction.
When we connect two dry cells in parallel,
positive terminals of both dry cells connect
together as well as the negative terminals.
100
Lesson 3 Comparing Series and
Parallel Circuits
The path of electric current in a series and parallel circuit is different.
What would be the difference between the connections of two dry
cells in series and parallel circuits?
How is the amount of electric current different
between series and parallel connection of
two dry cells?
Activity : Comparing brightness of

bulbs
What We Need:
2 light bulbs, 4 dry cells, 4 cell holders, 2 switches, electric wire
What to Do:
1. Draw a table like the one shown below in your exercise book.
Comparison of brightness of bulbs Which one is brighter?
(1) and (2)
(1) and (3)
(2) and (3)
2. Make circuits (1) and (2) as shown in the
Compare the brightness of the
diagrams below by connecting a bulb and bulbs of the series, parallel and
dry cells and compare the brightness of the with that of a single dry cell.
bulbs. Record your observations in the table.
3. Make circuit (3) and compare the brightness of the bulb
between (1) and (3), (2) and (3).
4. Record your observations in the table.
5. Share your results with your classmates. Discuss the
difference in the brightness of the bulbs in the different circuits.
(1) Two dry cells in series (2) Two dry cells in parallel (3) Single dry cell
101
Result Which one is brighter?
(1) and (2) (1) is brighter
We found out that the bulb in the circuit (1) and (3) (1) is brighter
(2) and (3) The brightness is same
using two dry cells connected in series
is brighter than that in parallel or in the connection using a single dry cell.
The brightness of the bulb in the circuit using two dry cells in parallel and the
one connected with a single dry cell is the same.
Summary
Series Connection
Compared to a single dry cell, a series
connection of two dry cells increases
the electric current in the circuit.
Therefore the bulb glows brighter.
Parallel Connection
Compared to a single dry cell, a parallel
connection of two dry cells does not
change the amount of electric current in
the circuit. Therefore the brightness
of the bulb does not change.
When you connect dry cells
in parallel, it lasts longer than
those connected in series.
Try it!
Think about the following question.

How would the motor
rotation be different
when two dry cells are
connected in series and
parallel?
Series connection Parallel connection
102
Lesson 4 Circuit Components and
their Symbols
To draw an electric circuit, you have to draw the electric circuit
components such as dry cell, bulb, switch and motor. Electric circuit
components are basically made of various parts and are very difficult
to draw.
How can an electric circuit be represented?
1. Symbols of circuit components

Using symbols of Component Symbol Examples
components helps us
to simply draw within Bulb
a shorter time. Each

component that is used Dry cell
in an electrical circuit can (Battery) Positive Negative
be drawn as a symbol as terminal terminal
shown in the table. Open

Switch
(1) Bulb
A bulb is represented Close
Switch
as a circle with an ‘X’
in the middle and two Wire
lines connecting on
either side.
(2) Dry cell
The long line on the symbol of dry cell represents the positive terminal
and the short line represents the negative terminal.
(3) Switch
An open switch is generally represented by providing a break in a straight
line by lifting a part of the line upward.
(4) Wire
A straight line is used to represent a connecting wire between any two
components of the circuit, even if wires in actual circuit are bending.
103
2. How to draw a circuit diagram
A diagram representing an electrical circuit drawn with symbols is called a
circuit diagram. The following are some tips to draw a circuit diagram.
(1) All components in an actual circuit such as a dry cell, a switch and a light
bulb are shown in a circuit diagram.
(2) Check the direction of the dry cells. It should be the same as the actual
circuit.
(3) Corners in a circuit diagram are drawn as right angles.
(4) Number of junctions in a circuit diagram should be the same as the one in
the actual circuit.
Actual Circuit Circuit Diagram
(a) Single dry cell circuit
(b) Series circuit
(c) Parallel circuit
104
Lesson 5 Daily Use of Electric
Circuit
We learnt about electric circuit but where can we find electric circuit
in our daily lives?
Where are electric circuits used in our daily

lives?
Activity : Let's investigate an electric

circuit of a flashlight
What We Need:
flashlight with dry cells
What to Do:
1. Predict the components of a flashlight and how they are connected to
each other.
2. Take apart the components of the flashlight.
3. Observe and investigate how each component connects with the other
components to make the bulb light up. Pay attention to:
(1) What components do you find in the flashlight?
(2) How does electric current flow in a bulb?
(3) Are the dry cells connected in series or parallel?
4. Draw a circuit diagram of the flashlight in your exercise book.
5. Share your ideas about the circuit in the flashlight with your classmates.
I can see some metal parts

Which part of a at the bottom of the cell
bulb connects to holder. Why is it there?
other components?
105
Summary
A flashlight has a simple electric circuit connecting the main components
such as light bulb, switch and dry cells. We can turn the light on and off by
using a switch to control the flow of electric current in the circuit. Connecting
several dry cells in series can provide brighter light because more electric
current flow through the bulb.
Cross section of a flashlight What would happen
if dry cells are
Light bulb
connected in parallel?
Dry cells
Switch
All electric circuit

Circuit diagram components for a
Dry cells
flashlight are connected
in the circuit.
Bulb
Switch
All electrical appliances used in our daily

lives such as a flashlight, radio, cell phone,
television, computer and refrigerator contain
electric circuits. Room lights on the ceiling in a
house are also parts of a large electric circuit.
All components are connected in series or
parallel in the circuit according to their own
purpose.
106
m ary
Sum 7.1 Electrical Circuit
and
e
Summary
Ex ercis
Electric Current
In the circuit with the dry cell, the electric
current flows from the positive terminal of
the dry cell to the negative terminal.
+ − − +
Series and Parallel Circuits

A series circuit is a circuit in which the
electric current flows in one path.
A parallel circuit is a circuit in which

the electric current flows in two or
more paths.
Comparing Series and Parallel Circuits

Series connection of two dry cells increases the electric current in
the circuit, causing the bulb to light up brightly.
Parallel connection of two dry cells does not change the amount
of electric current in the circuit and therefore the brightness of the
bulbs does not change.
Circuit Components and their Symbols

Each component that is used in the electrical circuit
can be drawn as a symbol.
Circuit diagram is a diagram representing an

electrical circuit drawn using circuit symbols.
Daily Use of Electric Circuit

All electrical appliances used in our daily lives contain electric circuit. Some
examples are flashlight, radio and room lights on the ceiling in a house.
107
mary
Sum
and Exercise 7.1 Electrical Circuit
Exe rcise

(1) A _______ circuit is a circuit in which the electric current flows in one path.
(2) Each component that is used in the electrical circuit can be drawn as a
_________.
(3) All electrical ___________ used in our daily lives contain electric circuit.
(4) The electric current flows from the ________ terminal of the dry cell to the
negative terminal.

(1) If we connect two dry cells with a motor and a propeller to an electric circuit,
which connection would make the motor rotate?
A. Connecting + and – terminals of dry cells
B. Connecting – and – terminals of dry cells
C. Connecting + and + terminals of dry cells
(2) In which circuit is the bulb brighter than others?

A. B. C. D.
(i)
Q3. Study the circuit diagram on the right and answer the
following questions.
(1) What type of circuit is shown in the diagram?
(2) What is the symbol labeled (i)?
(3) What is the symbol labeled (ii)?
(ii)
Q4. Ahmed set up three circuits. He connected one dry cell in a circuit, then two dry
cells in series and two dry cells in parallel. His aim is to compare the brightness
of the three connections. Which circuit has the brightest light?
108
Chapter 7
Science Extras
Nature’s Living Battery

You wouldn’t want to bump into an electric eel while swimming. It can jolt
other animals with over 600 volts of electricity! That’s more than enough to
stun or even kill its prey.
The electric eel uses thousands of specialised muscles to produce its
charge. These muscles cause a powerful electric current to flow from the
eel’s body through the water and through whatever it wants to zap. Electric
eels use their electrical power to hunt small fish, shrimps, frogs and water
birds.
It would take about
A dry cell used in 400 dry cells to
flashlight produces produce the same
about 1.5 volts. charge as an adult
electric eel.
The head of the eel is the positive terminal and the long tail is the negative terminal.
109
Chapter Test
7. Electricity 2
(1) Electric current flows from the positive to the __________ terminal
of the battery.
(2) Electric circuits can be classified as _________ and parallel
circuits.
(3) A straight line is used to represent a connecting _______ in a circuit
diagram.
(4) A flashlight generally has a simple _______ circuit.

(1) From which direction does the electric current flow?
A. Negative to positive terminal
B. Negative to negative terminal
C. Positive to negative terminal
D. Positive to positive terminal
(2) How would a motor’s rotation be different when connected in series

and parallel with two dry cells? The motor in
A. series will be faster than the one in parallel.
B. series will be slower than the one in parallel.
C. parallel will be faster than the one in series.
D. both connections will turn with the same speed.
(3) Which of the following symbol represents a bulb?

A. B. C. D.
(4) Which of the following connection has a much brighter light bulb?
A. B. C. D.
110
Q3 (1) Stefan took apart a flashlight to investigate how the electric circuit
components are connected in it. What are the four components he
would find in the flashlight?
______________________________________________
(2) Why are symbols and circuit diagrams used?

_____________________________________________________
_____________________________________________________
_____________________________________________________
(3) Study the picture on the right.

Draw the circuit diagram of the electrical circuit below.
Q4 (1) What is the difference between a series and a parallel circuit?

_____________________________________________________
_____________________________________________________
_____________________________________________________
(2) What happens when more dry cells are added in a series circuit?
_____________________________________________________
_____________________________________________________
111
Chapter 8
Rocks, Minerals
and Fossils
These seem bones of These are fossil bones

an animal. What animal of a dinosaur that was
bones are these? discovered in rocks.
112
8. ❶ Rocks and Minerals
Lesson 1 Rocks
We can find different kinds of rocks around us. Why do rocks look
different? What are rocks made up of?
What is a rock?
Activity : Grouping rocks
What We Need: Rocks are matter.

hand lens, different types of How can we
observe rocks?
rocks, markers
What to Do:
Properties Rock 1 Rock 2 Rock 3 Rock 4 Rock 5
Colour
Texture
Pattern
(regular or irregular)
Property of grains
Others
2. Go out of the classroom and collect 5 different Do they have the

rocks. Number the rocks using the marker. same properties
such as colour and
3. Observe the properties of each rock with your texture? How about
eyes first. Record your observations in the table. the grains in rocks?
4. Observe the properties of grains in the rocks
again using the hand lens. Record your observations in the table.
5. Classify the rocks into some kinds of groups based on their properties.
6. Share your findings with your classmates. Discuss the properties of
rocks and how you can tell rocks apart.
113
Summary
A rock is a naturally formed, non-living
material of the Earth. A rock is made up
of one or more minerals. A mineral is a
material that is found in nature such as
gold and copper. Some rocks may be
made of one mineral type. Other rocks
Quartz is made of one mineral.
may be made of a mixture of different
mineral types.
There are many kinds of rocks. Limestone
and sandstone are examples of rocks.
Rocks can be identified by the types, size
and colour of mineral grains they contain.
The mineral grains in a rock may be white
and tiny or they may be red and as big as
your fingernail. This rock contains several different colours
and textures of minerals.
Rocks form within the Earth and make
up a large part of our
Earth. Earth is made Inside the Earth
of three layers; crust,
mantle and core. The
crust is the thinnest Crust
Mantle
outer layer of the Earth.
The mantle is the
thick, hot layer of the Crust
Earth. The core is the Mantle
hottest, innermost layer Outer core

of the Earth. The crust
Inner core
is made of rocks.
114
Lesson 2 Minerals
Rocks are made up of one or more types of minerals. What types of
minerals are there? What properties do minerals have?
How can we classify minerals?
Activity : Properties of minerals
What We Need:
rock that includes different types of
minerals, hand lens, steel nail
What to Do:
Properties Mineral 1 Mineral 2 Mineral 3 …
Colour
Glitter
Texture
Hardness
2. Observe the rock with the hand lens and find different types of minerals.
3. Record the colour, glitter and texture of each mineral in the table.
4. Test each mineral to see if you can scratch it with
a steel nail. Record the results in the table.
Discuss how you can tell minerals apart.
We can find different

types of minerals in Do you remember the
a rock. How are they properties of matter?
different? Colour, size and ….
115
Summary
A mineral is a solid non-living material that is found in nature. Minerals
make up rocks.
There are many kinds of
minerals on the Earth. Salt that
we put on food is a mineral.
Metals such as gold and copper
Gold Rock salt
are also minerals. The graphite
in our pencil is a mineral too.
Each mineral has its own
properties such as colour,
lustre and hardness. We can
use the properties to identify
Copper Graphite
minerals. There are many kinds of minerals.
Colour - Minerals come in
many colours. Most minerals
come in just one colour. Some
minerals such as quartz come
in many colours.
Lustre - Lustre describes how
Different colours of quartz
light reflects off the surface of
a mineral. Some minerals are
shiny like silver. Some are dull.
Hardness - The hardness of
a mineral describes how easy
it is to scratch the surface Some minerals are shiny and others are dull.
of a mineral. Some minerals
are soft and others are much
harder. Diamond is the hardest
mineral on the Earth.
Diamond is the hardest mineral on the Earth.

116
Lesson 3 Types of Rock
Look around us. We can find many different types of rocks. What
types of rocks are there on the Earth? How can we tell them apart?
What types of rock are there?
Activity : How rocks are formed
What We Need:
three different colours of
crayons, cutter, aluminium foil,
mug, boiling water
What to Do:
To shave the crayons with 1
1. Make crayon the cutter, be careful with
shavings with the its sharp blade.
cutter.
2. Sprinkle a layer of each colour crayon on the
aluminium foil. Fold up the foil and press down
on it very hard. Unfold the foil and observe the 2
crayon to represent a rock.
3. Wrap the crayon that you made in Step 2 with
the aluminium foil. Put it in very hot water for 15
to 20 seconds until the crayon starts to melt.
Remove it from the hot water and squeeze it. Let 3&4
it cool and observe the crayon to represent a
rock.
4. Wrap the crayon that you made in Step 3 with
aluminium foil. This time put it in the very
hot water for the crayon to melt completely. Crayon represents
Remove it and let the crayon cool. Observe a rock. From this
activity, can you guess
the crayon that represent a rock.
how rocks are formed?
Discuss how they are formed and their appearance.
Be careful when using hot water
117
Summary
A rock can be grouped according to how it
is formed. There are three kinds of rocks
on the Earth; Sedimentary, Metamorphic
and Igneous rocks.
Sedimentary Rock
A Sedimentary rock is formed
when sediments are glued together
Sediment piled up as layers.
and become hard. Sediment is sand
particles of rock and small bits of soil. It
is piled up over time, usually as layers
at the bottom of lakes and oceans.
Sandstone, limestone and conglomerate
are examples of sedimentary rocks.
Metamorphic Rock
Limestone
A Metamorphic rock is formed when a
rock inside the Earth has been changed
by heat and pressure. Metamorphic rocks
are often made from other types of rocks.
For example, limestone can be changed
into marble. Slate and soapstone are
examples of metamorphic rocks.
Marble
Igneous Rock
An Igneous rock is formed when melted
rock from inside the Earth cools and
hardens. Melted rock is called magma.
This can happen in many different places
on the Earth but one of the most common
places is at a volcano. Granite and basalt
are examples of igneous rocks.
Granite
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Lesson 4 Uses of Rocks and
Minerals
We have learnt about the properties of rocks and minerals. Each
rock and mineral has its own properties. How are rocks and minerals
useful for our lives?
How do we use rocks and minerals in daily

life?
Activity : Finding uses of rocks and

minerals
What to Do: We use minerals
1. Draw a table like the one shown below. to make
products. Can
Location How are rocks and minerals used?
you name them?
In classroom
Outside classroom
Others
2. Look at your classroom and find how rocks and minerals are
used in the classroom. Do you use rocks
3. Go out of the classroom and find how rocks and minerals in
and minerals are used. your house too?
4. Record your findings in the table.

5. If you have any ideas on the uses of rocks and minerals,
write your ideas in the table.
6. Share your ideas with your classmates. Discuss where and
how we use rocks and minerals.
119
Summary
Rocks and minerals are used to make products in many ways. The
properties of rocks and minerals help us decide how they can be used to
make products.
Uses of Rocks
We use rocks in many ways. Rocks are
used for building roads, houses and
statues. Rocks are also used for cooking.
Limestone is used to make cement.
Coal is burnt for heat. We use marble for
building, sculpture and manufacture. Stone is used for cooking.
Cement
Limestone is used for making cement. Marble is used for building and sculpture.
Uses of Minerals
Minerals are also useful for us. Papua New Guinea is rich in gold, silver,
copper and nickel. We use gold and silver for jewellery and coins. Copper
is used in electric cables and wires. Nickel is mainly used in making alloys
such as stainless steel. An alloy is a mixture of two or more metals. Quartz
is used in making glasses, watches, radios and electrical instruments.
Gold Copper Quartz
Copper
Gold is used for jewellery and Wires made from copper. Quartz is used in the glass that
coins. covers the watch.
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Summary 8.1 Rocks and Minerals
Exercis
Minerals
There are many kinds of minerals on the Earth such as salt, gold and granite.
Each mineral has its own properties such as colour, lustre and hardness.
Colour Lustre Hardness

Different colours of minerals. Some minerals are shiny Some minerals are hard
others are dull. such as diamond.
Rocks
A rock is made up of one or more minerals.
Rocks can be identified by the types, size and colour of mineral grains they
contain.
The Earth is made of three layers; crust, mantle and core. The crust is made of
rocks.
Types of Rocks
Rocks can be grouped according to how they are formed.
The three types of rocks are sedimentary, metamorphic and igneous.
Sedimentary rock Metamorphic rock Igneous rock
It is formed when sediments It is formed when a rock It is formed when melted

are glued together and inside the Earth has been rock from inside the Earth
become hard. changed by heat and cools and hardens.
pressure.
Uses of Rocks and Minerals

Rocks are used for building roads, house, statues, for cooking and making
cement.
Minerals are used to make jewellery, coins, electric cables and wires, glasses,
watches, radios and electrical instruments.
121
mary
Sum
and Exercise 8.1 Rocks and Minerals
Exe rcise

(1) The thinnest outer layer of the Earth made of rock is __________.
(2) A melted rock inside the Earth is called _____________.
(3) The three types of rocks are; igneous, sedimentary and ____________ rock.
(4) A ____________ rock is formed when sediments are glued together and
become hard.

(1) Which of the following lists contains the correct order of the Earth’s layers.
A. Crust, inner core, outer core, mantle
B. Mantle, outer core, inner core, crust
C. Outer core, mantle, inner core , crust
D. Crust, mantle, outer core, inner core
(2) Which of the following is not a correct explanation about minerals?

A. Minerals can be identified by its properties such as colour, lustre and
hardness.
B. Salt and gold are examples of minerals.
C. All minerals have the same colour.
D. Minerals make up rocks.
Q3. Study the picture below. What type of mineral was used to make the wires in the
electric cables?
Q4. What type of rock is formed when hot magma cools and hardens?
122
8. ❷ Fossils
Lesson 1 A Fossil
Look at the picture of the fossil on the right.
What does it look like? How was it formed?
What is a fossil?
Activity : Make a fossil
What We Need: How is the imprint

clay, plate, objects similar to a shell?
such as shell,
candle, tin-can
What to Do:
1. Flatten clay on a Be careful when you
plate and press an pour melted candle onto
the clay. It is very hot.
object into the clay.
2. Slowly and carefully pull the object out of the clay.
3. Put some candle into the-tin can and heat it until
the candle melts completely. Pour the melted
candle over the imprint of the object in the clay.
4. Let it cool and dry. Remove the candle from the
clay carefully. The candle is your fossil.
5. Observe the imprint in the clay and the fossil and
think about how they are similar or different.
6. Share your findings with your classmates. Discuss
how fossils are formed.
123
Summary
A fossil is the remains of a once living thing. Studying fossils helps
scientists learn about the past history of life on Earth. Most fossils are found
in sedimentary rocks such as shale, limestone and
sandstone.
Tyrannosaurus Trilobite Plant fossil
Fossils form in different ways. When a living thing dies, it is buried in

sediments such as sand and soil. The living thing presses down in sediment
and it leaves a shape in the sediment. The sediment turns into a rock. The
hard parts of the living thing dissolves completely and the shape is left in
the rock. The shape of a living thing found in a rock is called a mould. If
sediments or minerals fill the mould’s empty space, a cast forms. A cast is
the opposite of its mould.
Mould Cast
Formation of fossil Mould and cast of ammonite
Some fossils are hard parts of living

things such as bones, teeth, shells
and leaves. After living things die,
sediments cover them. The soft
parts rot away and the hard parts
turn into rocks.
Bone fossil Shark tooth fossil

124
Lesson 2 Learning from Fossils
Scientists study about fossils. What do they learn from fossils? What
kind of information do fossils give us?
What do fossils tell us?
Activity : Getting information from

fossils
What to Do: What does the
1. Draw a table like the one shown below. fossil look like?
Information Your answer

Types of animal
Its food
Its habitat
Other ideas
2. Study the picture of the animal fossil below.

(1) What kind of animal is it? Is it a mammal, bird, fish, amphibian or
reptile?
(2) What did it eat?
(3) Which habitat did it live in?
(4) What else can you infer from this fossil?
4. Write your answers in the table.
5. Share your ideas with your classmates. Discuss what kinds of
information a fossil gives us.
125
Summary
Fossils give us so many clues. Studying
fossils helps us to learn about the past
history of life and environments on Earth. Some animals no longer live on the
Earth.
Fossils give us information about organisms
that lived long ago. Moulds and casts show
what kinds of plants and animals might have
lived and how they looked. Some fossils look
like animals and plants that are living today.
Most of them such as dinosaurs no longer live
on the Earth. Fossil bones tell us about how
Some fossils are similar to ferns alive
large animals were. Fossil teeth show what today.
they ate.
The body size of tyrannosaurus
was bigger than humans. Look
at the shape of its teeth. Can
you guess what food it ate?
Fossils also tell us about the environments in which they lived. For example,
an ammonite lived in the sea. When a fossil of an ammonite is found in the
mountains, we can infer that the mountains were once covered by the sea.
Long Ago Now
Ammonite is found in the Himalaya Mountains. The mountains were once covered by the sea.
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Summary 8.2 Fossils
Ex ercis
What is a fossil?
Fossils are the remains of a once living thing.
Most fossils are found in sedimentary rocks such as shale,

limestone and sandstone.
A mould is an empty shape of a living thing found in rocks.
A cast is formed when sediments fill the mould’s empty space.
Mould and cast are both fossils.
Mould Cast
Some fossils are the hard part of living things such as bones, teeth, shells and
leaves.
Learning from Fossils

Studying fossils help scientists learn
about the past history of life on Earth.
Fossil bones tell us about how large

animals were.
Fossil teeth show what they ate.

Fossils also tell us about the
environment which the animal once
lived in.
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Sum
and Exercise 8.2 Fossils
Exe rcise

(1) The remains of a once living thing is called a ____________.
(2) An empty shape of a fossil found in rocks is called a ____________.
(3) Fossil __________ tells us about how large animals were.
(4) Fossil ___________ show what type of food animals ate.

(1) What type of rocks often contain fossils?
A. Sedimentary
B. Metamorphic
C. Igneous
D. Basalt
(2) Why do scientists study fossils? It helps scientists learn about

A. living things that live on Earth today.
B. the past history of life on the Earth.
C. sedimentary rocks.
D. the environment of today.

(1) What type of fossil is shown in the picture on
the right?
(2) Study the picture showing the

fossil bones on the right. What is
the name of this type of animal
that no longer lives on Earth?
(3) Explain how a mould is formed.
128
Chapter 8
Science Extras
Do rocks float?
We know that heavy objects sink and light objects float. Rocks of course, do
not float on water. They sink into water. But there is a special type of igneous
rock that floats on water. This rock is called Pumice. It is typically light
coloured rock that is formed during volcanic eruptions when lava and water
mix, which causes a rapid change in the material’s pressure. As it hardens,
gases dissolve into the lava and leave behind small air pockets (holes) in the
pumice structure. This caused the rock to have a low density due to the air
bubbles inside of it. The less dense air offsets the more dense rock, causing
it to float. This makes pumice very light. It usually floats for a while but when
water gets into it, it starts to sink.
It is ground up and is used today in soaps, polishes, pencil erasers and
abrasive cleaners.
The pumice rock from Mount Pago in West New Britian Province.
A Pumice rock with small air pockets Floating Pumice in the water
Pumice rock
A pumice rock has a lighter weigh than other rocks.

129
Chapter Test
8. Rocks, Minerals and Fossils

(1) A rock that is formed inside the Earth that has been changed by
heat and pressure is called _______________ rock.
(2) Granite and basalt are examples of __________ rock.
(3) The remains of a once living thing is called a ____________.
(4) The rock that is used for building and making sculpture is called
__________.

(1) Which type of rocks are formed when sediments are pressed and
cemented together?
A. Igneous
B. Metamorphic
C. Sedimentary
D. Fossils
(2) Which of these is not a mineral property?

A. Colour
B. Lustre
C. Temperature
D. Hardness
(3) Which of the following is formed when a fossil mould is filled?

A. Bones
B. Fossil cast
C. Tar pit
D. Plants
(4) Which of the following animal parts would most likely form a fossil?
A. Blood
B. Fur
C. Bones
D. Skin
130
Q3 Study the diagram on the right.
(1) Write the letter A, B, C or D for the
A
B
correct layer of the Earth in the C
space provided. D
Mantle ________
Inner core ________
Crust ________
Outer core ________
(2) Which part of the Earth layers is made of rocks?

_____________________________
Q4 (1) Scientists found fossils of shellfish in rocks on

the land. What can we infer about the place?
______________________________________
______________________________________
Shellfish
(2) A group of students oberved five rocks samples with magnifying

hand lens. Study the table below and answer the following
questions.
Sample Lustre Hardness Colour State Grain
1 Shiny Hard White Solid Cannot be seen
2 Shiny Hard Gold Soild Cannot be seen
Several Can be seen with
3 Dull Hard Solid
colours different colour
4 Shiny Hard Transparent Solid Cannot be seen
5 Dull Hard White Solid Cannot be seen
Which of the above samples would not be classified as minerals?

Explain your answer.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
131
Chapter 9
Habitat and
Adaptation
We learnt that animals

and plants grow
together in their
environment.
Can you find any animal in

the picture? The shape and
colour of the animal is very
similar to the coral.
Photo of the Pygmy Seahorse hiding in the environment

132
9. ❶ Habitats
Lesson 1 Habitats
The environment is everything around us. Plants and animals live in
the environment.
What kinds of environment do living things
live in?
Activity : Place where plants and

animals live
What to Do:
Name of living thing Place where it lives Conditions of the place where it lives
2. Study the pictures of plants and animals below. Think about where they
live and the conditions of the place. Complete the table.
3. Share your ideas with your classmates. Discuss the place where plants
and animals live.
Bird of Paradise Sea turtle Water lily Beetle Seaweed
Frog Cuscus Crab Crocodile

133
Summary
Different living things live in
different environments. The part
of an environment where a plant
or an animal lives is called its
habitat. The habitat provides
plants and animals with food,
water, shelter and space to live.
Rainforests, grasslands, rivers
and oceans are different
kinds of habitats. Each habitat
has different conditions such Different living things live in different habitats.
as temperature, light and moisture. Some habitats are hot and dry. Other
habitats are cold and wet. Plants and animals live in the conditions that best
meet their needs.
Grassland habitat Freshwater habitat
Rainforest habitat Ocean habitat
134
Lesson 2 Freshwater Habitat
Even though freshwater covers only 3 percent of the Earth’s surface,
it is also a habitat for many kinds of plants and animals.
What is a freshwater habitat?
Activity : Living things in freshwater

habitats
What to Do:
1. Go out of the classroom and find a freshwater habitat such as; a river,
a pond, a wetland or a lake around you.
2. Observe the freshwater habitat and find the living things that live in or
around it.
3. Record your observations in your exercise book.
4. Share your ideas with your classmates. Discuss what kinds of living
things that live in and around the freshwater habitat.
I found different kinds of living

things in different places.
Living things in freshwater habitat

Date:
Place: pond
Frog Bird
Grass
Small fish Water lilies
List of living things

1. frog
2. ……….
135
Summary
Freshwater habitats are natural water sources that do not contain salt.
They include streams, rivers, ponds, lakes, wetlands and the area around
them. Streams and rivers are flowing water. Ponds and lakes are still water.
A wetland is a place where the land is covered by shallow water.
River Lake Wetland
Many kinds of animals and plants

live in or near freshwater habitats.
They rely on the habitats to provide
food, water and shelter. Freshwater
habitats contain different kinds of
plants such as grass, algae, reed and
water lily but very few trees.
Some animals like frogs and
Many kinds of plants live in freshwater habitats.
dragonflies rely on water to complete
their life cycles. Others such as fish and shrimps spend their entire life in the
water. Many birds, reptiles and mammals visit freshwater habitats to feed.
Different kinds of animals rely on freshwater habitats.
136
Lesson 3 Ocean Habitat
An ocean is one of the habitats. Oceans cover about 70 percent of
the Earth’s surface.
What is an ocean habitat?
Activity : Living things in ocean

habitats
What to Do: Do you know other
1. Draw a table like the one shown below. living things that
live on the coast,
Area Name of living things
top layer of open
Coast
ocean and deep
Top layer of open
ocean?
ocean
Deep ocean
2. Study the pictures of plants and animals below and think

about the area of the ocean which they live in. Make a list of
the living things in the table.
3. Share your ideas with your classmates. Discuss the types of
living things and the area where they live in the ocean habitat.
Tuna Sea turtle Coral Mangrove
Frill Shark Lobster Starfish Angler fish Whale
Coast
Top Layer of Open Ocean
Deep Ocean
137
Summary
An ocean habitat is a place with salty water. Each plant and animal lives
in a certain ocean habitat depending on how much sunlight they receive.
Ocean habitats can be divided into two: coastal and open ocean habitats.
Coastal Habitats
A coast is a place where the land meets the sea. Coastal habitats are
shallow, sunny and warm. Coastal habitats include beaches, rock pools,
coral reefs, estuaries and mangrove forests. Animals such as shore birds,
fish, crabs, corals and starfishes can be found in the coastal habitats.
Mangroves, algae and kelp are examples of plants found in the coastal
habitats.
Coral reefs Rock pools Estuaries
Open Ocean Habitats

The open ocean is the area of the ocean outside of coastal areas. The top
layer of the open ocean gets the most sunlight. Tiny algae floats near the
surface. Dolphins can be found near the surface in the open ocean.
The deeper the water,
the less the sunlight
reaches. So, the
deepest parts of the
ocean are very dark
and cold. Many types of
living things including
fish, shrimps, worms,
crabs and clams live in
this habitat. Living things in ocean habitats.
138
Lesson 4 Rainforest Habitat
A rainforest is one of the habitats. Rainforests are found closer to the
equator.
What is a rainforest habitat?
Activity : Living things in rainforest

habitats
What to Do:
Do you know other
1. Study the picture of plants and animals below. living things that
2. Think about the following questions: live in a rainforest?
(1) What kinds of animals live in a rainforest?
(2) How do different kinds of plants grow in a rainforest?
(3) Where do different kinds of animals live in a rainforest?
(4) Why do many kinds of animals live in a rainforest?
3. Share your ideas with your classmates.
139
Summary
A rainforest habitat is a place with a lot of rain, warm climates and tall
trees. Though a rainforest covers less than 2 percent of the Earth's surface,
about 50 percent of the Earth's plants and animals live in rainforests. It
also produces 20 percent of the
oxygen on the Earth.
Different kinds of plants in a
rainforest tend to grow close
together. Some plants grow taller
than other plants. This dense
forest has the different heights of
branches and leaves and provide
shelter and food for many kinds
of animals to live.
A lot of animals get energy by
eating plants or by eating other Plants in rainforests grow densely and in different sizes.
animals in a rainforest. Tree
kangaroos, cuscus and many
kinds of birds find their shelter
among the branches of trees in
the rainforest. Different kinds of
insects also find their shelter in
the rainforest.
A bird builds its nest among the branches of trees.
Bees make hives on trees. Cuscus find shelter in trees.
140
Lesson 5 Grassland Habitat
Living things live in grassland. Grassland is an area mostly covered
by grasses.
What is a grassland habitat?
Activity : Living things in grassland

habitats
What to Do:
1. Study the pictures below and think about the following questions:
(1) What kinds of plants grow in grassland habitat?
(2) What kinds of animals live in grassland habitat?
(3) How do plants in rainforest and grassland look different?
(4) Which habitat is easier for animals to hide themselves?
Explain why.
Let’s compare the
(5) Where can animals find their shelter in types and heights of
a grassland habitat? Explain why. plants in a rainforest
2. Share your ideas with your classmates. and a grassland.
Rainforest Grassland
141
Summary
A grassland habitat is a
place with few or no trees.
The grassland receives more
rain than deserts but less than
forests. Grasslands are too dry
for many trees to grow. Most of
the plants there are grasses. Most of the plants in grasslands are grasses.
Grasslands are sometimes called prairies, savannahs or steppes.

Most animals that live in a grassland feed on grasses and their seeds. Some
animals feed on other animals to get energy. Grassland animals include
wallabies, lizards, snakes, rats, a variety of birds and insects.
A wallaby lives in grassland. A grasshopper feeds on grasses.
A grassland is a big open space, Why do many grassland

therefore provides limited places for animals make their
homes underground?
animals to hide. Grassland animals
find different ways to shelter
and protect themselves
from danger. For example,
many grassland animals find
shelter and make their homes
underground.
A rat appearing from its home underground.
142
Lesson 6 Habitat Changes
Different plants and animals live in different habitats. Fish live in
freshwater or ocean habitats. Tree kangaroos and cuscus live in
rainforest habitats.
What happens to living things when habitats

change?
Activity : Effects of habitat change
What to Do:
Do you have any idea
1. Draw a table like the one about the causes of
shown below. habitat change?
Causes of habitat change What will happen to the habitats and living things?
People cut down trees in a
forest.
It rains heavily and rivers flood.
It does not rain for a long time
and a pond dries up.
A forest fire occurs and burns a
large portion of a forest.
People drain oil or harmful
materials into rivers or land.
2. Think about the relationship between the causes of habitat change and
its effects on the habitats and the living things that live there.
3. Describe your ideas in the table.
4. Share your ideas with your classmates. Discuss the causes and effects
of habitat change.
143
Summary
The habitat is the place where an organism lives. An organism is any living
thing. Plants, animals and other living things are organisms. Organisms are
affected in many ways when their habitats change. Habitats can be changed
by natural events and people. What are the causes
Natural Events of habitat change?
Natural events such as droughts, fire and floods can cause

habitats to change. For example, the ponds or streams will
dry up when a drought happens. Most plants that live in
ponds will die. Many pond animals would not get the food and shelter they
need. They would have to find other places to live or they will die, but new
plants and animals may make the dried-up pond as their habitat.
Drought Bush fire Plants growing on ground after

drought.
People
Habitats can also be changed by human
activities. People cut down trees to build
houses and roads, and change streams
or rivers to build dams. In the process,
people destroy the habitats of organisms.
Pollution is also caused by human Human activities destroy the habitats.
activities. People pollute the habitats by

throwing away trash, emitting smoke in
the air and allowing harmful materials to
leak into the soil. Pollution kills plants and
causes animals to get sick or die.
Pollution causes organisms to get sick or die.
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Summary 9.1 Habitats
Ex ercis
Habitat
Habitat is the part of an environment where a plant and an animal live.
The habitat provides plants and animals with food, water, shelter and space to
live.
Different kinds of habitats have different conditions such as temperature, light

and moisture.
Different Kinds of Habitats

Freshwater habitats are any natural water sources
that do not contain salt including rivers, ponds, lakes,
wetlands.
Ocean habitat is a place with salty water. There are two

main types of habitats; the coastal habitat and the open
ocean habitat.
A rainforest habitat is a place with a lot of rain, warm

climate, and tall trees. The rainforest is always moist
and warm, more kinds of plants and animals live in the
rainforest than in any other habitats.
A grassland habitat is a place with few or no trees.

Grasslands are too dry for many trees to grow and
most of the plants here are grasses.
Habitat Changes
Habitats can be changed by natural events and people. The habitat changes
have good and bad effects on organisms that live there.
Natural events such as droughts, fires and floods can cause habitats to change.
Human activities such as cutting down trees, building dams, throwing away trash,
emitting smoke in the air and leaking harmful materials into the soil can cause
habitats to change.
145
mary
Sum
and Exercise 9.1 Habitats
Exe rcise

(1) The part of an environment where a plant and animal live is called
___________.
(2) Coastal and open ocean habitats make up the _________habitat.
(3) A __________ habitat is a place with a lot of rain, warm climates and tall
trees.
(4) Most animals in the _________ habitat feed on grasses and their seeds.
(5) Rivers, lakes and streams are examples of __________ habitat.

(1) What is the cause of habitat change
shown in the picture on the right?
A. Drought
B. Earthquake
C. Flood
D. Bush fire
(2) Which of the living things are found in the coastal habitat?
A. Coral and Mangrove
B. Turtle and Tuna fish
C. Seaweed and Angler fish
D. Whale and Nautilus
(1) (2)
Q3. Answer the question below.
What is the name of the habitats for
the living things labelled (1), (2), (3)
and (4) in the pictures on the right? (3) (4)
Q4. Explain what will happen to the living

things in the rainforest habitat if there is a bush fire.
146
9. ❷ Adaptations
Lesson 1 What is Adaptation?

Different organisms live in different habitats. Organisms can survive
in their habitats only if their needs are met.
How do adaptations help organisms?
Activity : Body parts of animals
What to Do: Do you have any ideas on body

1. Draw a table like the one shown below. parts that help organisms?
Body parts How the body part helps the animal?

Long neck of a giraffe
Thick fur of a polar bear
Long and sharp spines
of a echidna
2. Study the pictures of the animals below.

Think about how each of the body parts
help animals to survive and write your
ideas in the table.
3. Share your
ideas with your
classmates.
Polar bear
Discuss how the
body parts help
the animals.
Giraffe Echidna
147
Summary
Adaptation is the use of body parts or a
behaviour that helps an organism survive in its
environment. Behaviour is the way organisms
act in a certain situation. Adaptations help
organisms survive in many ways.
Getting Food
Adaptations help organisms get food to survive.
For example, giraffes have long necks. The long
neck helps giraffes to eat leaves of trees that other
A long neck helps a giraffe to eat
animals cannot reach. the leaves of a tree.
Surviving Severe Conditions

Some habitats have severe
conditions. Some are very cold and
snowy. Some are very hot and dry.
Organisms living in severe
conditions have adaptations that
help them to survive. For example,
some animals such as polar bears The thick fur helps
keep polar bear warm.
have thick fur. The thick fur helps
keep them warm to survive in cold habitats.
Self-Defence
Most organisms have adaptations for self-defence.
For example, some organisms such as echidnas
and cactus plant are covered with long sharp
spines. The spines help keep organisms from
being eaten by enemies. Some animals such
as octopus change colour as their environment
changes. Some adaptations help organisms
hide in their surroundings.
Spines help keep echidna from
being eaten.
148
Lesson 2 Adaptations to Habitats
Adaptations help organisms get food, hide from other animals and
survive in conditions of their habitats.
How do organisms adapt to their habitats?
Activity : Turtles adaptation
What to Do: Both of them are

1. Draw a table like the one shown below. turtles but what
are the differences
How are they similar? How are they different? between them?
2. Study the pictures of the two turtles below.

3. Compare and describe how they are similar or different in
the table.
4. Based on your results, think about Think about what
body parts they use
the following questions.
to move in their
(1) Where do they live? habitat. Explain why.
(2) How do their body parts adapt to
their habitats?
Sea turtle Freshwater turtle
149
Summary
Organisms need to adapt to their habitats to survive. Habitats are different,
so organisms living in different habitats need different adaptations to survive.
A desert is one of the habitats. The desert is a place with very little water. It
can be hot and dry. It is hard for organisms to get food and water in a desert.
Desert organisms have adaptations to desert habitats. A camel stores fat
in its hump(s) that helps it to survive long periods without food and water. A
cactus plant has thick stems and waxy skin that holds water for survival in a
dry habitat.
Hump Stem
A camel stores fat in its hump. A cactus has thick stems and waxy skin that holds
water.
Organisms living in water also have adaptations that help them to meet their
needs. Some animals such as fish and dolphins have fins or flippers that help
them swim through water. Animals living on land have different adaptations.
They have legs that help them to walk easily on land. Some animals such as
birds have wings that help them fly in the air.
Fins are adapted for swimming. A pig has legs for walking. Wings help birds to fly.
150
Lesson 3 Camouflage
Organisms need to adapt to their habitats to survive. What other kinds
of adaptations do organisms have?
What is camouflage?
Activity : Can you find animals?
What to Do: How many animals

1. Study the pictures below carefully and find can you find?
the animals.
2. Make a list of the animals you find.
Why are
(1) Which animals were easy or hard to
some animals
find? Explain why. difficult to find?
(2) How are the colours and patterns of the
animal body parts helpful to them?
151
Summary
Camouflage is a type of animal
adaptation. It is the colours, patterns
or shape of body parts of an animal
that allows it to blend in with its
surroundings. Camouflage helps
An owl blends in with a tree.
animals to hide from enemies and to
find their food.
The colour and pattern of an owl's
feathers helps it to blend in with trees,
making it easier to stay hidden from
other animals in the daytime. A tiger
also uses camouflage. Its striped
fur helps it to blend in with the tall
Striped fur helps tigers blend in with the tall
grasses. The tiger can hunt without grasses.
being seen.
Some insects use their body parts to
camouflage. A stick insect uses camouflage
to look like the branches or leaves of the trees
where it lives. Its physical appearance helps the
stick insect to blend in with its surroundings and
hide from its enemies.
The following pictures show examples of animals
camouflaging.
A stick insect looks like twigs.
Examples of animals camouflaging to blend in with their surroundings.
152
Lesson 4 Mimicry
Organisms use their body parts to camouflage themselves. Do
organisms use their body parts in different ways?
What is mimicry?
Activity : Which one is an owl’s eye?
What to Do:
1. Study the pictures below carefully. Some are owls’ eyes and others are
the spots on butterflies’ wings.
The spots on the
butterflies’ wings are
(1) Which pictures are the owls’ eyes or similar to the owl's
the spots of butterflies? eyes. Explain why.
(2) How do the spots help the
butterflies?
(1) (2) (3)
(4) (5) (6)
153
Summary
Mimicry is a type of animal adaptation that allows an animal to look like
another kind of animal. Mimicry can keep them from being eaten or it can
help them get food.
Mimicry helps protect some types of butterflies from birds. Some butterflies
have large eye-spots on their wings. These spots resemble the eyes of
animals such as owls to scare away birds that want to eat the butterfly.
Some butterflies have large eye-spots

to scare away birds.
Other animals use mimicry to behave like another animal. Some harmless
snakes have colours and patterns that look like How does mimicry
dangerous snakes. Birds see these colours and help animals to
survive?
patterns and stay away.
A snake with poison (Coral snake) A snake without poison (Scarlet king snake)
Some animals use mimicry for hunting.
Lure
Angler fish has a lure that sticks out from
its head. The lure looks like small animals
such as worms, shrimps or smaller fish to
attract a fish's attention. Once a fish gets
closer to the lure, the angler fish eats it.
Angler fish has a lure to attract other fish.
154
Lesson 5 Behavioural Adaptation
Behaviour is also an adaptation. It is the way organisms behave to
survive.
How do organisms behave to survive in their

environment?
Activity : Animal Behaviour
What to Do:
1. Study the pictures below. What kind of
conditions do
2. Think about the following they live in?
questions.
(1) Why do penguins come together?
(2) Why does a rat live in a burrow?
Each habitat
(3) How do their behaviour help them? has different
3. Record your ideas in your exercise book. conditions.
The Antarctic is covered with ice and is the A rat lives in the desert. It stays in its
driest and coldest continent on the Earth. It burrow during the daytime. A burrow is
is where penguins come together. a hole or tunnel in the ground made by
animals for shelter.
155
Summary
Behaviour is a type of adaptation. It is the way that animals act or react to
their environment. Behaviour helps animals to find food and water, move to
safe places and protect themselves.
Some animals move from one habitat to
another where the weather is warmer or
where they can find food. This is called
migration. For example, some birds
move to another habitat during winter to be
in a place where the habitat is warm.
Some animals have behavioural Birds move to another habitat during winter.
adaptations that help them to survive in cold

winter. Bears go into a long deep sleep through
the winter. This is called hibernation. They
need little or no food during hibernation. So do
frogs, snakes and even some insects. Emperor
penguins gather together in the cold to keep
warm.
Other animals behave in different ways.
Female turtles always return to the same beach A bear goes into a deep sleep
during winter.
where they hatched to lay their eggs. Some
animals such as birds and fish travel in a large group that helps to protect the
members of the group from enemies.
Sea turtles return to the same beach to lay eggs. Fish travel in a large group for protection.
156
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Sum
and
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Summary 9.2 Adaptations
Exercis
What is Adaptation?
An adaptation is the use of a body part or a behaviour that helps an organism
survive in its environment.
Behaviour is the way organisms act in a certain situation.
Adaptation to Habitats
Adaptation helps organisms to get food, hide from other
animals and survive in conditions of their habitats.
Organisms living in different habitats need different

A camel stores fat in its
adaptations to survive. hump to survive in a desert.
Camouflage
Camouflage is the colour, pattern or the shape of the
body parts of animals that allows them to blend in with
their surroundings.
An owl blends in with a tree.
Camouflage helps animals to hide from enemies and to
look for food without being seen.
Mimicry
Mimicry is a type of animal adaptation that allows an
animal to look like another kind of animal.
Mimicry can keep animals from being eaten or help

them to get food.
Some harmless animals have colours and patterns that

look like those of dangerous animals. A harmless snake taking on
the colour and patterns of
Behavioural Adaptation the poisonous snake.
Behaviour is a type of adaptation. It is a way that animals act or react to their

environment. Migration and hibernation are examples of the behaviour.
Behaviour helps animals find food and water, move to safe place and protect
themselves.
157
mary
Sum
and Exercise 9.2 Adaptations
Exe rcise

(1) An animal body part or its behaviour helps the organism to survive in its
environment is called _____________.
(2) Organisms live in different ___________ so they need to adapt in order to
survive.
(3) An adaptation that allows an animal to look like another kind of animal is
called ______________.
(4) An adaptation that makes animals to act or react to its environment is called
_____________.

(1) What is the adaptation for cactus plant to have thick stems and waxy skin?
A. To hold water in dry environment.
B. To attract animals for pollination.
C. To poke animals that try to eat it.
D. To allow water to run out easily.
(2) Why do some insects blend in with their surroundings?

A. To hide from enemies.
B. To scare away enemies.
C. To be eaten other animals.
D. To be easy to be seen.
Q3. Some butterflies have large eye-spots on

their wings. Why do the butterflies have
such eye-spots?
Q4. How do some animals behave during cold winter to survive?
158
Chapter 9
Science Extras
How does an octopus use camouflage,

mimicry and change its colours?
Octopuses are masters in using camouflage to catch animals they want to
eat and hide from animals that want to eat them. Octopuses have very good
vision and they use it to better camouflage
themselves.
An octopus can change the way its skin looks
and feels. It controls the muscles under its
skin by changing its skin to match the rock's or
plant’s bumpiness near to blend in it.
It can also change the way it moves. It mimics a
The octopus blends in the rock.
rock, by not only folding its eight tentacles (legs)
close to the body but changing the way its skin looks. It can also change the
way it swims to mimic the way waves might push a rock through the ocean.
The octopus can change the colour of its skin.
It can control the colour of its skin because it
has special cells in its skin that are filled with
different colours. If the octopus relaxes the
muscles connected to its red colour cells, these
cells will become really small and we would not
be able to see red on the octopus’ skin.
However, if the octopus stretches the muscles
connected to its red colour cells, these cells will
also stretch and get bigger so that we would be
able to see lots of red on the octopus’ skin.
By changing the sizes of all the different
coloured cells, the octopus can very rapidly
create complex patterns that allow it to better
blend in with its surroundings.
The octopus can change the colour

and patterns of its skin.
159
Chapter Test
9. Habitat and Adaptation

(1) The part of the environment where plants and animals live to get all
their needs is called ___________.
(2) Animals can camouflage themselves by blending in with their
surroundings using their _________, patterns or shapes of body
parts.
(3) Some butterflies use __________ by having two large eye-spots on
their wings to imitate an owl’s eye to scare birds away.

(1) Which animal lives in a freshwater habitat?
A. Whale
B. Tuna fish
C. Frog
D. Lobster
(2) What is the type of adaptation when geese fly away from winter to
summer in other regions?
A. Mimicry
B. Behaviour
C. Acting
D. Camouflage
(3) Which statement best describes the rainforest habitat?
A. Trees and other plants tend to grow close together.
B. Most plants are grass which animals eat.
C. There are a few trees growing with fewer rainfalls.
D. Most plants grow in lots of water with areas of grass.
(4) If the sea turtle was living on the land,
which of its body part would adapt to
that environment to survive?
A. Eyes
B. Head
C. Flippers
D. Nose
160
Q3 (1) Observed the dried branches on the
picture on the right. There is an insect
among the branches. Explain what made
the insect difficult to be spotted?
________________________________
________________________________
(2) Algae is a kind of plant. Why does it live and float near the top of
the open ocean surface?
_____________________________________________________
_____________________________________________________
(3) What is the purpose of the lure on this fish? Lure

_____________________________________
_____________________________________
_____________________________________
Q4 (1) The picture on the right is the result of drought causing a pond to
dry-up. How is the habitat change good for
the plants and animals?
____________________________________
____________________________________
____________________________________
____________________________________
(2) The giraffe lives in the savannah grassland of

Africa. One of its main food is eating the leaves
of a tree. How has the giraffe adapted to eat the
leaves at the very top of the tree?
_______________________________________
_______________________________________
_______________________________________
_______________________________________
161
Chapter 10
Plant Growth
When we put a bean seed

We learnt about the into the wet soil, the seed
life cycle of plants. germinates. What are the
conditions for germination?
162
10. Needs for Seed
❶ Germination
Lesson 1 Inside of a Seed
Plant life cycle starts from a seed. A young plant comes out from a
seed. Is there a part inside a seed that grows into roots or leaves?
What is the structure of a seed?
Activity : Observing the inside of a

seed
What We Need:
bean seeds soaked in water
overnight, cutter knife, Be careful when
hand lens you cut a bean
What to Do: seed with the knife.
1. Remove the coat of the bean seed and cut it lengthwise with a knife.
2. Observe the inside parts of the bean seed using a hand lens.
Sketch its structure.
3. Record your observations in your exercise book.
4. Share your ideas with your classmates. Discuss which
parts of the seed will grow into roots, stem and leaves.
Inside of a seed
My observation:
163
Summary
There are three main parts of a seed: seed coat, embryo and cotyledon.
Seed coat is the hard outer layer of the seed covering around the embryo
and the cotyledon. It protects the embryo and the cotyledon. Embryo is the
tiny plant inside the seed. It will develop into roots and leaves. The embryo
rests inside the seed until the conditions are right for it to start to grow.
Cotyledon is the part that stores food, known as starch. A young plant
uses the starch until it is big enough to make its own food.
Embryo
It will develop
into roots and
leaves.
Cotyledon
It is the food
that a seedling
Seed coat uses to grow.
Structure of a seed
First leaves
Cotyledon
Seed coat
Embryo
Roots
Stages of seed germination.

164
Lesson 2 Conditions for
Germination 1: Water
Plant life cycle starts from a seed. The seed sprouts and a seedling
grows. The process of the seed growing into a seedling is called
germination. What conditions do seeds need to germinate?
Do seeds need water to germinate?
Activity : With and without water
What We Need:
bean seeds, water, tissue
paper, two cups
What to Do:
1. Fold the tissue paper so that it will fit inside the
cups A and B as shown below. What conditions are the
same or different in this
2. Wet the paper in the cup labelled A until it is activity? Can you identify
completely moist. them?
3. Place the bean seeds on top of the paper in each
cup and put the two cups at the same location. Always
keep Cup A moist.
4. Observe the seeds for a week. Record your observations
in your exercise book.
beans germinated and why. How can we control
the conditions?
A Tissue paper B Tissue paper

with water without water
165
Result What conditions were
same or different?
We found out that the seeds placed on wet tissue

paper germinated but the seeds placed on dry Different conditions
tissue paper did not germinate.
The seeds were given
A B water or not given water.
Same conditions
The seeds were

exposed to air.
With water Without water The seeds were placed
at the same location
with the same amount
of light and at the same
Summary temperature.
The germination happens inside From this result, what did

the seed. Seeds need the right you find out? What does a
seed need to germinate?
conditions to germinate. Water is one
of the important conditions for seed
germination. Seeds need water to germinate.
Seeds are usually dry. They might have to wait for years to start growing.
When a seed comes into contact with water, water allows the seed to swell
up until the seed coat splits apart and the seed embryo absorbs water. Water
makes the embryo ‘wake up’ from its hibernation and starts growing.
When a seed comes into contact with water, Once the seed coat splits, the
the seed coat will absorb water. embryo starts to grow.
166
Lesson 3 Conditions for
Germination 2: Air
When a seed comes into contact with water, the seed germinates.
Are there any other conditions for seed germination?
Do seeds need air to germinate?
Activity : With and without air
What We Need:
bean seeds, water, tissue
paper, two cups
What to Do:
1. Fold the tissue paper so that it will fit inside the cup.
2. Place the paper in each cup and To investigate how seeds
then place bean seeds on top of grow with and without
access to air, what conditions
the paper.
should we control?
3. Wet the paper in Cup A until it is
completely moist. Pour water in Cup B until the bean seeds
are submerged.
We must place both cups at
4. Place both cups at the same the same place so that all
location. the conditions should be the
same EXCEPT access to air.
5. Observe the seeds for a week.
Record your observations in your exercise book.
beans germinated and why.
Bean seeds
Bean seeds
placed on the
submerged.
wet paper. B
A
167
Different conditions
Result The seeds were exposed
to air or not exposed.
We found out that the bean seeds placed on wet
tissue paper germinated but the bean seeds that
were submerged did not germinate. Same conditions
A B The seeds were given

water.
The seeds were placed
at the same location
with the same amount
of light and at the same
Bean seeds placed on wet Bean seeds submerged temperature.
tissue paper
From this result, what does a seed

Summary need to germinate? A bean seed
submerged, this means ….?
A bean seed placed on wet tissue paper is exposed to air. On

the other hand, a bean seed submerged is not exposed to air
because it is covered with water. From this result, we find that
seeds need air to germinate.
Seeds need oxygen in the air for germination. Seeds cannot make food like
adult plants do. Instead, they use the oxygen together with starch stored in
seeds to make energy. When oxygen gets to the seeds, the oxygen helps the
embryo burn the starch stored in the cotyledon. Burning the starch produces
energy. The embryo uses the energy to grow.
Cotyledon
The more an embryo grows,
the more withered cotyledon
is. This is because an embryo
uses starch stored in the
cotyledon to grow.
Stages of seed germination.

168
Lesson 4 Conditions for Germination
3: Temperature
Seeds need water and air to germinate. How about temperature?
Does seed germination have a relationship with temperature?
Do seeds need proper temperature to

germinate?
Activity : Warm or cold temperature
What We Need:
bean seeds, water,
tissue paper, two cups,
cardboard box
What to Do:
1. Fold the tissue paper so that it will fit inside the cup.
2. Place the paper in each cup and wet the paper All the conditions for seeds
in both cups until it is completely moist. Put the should be the same EXCEPT
bean seeds on top of the paper in each cup. the difference in temperature.
What conditions should be
3. Put one of the cups in a refrigerator. Place the same?
another cup in a classroom and cover it with the
cardboard box.
4. Observe the seeds for a week. Record your observations
in your exercise book.
5. Share your findings with your classmates. Discuss how
temperature affects seed germination.
Refrigerator
Cardboard box
Why do we have to
cover one of the cups
with the cardboard box?
Tissue paper B
A moist with water
169
It is dark inside a refrigerator, so we
Result covered a bean seed placed in a classroom
with a box in order to make it dark.
We found out that the bean seeds placed in a

refrigerator did not germinate but the bean seeds Different conditions
placed in a classroom germinated. The seeds were placed
A B at different temperatures.
Same conditions
The seeds were given

water.
The seeds were exposed
At room temperature At cold temperature
to air.
The seeds were not
Summary exposed to light (dark
place).
The temperature in a classroom is

From this result, what does
warmer than that in a refrigerator.
a seed need to germinate?
This means that seeds need an
appropriate temperature for germination. Without the proper
temperature, the seeds will not germinate. In general, most
seeds will germinate at temperatures between 10°C and 35°C. Warmth
speeds up and improves the process of germination. Seeds seem to have a
system that makes them wait for warmer temperatures before sprouting.
Through the three activities, we find that seeds need three conditions for
germination: water, air (oxygen) and appropriate temperature.
Air (Oxygen) Appropriate
Water temperature
Seeds need water, air and appropriate temperature to germinate.

170
m ary
Sum 10.1 Needs for Seed
and
ise
Summary Germination
c
Exer
Inside of a Seed
There are three main parts of a seed: seed coat,
embryo and cotyledon.
The seed coat is the hard outer layer of the seed

covering around the embryo and the cotyledon. Seed Coat
Embryo
It protects the embryo and the cotyledon.
The embryo is the tiny plant inside the seed. It

will develop into roots and leaves.
The cotyledon is the part that stores food known

Cotyledon
as starch for the young plant.
Conditions for Seed Germination 1: Water

Water is one of the important conditions for seed
germination. Seeds need water to germinate.
When a seed comes into contact with water, it allows

the seed to swell up until the seed coat splits apart, Germination of bean
and the seed embryo absorbs water.
Bean seeds
Conditions for Seed Germination 2: Air submerged
Seeds need oxygen in the air for germination.
When oxygen gets to the seeds, the oxygen helps the Bean seeds
on wet tissue
embryo to burn the food stored in the cotyledon. Burning
the food produces energy to germinate and grow.
Conditions for Seed Germination 3: Temperature

Seeds need proper temperature for germination.
Warmth speeds up and improves the process of germination.
Seeds seem to have a mechanism that makes them wait for warmer temperature
before sprouting.
171
mary
Sum 10.1 Needs for Seed
and
cise
Exercise Germination
Exer

(1) The cotyledon and embryo are covered by the ____________.
(2) The _________ causes the seed to swell up and split the seed coat apart
allowing the embryo to come out.
(3) The __________ from the air helps embryo burn the food stored in cotyledon.
(4) Warm __________ speed up the process of germination.

(1) What is the correct combination of the name (i)
of seed parts (i) and (ii)?
A. (i) is pollen and (ii) is cotyledon.
B. (i) is cotyledon and (ii) is embryo.
C. (i) is seed coat and (ii) is embryo. (ii)
D. (i) is embryo and (ii) is cotyledon.
(2) According to the experiment shown below, what is needed for seed
germination?
A. Water
B. Water and sunlight
C. Air
D. Darkness and air. Dry tissue paper Wet tissue paper
A B
Q3. Answer the question below.
What are the conditions in cup A and B
that are same and different?
A bean placed on the

A bean submerged wet paper
Q4. Greg got some dry corn seeds and planted them in his garden. After five days, he
did not see any plants growing from the spot he planted the seeds. What could
be the two possible reasons for this?
172
10. ❷ Needs for Plant Growth
Lesson 1 Conditions for Plant

Growth 1: Water
After germination, a seedling grows Seeds need water, air and
appropriate temperature
and changes into an adult plant. to germinate. How about
What does a plant need in order to young plants? What
grow well? What types of conditions conditions do they need
to grow? Let’s predict!
are necessary for plant growth?
Do plants need water to grow?
Activity : With and without water
What We Need: What conditions should

two same sized seedlings be the same or different
in order to see if plants
in plant pots, water
need water for growth?
What to Do:
1. Place seedlings A and B near the classroom window.
2. Water seedling A every day, but do not water seedling B.
3. Observe the seedlings for a week. Record your
observations in your exercise book.
4. Share your ideas with your classmates. Discuss what happened to the
seedling with or without water added and what it needs to grow.
Same
amount of
light
Watering Seedling A Seedling B No watering

173
Result Why do we have to
control conditions?
We found out that the plant that was watered grew well but
the plant that was not watered did not grow well.
With and without water.
Same conditions
The same amount of

light.
Without water With water The same temperature.
Summary From this result, what do

plants need to grow?
Plants need water to grow. Water is the main component in

plants. Without water, plants cannot grow and survive. Water
can be absorbed through
the roots in the soil.
Water helps the plants
to move nutrients from
the soil up its stems and
leaves. Water keeps the
plant moist and flexible.
Plants also use water to
lower their temperature.
Water also helps the plant
Water + Nutrients
to make its own food. The
moving water inside the
plant helps carry food to all
parts of the plant.
Nutrients
Water
174
Growth 2: Light
Plants need water to grow. Are there any other conditions for plants
to grow?
Do plants need light to grow?
Activity : With and without light
What We Need:
two same sized seedlings in plant
pots, water, cardboard box
What to Do:
1. Place both seedlings in a sunny place but cover
To investigate whether
one of the seedlings with a cardboard box. plants need light for growth,
2. Water both seedlings every day. how should we control the
3. Observe the seedlings for a week. Record your conditions? What conditions
should be the same?
4. Share your ideas with your classmates. Discuss what
happened to both seedlings and what plants need to
grow.
Watering Watering
Why do we have to cover

one of the seedlings
with a cardboard box?
Cardboard
box
175
If the plant is covered with the
Result cardboard box, it is dark inside the
box. Why is it dark inside the box?
We found out that the plant covered with the cardboard

box did not grow well but the plant that was not covered
with the cardboard box grew well.
With and without light.
Same conditions
With water.
The same temperature.
A plant covered with a box. A plant without a box.
From this result, what do

Summary plants need to grow?
Light is very important for plants to grow. Plants are able to

make some of their own food by using light. Plants use the
food as the energy for their growth.
Plants need not only
water and light but also
air (carbon dioxide) to
Light
make their own food
for their growth. The
process by which plants
Food
make their own food (starch)
(starch) from carbon
dioxide and water by
using light is called
photosynthesis. Carbon dioxide
(from the air)
Photosynthesis usually
takes place in the Water
leaves.
Process of photosynthesis
176
Growth 3: Fertiliser
Plants need water and light to grow. How can we make plants grow
well? Can fertilisers work on plant growth?
Do plants need fertiliser to grow well?
Activity : With and without fertiliser
What We Need:
two same sized seedlings
in plant pots, water, fertiliser
What to Do:
1. Form a group with your classmates and predict:
(1) What conditions should be different
Where should we place the
or same in order to see if plants need
seedlings? All the conditions
fertilisers to grow well? should be the same EXCEPT
(2) How can you investigate whether your for access to fertilisers.
predictions are correct or not?
2. Based on your predictions, make a plan for your
investigation and try it out.
3. Observe the seedlings for a week and record your
4. Share your ideas with your
classmates. Discuss the conditions
you controlled, your investigation
plan and the results of your
investigation.
177
Result
How did you control
the conditions? Is your
We found out that both seedlings prediction correct or not?
were put in the same place and
had access to water, light and temperature. Seedling A had
fertiliser and Seedling B did not. The seedling with fertiliser
grew very well. On the other hand the seedling
without fertiliser did not grow well. Different conditions
With and without

fertilisers.
Same conditions
With water.
Same amount of light.
Watering Seedling A Seedling B Watering
Same temperature.
Fertilisers
If your prediction is not

correct, think about
what was wrong?
With fertiliser Without fertiliser
Summary
Fertilisers help plants grow well. They provide nutrients such as nitrogen
and potassium to plants to help boost their growth. Plants need nutrients
to maintain their growth. The nutrients are necessary for producing green
leaves, big flowers and strong roots.
From the three experiments we found out that plants need water, air (carbon
dioxide) and light to grow. The nutrients also help plants grow well.
178
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Sum
and
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Summary 10.2 Needs for Plant Growth
Ex ercis
Conditions for Plant Growth: Water

Without water plants cannot grow and survive.
Water can be absorbed through the roots from the soil and helps to move
nutrients from the soil up its stems and leaves.
Water keeps the plant moist, flexible and lowers its temperature.
Water also helps the plant make its own food.
The moving water inside the plant helps carry food to all parts of the plant.
Conditions for Plant Growth: Light Light
Light is important for plants to grow.

Food
Plants are able to make their own food by using (starch)
light.
Photosynthesis is the process by which plants

Carbon dioxide
make their own food (starch) from carbon
dioxide and water by using light. Water
Conditions for Plant Growth: Fertiliser

Fertilisers help plants grow well.
Fertilisers provide nutrients to plants and

give plants an additional growth boost.
Plants need nutrients to maintain their

growth. The nutrients are necessary for
making green leaves, big flowers and
strong roots. With fertiliser Without fertiliser
179
mary
Sum
and Exercise 10.2 Needs for Plant Growth
Exe rcise

(1) Water helps the plant move _________ from the soil up its stems and leaves.
(2) Plants can get nutrients from _________ for growth.
(3) Plant use _________ to keep itself moist and flexible.
(4) Plants need water, ________ and nutrients to grow.
(5) The process by which plants make their own food from carbon dioxide and
water by using light is called ____________.

(1) Which of the following sentences is not correct about the ways that plants use
water? Plants use water to
A. move nutrients from the soil to its parts.
B. make their own food by using sunlight.
C. keep them growing big and tall in a short time.
D. keep them cool in hot temperature.
(2) What do plants make as their own food in the process of photosynthesis?
A. Water
B. Starch
C. Carbon dioxide
D. Sunlight
Q3.Answer the question below.

What are the conditions in plants
A and B that are similar and
different?
A B
Q4.Explain what the nutrients from the fertiliser would do to the plant when applied?
180
Chapter 10
Science Extras
How long does it take to germinate and grow

Mango from a seed? What are things that
affect its growth?
The pulp of the seed of a mature mango fruit must be removed. Store the
seed in an open container of water at room temperature and place it in a
warm place. The water must be changed every two days during this time.
After 7 to 14 days the seed will start

to germinate. Once the seed begins
to produce shoots, it must be planted
in a pot of compost. If the seed does
not sprout within this time, plant the
seed in a 10 cm pot of compost and
seal the pot in a plastic bag. The plant
must be watered frequently and keep
it sealed in a warm place for up to 60
days or until shoots appear.
After planting, it takes mango trees
about one year to reach 90 to 120 cm
tall. It must be transplanted. Between
two to four years mango tree will
produce fruit. Once the fruit appears,
it takes 3 to 6 months to mature.
Mature mango trees can reach heights and spreads of more than 12 m.
Temperature is the main factor in a mango tree's growth. Warmth makes
them grow faster and mature more quickly. The variaties of mangoes also
have certain influences. If the pulp is removed from the mango seed, it may
take the seed up to 7 weeks to germinate.
181
Chapter Test
10. Plant Growth

Q1
Complete each sentence with the correct word.
(1) The process of the seed growing into a seedling is _____________.
(2) The ___________ of the seed will develop into roots and leaves.
(3) Plants need nutrients to maintain their __________.

(1) Water and fertiliser were given to both plants shown below. Which
condition was not given to the plant on the right?
A. Salt
B. Sunlight
C. Oil
D. Electricity
(2) What conditions do seeds need to germinate?

A. Water, air and appropriate temperature.
B. Water, light and air.
C. Water, soil and appropriate temperature.
D. Air, appropriate temperature and light.
(3) Which of the following statements does not describe a function of

water in plants? Water helps the plant
A. make its own food.
B. get rid of the nutrients into soil.
C. moves the nutrients to all parts of the plant.
D. keep moist and flexible.
(4) Which of the following is the correct explanation

about cotyledon?
A. Cotyledons make the plant body cool.
B. Cotyledons provide light to make food.
C. Cotyledons develop into the leaves.
D. Cotyledons store and provide food to the seed.
182
Q3 (1) After germination, what three conditions do plants need in order to
grow well?
1.___________________________
2.___________________________
3. ___________________________
(2) What is the process by which plants make their own food from
carbon dioxide and water by using sunlight?
__________________________________
(3) What is the name of the food that the plant makes in the process (2)?
__________________________________
(4) A seed has a hard covering that covers its inside parts. What could
be the reason for the seed coat to be hard?
_____________________________________________________
Q4 (1) Irene prepared two set-ups as shown on the right in order to

investigate the condition of seed germination. Bean seeds are
placed on wet paper in setup A while bean seeds in set-up B are
submerged in the water. Explain A B
why she prepared the two set-ups
in the experiment.
____________________________
____________________________ Bean seeds placed Bean seeds
____________________________ on the wet paper. submerged.
____________________________
_____________________________________________________
(2) Ambai observed that the seeds that were moisted and placed in an
appropriate temperature and exposed air germinated. If she wants
to keep the remaining seeds for the following year, how should
she store the seeds? Write two ways to prevent the seeds from
germinating.
_____________________________________________________
_____________________________________________________
_____________________________________________________
183
Chapter 11
Heat
Picture taken by a
Let's compare this image normal camera
taken by 'thermography
camera' with the picture
on the right.
Red coloured areas show the

areas of higher temperature
and blue coloured area
shows the areas of lower
temperature.
184
11. ❶ Properties of Heat
Lesson 1 What is Heat?

When we are outside, cold wind makes our body cold. Then we
might make a fire so that the fire will make our body warm.
What makes objects hot or cold?
Activity : Making something hot or cold
What We Need:
cup of warm water, ice cubes
What to Do:
How do you feel? Does your palm become warm or cold?
Place an ice cube
on your palm
Hold a cup of
warm water
2. Place an ice cube on your palm. Record in the table how your palm
feels and whether your palm becomes hot or cold.
3. Hold the cup of warm water in both palms. Record in the table how you
feel and whether your palms become hot or cold. Why does your
4. Share your findings with your classmates. palm feel cold
when you hold
an ice cube?
Do not use hot water.
185
Result
Become cold
Become warm
Your palm becomes cold when you place Your palms become warm when you hold
an ice cube on it. a cup of warm water.
Why doesn’t your palms become

warm when you hold an ice cube?
Summary
Heat is a form of energy. We feel heat
energy as heat. Heat always moves
from warmer objects to cooler objects.
For example, we feel warm when
we are close to a fire because heat Heat comes from the fire to
the hand.
comes from the fire to us.
Why does our palm become cold
when we hold an ice cube? This is
because heat moves from our palm
to the ice cube. In other words, your
palm loose heat, while the ice cube
Heat moves from our palms to the ice cube.
gains the heat.
On the other hand, our palm
becomes warm when we hold a
cup of hot water. This is because
heat moves from the cup of hot
water to our palms.
Heat moves from the cup of warm water to our palms.
186
Lesson 2 Sources of Heat
Burning wood gives off heat that makes our body warm.
What are the sources that produce heat?
Activity : Find sources and the ways

they produce heat
What to Do:
Sources that produce heat The ways that produce heat
wood burning the wood
2. Write the names of things that produce heat and how they produce
heat.
3. Share your ideas with your classmates. Discuss the sources of heat and
the ways they produce heat.
Do you remember how

you made fire by using
the magnifying lens?
You eat food every day to

get energy and keep your
body warm. How does
your body use food?
187
Summary
There are many kinds of sources of heat such as; the Sun, electrical
appliance and fire wood. These heat sources basically change energy such
as electrical energy and chemical energy into
heat energy. The following are some examples of
sources of heat.
The Sun
We feel warm or hot when we stand in a sunny
place. This is because the Sun gives off heat
energy.
Electrical Appliance
When we cook food we might use an
electrical cooker. It can produce heat
by changing electrical energy into heat
energy.
Rubbing Your Hands Together
When we rub our hands together they get
warm. This is because friction between
the two hands produce heat energy.
Burning Wood
When wood is burnt, the chemical energy
stored in the wood changes to heat
energy.
Eating Food
Our body temperature is normally kept
between 36 oC to 37oC. It means our
body is also producing heat. How can our
body produce heat? Our body changes
food we eat into heat energy.
188
Lesson 3 Uses of Heat
We use heat in many ways. How do we use heat in our daily lives?
What is heat used for?
Activity : What can heat do?
What to Do:
1. Draw a table like the one shown below in your excise book.
What is heat used for
What is heat used for in your daily life?
in factory and thermal power plant?
2. List what heat can do in our daily lives.

3. Refer to the pictures below and list how heat Let’s guess what
heat can do in
is used in factories and plants to make our
factories and
daily lives convenient. plants.
189
Heat used for making things warm
Summary
We use heat for many purposes in daily lives.
Making things warm
Heat is used to warm your body on a cold
Heat is used for cooking
morning. Heat can make things warm.
Causing a change in matter
Heat is used to cook food such as boiling
water and frying eggs. When a lot of heat is
added, even metal will melt. In a car factory,
heat is used to melt metal so that it can be Heat is used for boiling water
shaped to build cars.

Generating electricity
At a thermal power plant, heat is used to
generate electricity which is used in our daily
lives. Heat used for generating electricity Heat is used for melting steel
Try it!
How does a refrigerator work to keep food cold?

Does ‘coldness’ move
to food?
We studied that ‘heat’

can move from a warm
place to a cold place.
Refrigerator can take heat away from food. The food inside the refrigerator loses its
heat so that it can keep cold. Where does the heat go? The heat goes away from the
refrigerator into the air.
190
Lesson 4 Temperature
We shiver when it is cold and sweat when it is hot. What is the
temperature outside? How can we measure the temperature?
What is temperature?
Activity : Measuring temperature
What We Need: Do you remember

thermometer, warm water, how to use a
thermometer?
cold water
What to Do:
Your prediction (°C) Temperature (°C)
Warm water
Cold water
Mixture of cold and warm water
2. Predict the temperatures of warm water, cold

water and record your predictions in the table.
3. Place the thermometer in warm water. Observe
how the liquid in the thermometer changes and
measure the temperature.
4. Repeat Step 3 using cold water.
5. Mix warm and cold water. Predict the
temperature of the mixture and repeat Step 3.
6. Based on your results, think about the following
questions:
(1) How does the liquid in the thermometer
change?
(2) What is the relationship between hotness,
coldness and temperature?
191
Summary
Temperature and heat are related to each other but they are different.
Heat is the form of energy that is transferred from hot area to cold area.
Temperature is a measure of how hot or cold matter is. In other words, it is
a measure of heat. Do you have any
Temperature can be measured using a ideas on what
temperature is
thermometer. A thermometer consists of a measured using
glass tube filled with a liquid, usually alcohol thermometer?
or mercury. The hotter the temperature, the
higher the liquid rises in the tube. When it is cold, it moves down.
There are several kinds of thermometers. Some thermometers
measure the temperature of air and some measure the
temperature of our body.
Measuring air
temperature
Measuring soil
Measuring body temperature temperature
Different types of thermometer
Temperature is measured
in units called degree.
degrees Eye level
A thermometer shows
Celsius
degrees Celsius (°C).
Celsius is the most
common temperature scale
in the world. The scale sets • Position your eyes at the level
with the top of the liquid.
the freezing point of water
at 0°C and the boiling point • Read the scale line that is
closest to the surface of the
of water at 100°C.
liquid.
A glass tube
filled with a liquid, • For example, the temperature
alcohol on the thermometer is 20°C.
192
m ary
Sum
and
e
Summary 11.1 Properties of Heat
Exercis
Properties of Heat
Heat energy moves from warmer places to cooler places.
Heat energy never travels from cool objects to warm

objects.
Heat moves from the
cup to the palms
Source of Heat
Examples of sources of heat energy are the Sun, electrical
appliances, burning wood, eating food and friction.
Some forms of energy can be changed to produce heat

energy.
Example:
1. Sunlight is changed to heat energy. Sun is a source of heat
2. Electricity is changed to heat energy.
3. Chemicals in food and wood are changed to heat.
4. Rubbing of two objects cause friction to produce heat energy.
Use of Heat
Heat is used to make things warm, to boil water
and fry eggs and to melt metal to build cars.
Heat is used to generate electricity at a thermal

power plant for our daily lives.
Temperature Heat used to melt steel
Temperature is the measure of how hot or cold matter is.
Temperature is measured in units called degrees Celsius (℃).
Thermometer is the instrument used to measure temperature.

Thermometer consists of a glass tube filled with a liquid alcohol or mercury.
193
mary
Sum
and Exercise 11.1 Properties of Heat
Exe rcise

(1) A form of energy that moves from warm to cool places is ____________.
(2) A measure of how hot or cold something is called ____________.
(3) The boiling point of water is __________ degrees Celsius.

(1) Which sentence is not true about heat energy?
A. Heat can only move from warm to cool place.
B. Heat energy can be felt as warmness.
C. Heat moves from cool to warm place.
D. Heat can change states of matter.
(2) What does a thermal power plant provide for our daily use? It provides
A. light energy.
B. sound energy.
C. heat energy.
D. electricity.

(1) What is the instrument used to measure how hot or cold an object is?
(2) How is fire used in daily life? Give two examples of how fire is used as heat
energy.
(3) Give two sources of heat energy.
Q4. Our hands become cold when we hold a cold drink, ice block or an ice cube. Why
do our hands become cold when we hold cold things for sometime?
194
11. ❷ Heat Transfer
Lesson 1 Heat Transfer 1:

Conduction
Heat moves from warmer to cooler places. When you cook food
using a frying pan with the burner, the food gets hot. How does the
heat from the burner transfer to the food on the frying pan?
How does heat transfer?
Activity : Melting margarine on a spoon
What We Need:
a metal spoon, margarine, a cup
of hot water (~60°C)
What to Do:
1. Place three small pats of margarine on the spoon handle at equal
distances.
1 2 3
2. Predict what will happen to three
pats of margarine at these three
spots. Record your predictions in your exercise book.
3. Place the metal spoon into
How is the heat
hot water and observe the from hot water 3
three pats of margarine. transferred?
2
4. Record your observations in
your exercise book. 1
5. Share your results with your

classmates.
Be careful when you touch the spoon in the

cup of hot water because it will be hot.
195
The pat of
Result margarine 3
3
melted last. 2
We found out that the pats of margarine The pat of 1

margarine 1
on a spoon handle melted in the order of melted first.
1 , 2 and 3 .
Discussion

1. What is the source of heat in this activity?
2. Which pat of margarine is closest to or furthest from the source of heat?
3. Why did the pats of margarine on the spoon handle melted in the
order of 1 , 2 and 3 ?
How did heat
move through
Summary the spoon?
The transfer of heat from one place to another through matter is called
conduction. Conduction occurs mainly in solids. Heat is transferred from
warmer places to colder places through
1. Heat in
conduction until they are both at the same
hot water is
temperature. transferred to
the spoon by 2. Heat
For example, in the activity, heat from the conduction. spreads
to the cold
hot water is transferred to one end of the end of the
spoon by conduction and the heat is gradually spoon.
transferred to the cold end of the spoon. The

spoon in a cup of hot water becomes Conduction
warmer. When we cook food, heat from

the burner is transferred to the bottom of
the pan through conduction. The heat is
transferred throughout the pan and into
the food. So, the pan and the food become
warmer and hotter. Cooking is an example of conduction.
196
Lesson 2 Heat Transfer 2:
Convection
Conduction occurs mainly in solids. How about liquids and gases?
What type of heat transfer would occur in liquids and gasses?
How does heat transfer in liquids and gases?
Activity : Observing how warmed

water moves
What We Need:
transparent plastic cup, water,
dye, candle, dropper or straw
What to Do:
1. Predict how heat is Hold the plastic cup as shown in the picture
when heating the cup to avoid getting burnt.
transferred in water
and record your predictions in A dye makes it
your exercise book. easier to observe
the movement of
2. Put some drops of dye at the heat in the water.
bottom of water in a plastic
cup using a dropper or a
straw as shown in the picture
on the right.
3. Bring the cup close to a flame
and heat the cup of water at
the spot where you put some drops of
dye. Keep it more than 3 cm away from
the top of the flame.
4. Observe and sketch how the dye moves Heat only
one spot
inside the cup.
More than 3 cm
Discuss how heat is transferred in
water.
197
Result
How is the
transfer of heat
in liquid different
from conduction?
We found out that when we heated water, the warmed part

of water rises upward. Water near the surface of water went
down. This process continues until all the water in the cup was
heated.
Summary
The transfer of heat through
liquids and gases such as water
and air is called convection.
Convection occurs when heat is
transferred by the movement of
liquids or gases.
For example, the picture on the
Convection of air
right shows the convection of air.
Air is warmed by the stove and the
warm air rises. As the air cools, it
goes down. The cool air is warmed
by the stove again and rises. This
Convection
process continues until all the air in Current
the room has been heated.
The movement of water or
air created by the process of
convection is called convection
current.
Heat is transferred in liquids through convection.
198
Lesson 3 Heat Transfer 3: Radiation
When we stand in the sunlight, we feel the warmth of the Sun. Why
are we warmed by the Sun even though it is millions of kilometres
away in space?
What is another way of heat transfer?
Activity : Inferring how heat transfers
What to Do:
1. Draw the table below:
Situation Is heat transferred? Why did you choose the option?
(1) Heat from a fire to
people
(2) Heat from the Sun
to the Earth
2. Study the pictures below in situations (1) and (2).
3. Think about how heat is transferred from a heat source and choose the
best choice from the options: a) conduction, b) convection and c) other
ways.
4. Write down your choice in the Do you remember how heat
table with your reasons. is transferred by conduction
and convection?
5. Share your ideas with your
classmates. Discuss how heat is transferred in each
situation.
(1) Heat from a fire to the people. (2) Heat from the Sun to the Earth.
199
Summary
The transfer of heat in the form
of waves through air or empty
space is called radiation.
When we are near a fire, we
receive and absorb radiation
from the fire. Then we feel the
warmth.
Radiation from the fire.
Both conduction and convection
need matter such as solids, liquids and gases to transfer energy but radiation
does not require matter.
There is no air in the space.
The Space is an empty space.
The Sun give off heat. The heat
is transferred through space to
the Earth by radiation.
The heat is transferred through empty space.
Heat can be transferred in
three ways: conduction, convection and radiation. The following diagram
shows an example of the three ways in which heat is transferred.
Conduction:
Heat is transferred
mainly through
solids.
Convection:
Heat transferred
by the movement
of liquid or gas.
Radiation:
Heat transfer
through air or
empty space.
Three ways of heat transfer.
200
m ary
Sum
and
e
Summary 11.2 Heat Transfer
Exercis
Heat Transfer
Three ways of heat transfer to receive or give off heat are; conduction, convection
and radiation.
(1) Conduction
Conduction is the transfer of heat from one place to

another through matter.
Heat is transferred from warmer places to colder

places through conduction until they are both at
the same temperature.
Example: Heat from the burner is transferred
to the pan. The heat is transferred
throughout the pan and into the food.
(2) Convection
Convection is transfer of heat through liquids

and gases such as water and air.
Convection occurs when heat is transfered by

the movement of liquids or gas
Example: Air is warmed by the stove and the
warm air rises and as the air cools it
moves down. The cool air is warmed again by the stove and rises. This
process continues until all the air in the room has been heated.
(3) Radiation
Radiation is the transfer of heat in the form of

waves through air or empty space.
Example: We recieve and absorb radiation

when we are near the fire. This
makes us feel warm.
201
mary
Sum
and Exercise 11.2 Heat Transfer
Exe rcise

(1) The transfer of heat through liquids and gases is called ___________.
(2) Heat from the Sun travels through space and reaches the Earth by
___________.
(3) The transfer of heat from one place to another through matter is called
____________.

(1) When you put a metal spoon into the hot water, the spoon gradually becomes
warm. Which type of heat transfer is occurring?
A. Conduction
B. Absorption
C. Radiation
D. Convection
Q3. Answer the following.

(1) When you sit near a fire you can feel the heat. What type of heat transfer is
this?
(2) Study the picture on the right. Water in the

pot is heated by the fire. Draw an arrow on
the picture to show how the heated water
moves by convection.
Q4. Study the picture of the frying pan on the

right. Infer the reason why the pan has a
handle, using the word 'conduction'.
202
Chapter 11
Science Extras
How is heat produced? Can heat be

absorbed?
What do you notice when lighting a candle? The beginning energy causes
oxygen and wax to react which produces carbon dioxide, water and heat.
When you put a laundry detergent powder in your hand and add water you
can feel the heat. This type of change gives off heat.
There are changes that give off heat while other changes take in or absorb
heat. Changes that release energy into the environment in the form of heat
cause the reaction products and its surroundings to become hotter. It feels
warm or hot or may even explode. Some examples of heat been given off
are; lighting a match and burning wood.
Heat can also be taken in or absorbed. It is a change in which heat energy is
absorbed from its environment. The absorbed energy provides the beginning
energy for the change to occur. An example of heat taken in includes
dissolving salt. When salt is dissolving into water, the temperature of the
water decreases. Other examples include melting ice cubes and evaporating
liquid water.
An example of change in Examples of change in which heat is taken

which heat is given off. in.
A burning candle Dissolving salt Melting ice cube
203
Chapter Test
11. Heat
(1) We feel warm when we are near a fire because _________
energy from the fire is transferred to us.
(2) The transfer of heat mostly in liquids and gases is called
___________.
(3) The transfer of heat by __________ occurs mainly in solids.
(4) The measure of how cold or hot an object is called
_____________.

(1) Which is not a source of heat energy?
A. A lit kerosene lamp
B. Cooling a metal with water
C. Burning a wood
D. Burning newspapers
(2) What is radiation? It is the transfer of heat

A. in a form of waves through air or an empty space.
B. by movement of liquid and gases.
C. through one solid to another that are touching.
D. that occurs in solid only.
(3) Placed at different parts of the metal rod were pats of magarine at (i),
(ii) and (iii). What is the correct order of the pats of magarine that
would melt when heated as shown below?
magarine
(i) (ii) (iii)
metal rod
candle flame
A. (i) (ii) (iii)
B. (ii) (iii) (i)
C. (iii) (i) (ii)
D. All places at the same time
204
Q3 (1) Study the diagram on the right.
(i) What is this instrument? _____________
(ii) What is the unit used in this instrument?
__________________
(iii) What is the reading shown on the instrument?
__________________
(2) Study the diagram below. The hot cup of tea is held by hand and
cold metal spoon dipped in the tea.
(i) Identify the object losing heat and gaining heat in the picture.
Object that is gaining

Example Object that is losing heat
heat
Hot tea
Spoon
Cup
Hot cup of tea
(ii) How does the heat move from one part of the object to another in
the picture?
____________________________________________________
____________________________________________________
Q4 Moses says that ice cube cools a drink because the cold from the ice
gets into the drink. Evaluate his statement and explain your idea.
______________________________________________________
______________________________________________________
_____________________________________________________
205
Science Tool Box
1. How to use a Thermometer
2. How to use a Compass
3. How to use a Tape measure
4. How to make a Beam balance
5. How to read a Bar Graph
Let's check and learn

how to use the science
tools here.
Tape measure
Thermometer
Compass
Beam balance
Bar Graph
206
How to use a
Thermometer
1. What is a thermometer?
A thermometer is an instrument
used to measure temperature. A
thermometer consists of a glass
tube with marks on it. When the
liquid in the glass tube is heated,
it expands and begins to rise up
the tube. Temperature is
measured in degree Celsius [°C].
2. Measuring temperature
STEP 1:
Place the bulb in the place where you want to measure
the temperature. Make sure that there are no bright lights
Thermometer
or direct sunlight shining on the bulb.
STEP 2:
Wait for a few minutes until the liquid in the tube stops bulb
moving. Position your eyes at the same level
with the top of the liquid in the tube.
STEP 3:
Read the scale line that is closest to the top
of the liquid. The thermometer as shown on
the right shows 27 °C.
eye level
207
How to use a
Compass
1. What is a compass?
A compass is an instrument used for
finding directions (North, South, East and
West). It has a dial and a magnetic needle
that always points to the north/south. This
helps you to locate your position on a Compass
map and to set the direction you wish to
travel.
2. Finding directions
STEP 1:
When you want to face North, place the
compass flat on your palm and hold your
palm in front of your chest as shown in
the picture on the right.
STEP 2:
Turn your body until the magnetic needle
comes to the North sign on the dial. When
the needle overlaps the North sign on the North
dial, you are facing North.
STEP 3:
Find other directions when you are facing
North. Your right side points to East and
left side points to West, and your back
is facing the South when you are facing
North. West East
South
208
How to use a
Tape measure
1. What is a Tape Measure?

A tape measure is also called a measuring
tape. It is a type of flexible ruler. Tape
measures may be in metric (centimetres
and metres) and imperial units (Inches
and feet).
2. Finding the circumference around

your partners head
STEP 1:
Have your partner to stand in front of you
with head up straight.
STEP 2:
Hold on one end of the tape that begins
with 0 and wrap the tape around your
partner's head just above the top of the
ears.
STEP 3:
Find the line where the tape measure
begins to wrap over itself or the end of the
length of the object.
STEP 4:
Record the circumference of your
partner's head to the nearest centimetre.
209
How to make a
Beam Balance
1. What is a Beam Balance?
A beam balance is a type of lever that can be used to compare weights of
two objects. It has an arm or bar with a centre point, called a fulcrum. If one
side of the lever is pushed down, the other side is pushed up.
2. Making a Beam Balance Small round stick
STEP 1:
Use a 30 cm ruler as the beam balance. Put the
1st bull dog clip approximately in the centre of
the ruler. Put a round stick through the clip to check if the beam is balanced
properly. If it is not balanced, adjust the position
1
of the 1st bulldog clip to the left or right sides.
STEP 2: 2 4 5 3
(1) From the centre on the beam, measure Centre of the beam
and mark every 5 cm to the right end and to the left end. On the opposite
edge of the 1st clip, put the 2nd and the 3rd clips at both ends of the ruler
with their centres on the marks. Check if the beam is balanced.
(2) On the marks on either sides of the centre, put the 4th clip and the 5th clip
with their centres on the marks and also on the same edge as the 2nd and
3rd clips. Check if the beam is balanced.
(3) Between the two clips on the right side and on the left side, put the 6th clip
and the 7th clip with their centres on the marks and on the same edge as
the 2nd, 3rd, 4th and 5th clip. Check if the beam is balanced.
STEP 3:
Label the centre clip ‘0’ with a sticker. From ‘0’,
label the clips on the left side and right side
of the beam as ‘1’, ‘2’ and ‘3’ with stickers.
STEP 4:
Use paper clips as ‘hooks’ to hang and
balance 1 Kina coins on distance 3 on both
the left side and right side of the beam.
210
How to
read a Bar Graph
1. What is a Bar Graph?
A bar graph helps to compare data. The bar graph below shows the weight
of three students.
2. Reading a Bar Graph

STEP 1:
Read the title of the bar. What is the bar graph about?
STEP 2:
Study the bottom part of the graph called The weight of students
the horizontal axis labeled ‘Student’
that shows the name of students;
Michael, Raphaella and A’alia.
Weight (kg)
STEP 3:
(1) Study the numbers
Vertical axis
on the left side of
the graph called the vertical
axis labeled ‘Weight’. The
number represents the weight in
Students
kilograms.
(2) The highest represented number
Horizontal axis
is 80 kg. Between any two numbers example between 30
and 40 the interval amount is 10 kg.
STEP 4:
(1) Study the bar graph. Look at the bar on label as ‘Raphaella’ and move
across to the vertical axis to identify the weight in numbers. The bar
shows that the weight of Raphaella is 60 kg.
(2) Read the question asked. Example: Which student is the heaviest?
Compare all the heights of the bars. Follow the highest bar down to
identify the name of the student on the horizontal axis. Michael is the
heaviest among the students and his weight is 70 kg.
211
Answer of Exercise
Chapter 1. Topic 1. Page 18 Chapter 3. Topic 1. Page 46

Q1. (1) energy (2) Sunlight (3) food chain Q1. (1) cloud (2) altitude or height
(4) food web (3) weather
Q2. (1) B (2) D Q2. (1) A (2) D
Q3. Small birds Q3. (1) Cumulonimbus (2) It ranges from
Eagle
Hibiscus low level to high level attitude.
Q4. (Expected answer) Her prediction
Butterfly Frog
would be bad weather with
Q4. In a food chain the energy begins from precipitation/ rain
the sun and the arrow showing the Chapter 3. Topic 2. Page 52
transfer of energy is only in one Q1. (1) season (2) rainfall (3) dry
direction. However, in a food web (4) warmest or hottest
which is made up of several food Q2. (1) A (2) D
chains more arrows connect more Q3. The leaves turn brown and drop to the
animals and is more complex. ground.
Chapter 2. Topic 1. Page 28 Q4. (Expected answer) The seeds get
Q1. (1) gravity (2) friction enough water to germinate and grow
Q2. (1) A (2) D well in the wet season.
Q3. The ball decelerates or decreases the Chapter 4. Topic 1. Page 64
speed due to friction between surface Q1. (1) chemical (2) ash (3) different
of the ground and the ball. (4) properties
Q4. (Expected answers) The car Q2. (1) D (2) A
accelerated because the speed of the Q3. (1) The burning sugar (2) Caramel
car increased as the time went by on (3) Heating sugar produces a caramel
his record. that has different preperties as a new
Chapter 2. Topic 2. Page 36 kind of matter.
Q1. (1) lever (2) effort (2) load Q4. The chemical change takes place
Q2. (1) A (2) C inside plant because new matter are
Q3. (1) Eight (8) one kina coins should be produced.
hanged on 1 of the right arm. Chapter 5. Topic 1. Page 78
(2) Distance 2 Q1. (1) states (2) solid (3) shape (4) 0°C
Q4. (Expected answers) By the girl moving Q2. (1) B (2) D
to sit closer to the fulcurm and the boy Q3. Condensation
sits at the far end of the see-saw. Q4. The hot water that was poured over
212
the top of the bottle made the bottle Igneous rocks formed when melted
expand and he was able to open the rocks cool and harden are basalt and
bottle easily. granite.
Q1. (1) Reproduction (2) Fertilisation Q1. (1) fossil (2) mould (3) bones (4) teeth
(3) Womb (4) Heredity Q2. (1) A (2) B
Q2. (1) B (2) C Q3. (Expected answer) (1) Plant fossil
Q3. (1) Heredity (2) Eye colour, hair colour, (2) Dinosaur (or Tyrannosaurus)
blood type, shape of nose, types of (Expected answer) (3) When living
hair (curly or straight), etc. thing dies, it is buried in sediments.
Q4. When an egg meets with a sperm, the The sediments turn into a rock. The
egg becomes a fertilised egg. Human hard parts of the living thing dissolve
life begins with a fertilised egg. In completely and the shape is left in the
human, fertilisation takes place inside rock. The shape of a living thing found
the body of the female in a rock is called a mould.
Q1. (1) series (2) symbol (3) appliances Q1. (1) habitat (2) ocean (3) rainforest
(4) positive (4) grassland (5) freshwater
Q2. (1) A (2) D Q2. (1) C (2) A
Q3. (1) parallel circuit (2) bulb (3) dry cell/ Q3. (1) grassland (2) rainforest
battery (3) freshwater (4) ocean
Q4. (Expected answer) Series connection Q4. (Expected answer) If there is a big
has the brightest light while the bush fire in the forest some animals
parallel and the single dry cell the will run away from their habitat while
brightness of the bulbs were the same. the others will be burnt to death./ If
Chapter 8. Topic 1. Page 122 there is a big bush fire in the forest
Q1. (1) crust (2) magma (3) metamorphic habitat most of the plants will be burnt
(4) sedimentary death.
Q2. (1) D (2) C Chapter 9. Topic 2. Page 158
Q3. (Expected answer) The mineral used Q1. (1) Adaptation (2) Habitat/Environment
to make electrical wires is copper. (3) Mimicry (4) Behaviour
Q4. (Expected answer) Igneous rock is Q2. (1) A (2) A
formed when melted rock in the earth Q3. To scare away birds that want to eat
cools and hardens. Examples of them.
213
Answer of Exercise
Q4. The animals such as bears go into a plant leaves green, big flowers and
long deep sleep through the winter to strong roots.
survive with little or no food. Chapter 11. Topic 1. Page 194
Chapter 10. Topic 1. Page 172 Q1. (1) Heat (2) Temperature (3) 100 /
Q1. (1) seed coat (2) water (3) oxygen Hundred
(4) temperature Q2. (1) C (2) D
Q2. (1) D (2) A Q3. (1) Thermometer (2) Fire can be used
Q3. (Expected answer) (1) Same to keep us warm at night or during
conditions - Seeds are given water/ cold weather. / Fire is used to cook
Seeds are exposed to light and food, etc. (3) The Sun / fire / electrical
brightness/ Seeds are exposed to appliance, etc.
same temperature (2) Different Q4. Our hands become cold because heat
conditions - A. Seeds are not exposed in the hands is transferred to the cold
to air / B. Seeds are exposed to air. ice cubes.
Q4. (Expected answer) Seeds germinate Chapter 11. Topic 2. Page 202
because they are exposed to water, air Q1. (1) Convection (2) Radiation
and proper temperature./ Seeds (3) Conduction
germinate because they are given Q2. (1) A
water, air and left in good Q3. (1) Radiation (2)
temperature./ Seeds can germinate
because they have water, air and good
temperature. Q4. (Expected answers.) Because the
Chapter 10. Topic 2. Page 180 handle does not get too hot to grab it.
Q1. (1) Nutrients (2) Fertiliser (3) Water There is less conduction of heat on
(4) Sunlight (5) Photosynthesis the handle due to far distance from the
Q2. (1) C (2) B heat source.
Q3. (Expected answers) (1) Same
conditions - light and brightness, air,
temperature and fertiliser(soil)
(2) Different conditions - Water
Q4. (Expected answers) The nutrient from
the fertiliser makes the plant leaves
green, the flowers big, and the roots
strong./ Nutrients from fertiliser makes
214
Glossary
Accelerate is to increase in speed. ………………………………………… 24

Adaptation is the use of body part or a behaviour that helps an organism
survive in its environment or a new environment. …………… 148
Alloy is a mixture of two or more metals. …………………………………… 120
Autumn (fall) is the season that follows summer. The weather slowly gets
colder. ………………………………………………………… 48
Behaviour is the way organisms act in a certain situation. ……………… 148
Boiling point is the temperature at which a liquid changes into a gas. … 76
Camouflage is a type of animal adaptation that use the colours, patterns
or shape of body parts of an animal that allows it to blend in
with its surroundings. ………………………………………… 152
Carbon dioxide is a colourless and odourless gas produced by people or
animals when they breathe out. ………………………… 12
Cast is the opposite of its mould. …………………………………………… 124
Chemical change is a change that produces new kinds of matter.……… 58
Circuit diagram is a diagram representing an electrical circuit drawn
using symbols. …………………………………………… 104
Cloud is made of water droplets or ice crystals floating in the sky. ……… 42
Condensation is the process that causes a matter to change from gas to
liquid. ………………………………………………………… 76
Conduction is the transfer of heat from one place to another through matter.
…………………………………………………………………… 196
Convection is the transfer of heat through liquids and gases such as
water and air. …………………………………………………… 198
Convection current is the movement or flow of water or air created by the
process of convection. ……………………………… 198
Core is the hottest, innermost layer of the Earth. ………………………… 114
Cotyledon is the part of a plant that stores food. ………………………… 164
Crust is the thinnest outer layer of the Earth. ……………………………… 114
Decelerate is to reduce in speed or slow down. …………………………… 24
215
Glossary
Degrees Celsius is the unit of measurement used to measure

temperature. ……………………………………………… 192
Desert is a large, hot, dry area of land with very little water and very few
plants. ………………………………………………………………… 150
Dry season is a time of year when little rain falls. ………………………… 48
Effort is the force applied to a machine to do work. ……………………… 30
Egg is the female reproductive cell. ………………………………………… 84
Electric current is the flow of electricity. …………………………………… 98
Electric circuit components are basically the various parts of circuit such
as dry cells, bulb, switch and motor. ……… 103
Embryo in animals is an early developmental stage of an animal while it
is within the mother's womb (uterus) or in the egg.… 88
Embryo in plants is the tiny plant inside the seed. ……………………… 164
Energy pyramid is a representation of the flow of energy from one energy
level to another. …………………………………………… 16
Evaporation is the process that causes a matter to change from liquid
to a gas. ………………………………………………………… 76
Fertilisation is the process where the egg meets the sperm and joins it. 84
Foetus is the unborn offspring of an animal that develops from an embryo. 88
Food chain is the path of food energy from the plants to animals. ……… 14
Food web consists of several food chains linked to each other. ………… 16
Fossil is the remains of once a living thing. ………………………………… 124
Freezing is the process that causes a matter to change from a liquid
to a solid. …………………………………………………………… 76
Freezing point is the temperature at a certain point where liquids start to
change to solid. ……………………………………………… 74
Freshwater habitats are natural water sources that do not contain salt. 136
Friction is the force that occurs when two surface of objects rub against
each other from opposite directions. ……………………………… 24
Germination is the process of the seed growing into a seedling. ……… 165
216
Grassland habitats are an area mostly covered by grasses with few or no
trees. …………………………………………………… 142
Habitat is the part of a natural environment where a plant or an
animal lives. ………………………………………………………… 134
Heat is a form of energy. …………………………………………………… 186
Heredity is the way in which traits are passed on from parents to young
organisms.…………………………………………………………… 90
Hibernation is the state of inactivity where animals go to a deep sleep. 156
Igneous rock is a rock formed when melted rock from inside the Earth cools
and hardens. ………………………………………………… 118
Lever is a type of simple machine that makes an object move with
less force. ……………………………………………………………… 29
Load is the force applied on the lever by the object to be lifted. ………… 30
Magma is melted rock form in the Earth or a result of volcanic eruption. 118
Mantle is the thick, hot layer of the Earth. ………………………………… 114
Melting is the process that causes a matter to change from a solid
to a liquid. …………………………………………………………… 76
Melting point is the temperature at a certain point where solids start
to melt.………………………………………………………… 74
Metamorphic rock is a rock formed when a rock inside the Earth has been
changed by heat and pressure. ……………………… 118
Migration is the movement of fish, bird and other animals from one place
to another. ………………………………………………………… 156
Mimicry a type of animal adaptation that allows an animal to look like
another kind of animal. …………………………………………… 154
Mineral is a valuable or useful substance that is dug out of the ground. 114
Motor is an electrical device that produces power to rotate things using
electricity. ……………………………………………………………… 97
Mould is the shape of a dead living thing found in a rock. ……………… 124
Ocean habitat is the area with salty water. ………………………………… 138
217
Glossary
Organism is any living thing such as plant, animal and other living
things..……………………………………………………………… 144
Ovary is the female body part that contains thousands of eggs. ………… 86
Parallel circuit is a circuit in which the electric current flows in two or more
paths. ………………………………………………………… 100
Penis is the male body part that passes semen out of the man's body. … 86
Photosynthesis is the process by which plants make their own food (starch)
from carbon dioxide and water by using light. ………… 176
Radiation is the transfer of heat in the form of waves through air or empty
space. ……………………………………………………………… 200
Rainforest habitat is an area with a lot of rain, warm climate and tall
trees. …………………………………………………… 140
Reproduction is the process where living things produce young ones
similar to themselves. ……………………………………… 83
Reproductive system is the group of the body parts that work together for
the purpose of reproduction. ……………………… 86
Rock is a naturally formed, non-living material as part of the Earth crust. 114
Rusting is the red or orange coating that forms on the surface of metal due
to chemical change between metal surface and the environment. 60
Season is a period of the year that is divided by typical weather
conditions. …………………………………………………………… 48
Sediment is a collection of sand particles of rock and small bits of soil piled
up over time. ……………………………………………………… 118
Sedimentary rock is a rock formed when sediments are glued together
and become hard. ……………………………………… 118
Seed coat is the hard outer layer of the seed covering the embryo and the
cotyledon. ………………………………………………………… 164
Semen is a mixture of sperm and fluids. …………………………………… 86
Series circuit is a circuit in which the electric current flows in one path. 100
Sleet is a mixture of snow and rain. ………………………………………… 48
Solar energy is the energy that comes from the Sun. …………………… 12
218
Sperm is the male reproductive cell. ………………………………………… 84
Spring is the season that follows winter. The weather begins to get
warmer. ………………………………………………………………… 48
Sublimation is the direct change of state from solid to gas. ……………… 79
Starch is a substance made by plants to store energy in foods such as rice,
bread, kaukau and potato. …………………………………………… 164
Summer is the season that follows spring. It is warmest season of the year
with long hours of sunlight.………………………………………… 48
Temperature is a measure of how hot or cold a matter is. ……………… 192
Testes is the male body part that produces millions of sperm. ………… 86
Thermal expansion is the increase in volume of matter due to an increase
in temperature. ………………………………………… 72
Thermometer is an instrument that is used to measure temperature in
degrees Celsius. ……………………………………………… 192
Trait is a feature or characteristic of a living thing. ………………………… 90
Vagina is a muscular tube that connects the womb to the outside of
a female’s body. ……………………………………………………… 86
Weather forecast is to predict the upcoming weather. …………………… 43
Wet season is the time of year when most of the rain falls. ……………… 48
Winter is the season that follows autumn (fall). Winter is the coldest season
of the year with fewer hours of sunlight. …………………………… 48
Womb is the place where a baby grows until its birth. …………………… 86
219
220
221
222
223
National Science Grade 5 Textbook Development Committees
The National Science Textbook was developed by Curriculum Development Division (CDD), Department of
Education in partnership with Japan International Cooperation Agency (JICA) through the Project for
Improving the Quality of Mathematics and Science Education (QUIS-ME Project). The following
stakeholders have contributed to manage, write, validate and make quality assurance for developing quality
Textbook and Teacher’s Manual for students and teachers of Papua New Guinea.
Joint Coordinating Committee members for QUIS-ME Project

Dr. Uke Kombra, Secretary for Education - Chairperson, Mr. Walipe Wingi, Deputy Secretary - Deputy Chairperson, Mr. Baran
Sori, Mr. Samson Wangihomie, Mr. Titus Romano Hatagen, Mr. Godfrey Yerua, Mrs. Annemarie Kona, Mr. Camilus Kanau, Mr.
Joseph Moide, Mr. Peter Kants, Late Mr. Maxton Essy, Mr. Steven Tandale, Ms. Hatsie Mirou, Mr. Paul Ainui, Mr. Packiam
Arulappan, Mr. Allen Jim, Mr. Nopa Raki, Mr. Gandhi Lavaki, Mr. John Kakas, Mrs. Philippa Darius, Mr. Alex Magun, Ms. Mary
Norrie, Mr. James Namari, Ms. Kila Tau, Mr. Moses Hatagen Koran, Ms. Colette Modagai, Ms. Dorothy Marang, Mr. Dan
Lyanda, Representatives from Embassy of Japan and JICA PNG Office, Mr. Akinori Ito, MPS, Mr. Chiko Yamaoka and other
Project Experts
Steering Committee members for QUIS-ME Project

Mrs. Annemarie Kona, First Assistant Secretary - Chairperson, Mr. Steven Tandale - Assistant Secretary, CDD - Deputy
Chairperson, Ms. Hatsie Mirou, Mr. Paul Ainui, Mr. Gandhi Lavaki, Mr. John Kakas, Mrs. Philippa Darius, Mr. Alex Magun, Ms.
Mary Norrie, Mr. James Namari, Ms. Kila Tau, Mr. Moses Hatagen Koran, Ms. Mary Phillips, Mr. Nopa Raki, Mr. Geoff Gibaru,
Ms. Jean Taviri, Mr. Glen Benny, Mr. Akinori Ito, MPS, Mr. Chiko Yamaoka, Mr. Satoshi Kusaka, Mr. Ryuichi Sugiyama, Mr.
Kenichi Jibutsu, Ms. Masako Tsuzuki, Dr. Kotaro Kijima, Ms. Kyoko Yamada and Representatives from Textbook writers and
JICA PNG Office
Curriculum Panel
Mr. Steven Tandale, Assistant Secretary - Chairperson, Mr. Gandhi Lavaki, Mr. John Kakas, Mrs. Philippa Darius, Mr. Anda
Apule, Mr. Alex Magun, Ms. Mary Norrie, Mr. Gilbert Ikupu, Mr. John Wek, Ms. Betty Bannah, Ms. Mirou Avosa, Mr. Rupuna
Pikita and Ms. Clemencia Dimain
Editorial & Contents Supervisors

Mr. Ryuichi Sugiyama, Mr. Kenichi Jibutsu, Prof. Masakazu Kita, Dr. Kotaro Kijima, Mr. Susumu Komazawa, Mr. John Kakas,
Mr. Moses Hatagen Koran, Prof. Hiroaki Ozawa, Ass. Prof Kazuyuki Tamura and Prof. Yasuhiko Makino
Writers & Proofreaders (Curriculum officers & Textbook writers - Science Working Group)
Mr. John Kakas - Science Working Group Leader, Mr. Moses Hatagen Koran, Mr. Emmanuel Ragu, Mr. Jimmy Pulpulis, Mr.
Michael Kwadogi, Ms. Sandra Uramani, Ms. Brenda Kautu, Ms. Raphaella Barau and Ms. A’alia Nissar
Chief Proofreader, Illustrations, Photos & Desktop Publishing

Ms. Clemencia Dimain (Chief Proofreader), Mr. Micheal John, Nihon Graphics Co.,Ltd. (Illustrations), Mr. Angus Fraser, Mr.
Rocky Roe, Wildlife Conservation Society, Piku Biodiversity Network Inc., Mr. Chiko Yamaoka, Dr. Kotaro Kijima, JICA
Volunteers, Aflo, amana images, Getty Images, NASA, OASIS, PIXTA, PPS (Photos), Mr. David Gerega, Mr. Vitus Witnes
(Graphic designers), HIZU INC., Mr. Haruo Yoshida, Ms. Ayako Sakano (Desktop Publishing) and Gakko Tosho Co.,Ltd.
(Photos and illustrations)
Validation Team (Science working group & Teachers from pilot schools)
Ms. Heidi Supa, Ms. Ikai Koivi, Ms. Joan Maiti, Miss. Aloisia Charles, Ms. Idau Rea, Ms. Freda Bonifas, Ms. Boio Gurina, Ms.
Joyce Dick, Ms. Sussie Kipak, Ms. Kila Vela Ymana, Mr. Christopher Awai, Mr. John Otai, Mr. Tom Ovia
Cooperation
Japan International Cooperation Agency (JICA), Department of National Planning & Monitoring (DNPM), PNG Conservation
and Environment Protection Authority (CEPA-JICA Biodiversity Project), PNG Forest Authority (PNGFA-JICA, PNG-FRIMS
Project), Piku Biodiversity Network Inc., Okayama University, Naruto University of Education, Gakko Tosho Co.,Ltd., Bank of
Papua New Guinea, Port Moresby Nature Park, Gaire Primary School, Iobuna Kouba Primary School, Koki Primary School,
Koiari Park Primary School, St. Therese Primary School, Sogeri Primary School, Tubuseria Primary School and QUIS-ME
Project Staff; Ms. Rose Leveni, Mr. Samuel Masa, Ms. Angela Koso, Mr. Robert Silovo, Mr. Benstead Talania, Mr. Pascarl Sury

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Grade 5

Papua New Guinea

Published in 2020 by the Department of Education, Papua New Guinea.

© Copyright 2020, Department of Education, Papua New Guinea.

All rights reserved. No part of this publication may be reproduced, stored in a

A special acknowledgement is given to the People and the Government of

Papua New Guinea

I am honoured to give you my message in this National Science Textbook. The

This textbook is exciting because it contains a lot of interesting student-centred

Students, Science is a very important subject because it allows you to explore

The officers of the Curriculum Development Division of the Department of

This Textbook provides a variety of enjoyable and interesting science activities

Chapter 2 . Force and Machine

Chapter 3 . Weather and Seasons

Chapter 4 . New Matter

Chapter 5 . Three States of Matter

Chapter 6 . Reproduction and Heredity in Animals

Chapter 8 . Rocks, Minerals and Fossils

Chapter 9 . Habitat and Adaptation

Chapter 10 . Plants Growth

• Guess what will happen at the end of the

Symbols in this textbook

• Read the textbook and confirm

Friends learning together with you Enjoy SCIENCE with us!!

Mero Naiko Sare Gawi

Kekeni Ambai Vavi Yamo

We learnt that living What is the relationship

Lesson 1 Source of Energy in Food

What is the source of energy in food?

Activity : Finding the source of energy

How does energy flow through food?

Activity : Eat and eaten by

eaten eaten eaten

Which living thing

Grass Grasshopper Frog Snake

How do living things in an environment

Activity : Who eats what?

What to Do: How is it different

how one living thing is consumed by another

Grass Grasshopper Frog

energy pyramid. The higher we

Sources of Energy in Food

The Sun provides light and heat energy to the Earth.

Plants provide food directly or indirectly to animals and humans.

Grass Grasshopper Frog Snake

A food web shows how plants

Q1. Complete each sentence with the correct word.

Q2. Choose the letter with the correct answer.

(2) Which of the following is not the correct explanation

What happens if an organism was removed

If frogs were to die because of some diseases caused by some pollution,

Q2 Choose the letter with the correct answer.

Grassphopper Small bird

(1) Which organism eats the snake?

Q4 The picture on the right shows a food chain

What would happen to the population of

The crane is moving. We

Lesson 1 Change in Speed

How does an applied force change the speed

Activity : Measuring a motion on an