2

A joint publication of National Institute of Education, Maldives

and Cambridge University Press, India

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Class:
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First published 2015
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 Preface
The revision of Exploring Science Student Book 2 was undertaken to enhance
learner engagement in meaningful contexts, improve understanding of scientific
concepts in a broader perspective and impart skills and values to students with
the goal of making them scientifically literate.

The revised edition is designed to support teaching and learning of science as

elucidated upon in the National Curriculum. The aim is to equip students with
knowledge, skills, values and dispositions for them to be able to apply science to
the environments that they interact with, physically as well as remotely. To that
end, all five strands of the Environment, Science and Technology curriculum are
contained in this series.

Exploring Science strives to balance the practical and theoretical aspects in the
learning of science. A renewed focus on inculcating process skills and facilitating
simple experiments reinforces the ‘learning by doing’ scientific ethic.

This book appreciates the impact of science on the processes of life: natural,
physical, environmental as well as societal. It approaches science as a branch
of knowledge that explains our interconnectedness and interdependencies
as humans. By doing so, it promotes responsible, ethical and noble scientific
pursuits, grounded in sound Islamic principles and values.

We extend our thanks to Cambridge University Press for once again partnering
with us in this endeavour.

We are grateful to the members of the NIE Curriculum Team for their continued
support.
 Table of Contents
Chapter 1: Our Senses 1

Chapter 2: We Grow and Change 11

Chapter 3: Changes in Our Locality 22

Chapter 4: We Use Earth’s Resources 33

Chapter 5: Materials in Our Environment 42

Chapter 6: Light in Our Environment 55

Chapter 7: Sound in Our Environment 67

 1
CHAPTER Our Senses
I will learn...
about our five senses
about the role of senses in recognising,
describing, and safely using a variety
of materials

Look at the picture.

Relating to People

How do you think family members in the picture are noticing things
around them?
1
Our Five Senses
Our senses help us to collect information from our surroundings.
We understand things through our senses. The five senses are
sight, hearing, smell, touch and taste.

For each sense, we use a specific sense organ. Our sense organs
include nose, ears, tongue, eyes and skin.

Living a healthy life

Which sense organs are being used by the people in the picture?

Our senses are very important. Our senses help us stay safe.

2
 Look at the picture and discuss.

How do you think our senses will help us to stay safe in such a place?

1a. Walk to School

While walking to school, take note of the things you

can see, hear, feel and smell.
Get Busy

Draw an observation map identifying the road signs and landmarks on

the way to school.
Can we use more than one sense to recognise things around us, at the
same time? Why or why not?

3
Sight
Our eyes help us to see the beautiful world around us.
Our sense of sight helps us to recognise people and
differentiate objects in terms of colour, shape and size.

Our eyes have limits, so we cannot see very small and faraway
objects. We use different tools to see such objects.

Magnifying Microscope is used to Binoculars are Telescope is used

glass is used see objects that are used to see to see distant
to see small too small to be seen faraway objects. things present in
things. by the naked eye. the sky.

We blink our eyes to protect them from strong lights.

We may also use sunglasses in the sunlight.

Hearing
Our ears enable us to hear things around us.

We should cover our ears if we hear something too loud. We

should not clean our ears with any sharp or pointed object.

A hearing aid helps people with

hearing loss to hear clearly.
4
Smell
Our nose enables us to smell different odours and
fragrances. Good fragrances are pleasant. Bad odours
are unpleasant.

We may cover our nose if there is a foul smell. We should

always use a clean handkerchief or tissue to clean our nose.

Taste
Our tongue enables us to understand the taste of the
food, we eat. There are four basic types of tastes—
bitter, sweet, salty and sour.

Our senses of taste and smell work together. That is why, when we have
a cold, we cannot taste food properly.

6
Sunday
1 2
12 3
11 4
10 5
9 6
8 7

We should clean our

tongue every morning
when we brush our teeth. Understanding and
Living a healthymanaging
life self

Touch
Our skin enables us to feel things around. The skin on
our hands/body helps us feel the touch of anything,
like hot and cold, rough and smooth and dry and wet.

Taking care of the body includes keeping our

skin clean. We should clean every part of our
body while taking a bath.
5
 1b. Favourite Art Piece

Get yourself blindfolded. Try to draw your favourite object/

scene in your exercise book. Remove the blindfold and discuss how
Get Busy

you feel about your drawing.

Do this activity with the help of an elder or your teacher.

We should never look down on people who are in

challenging situations due to loss of one or
more sense organs either by birth or an accident.
We should support them and treat them with empathy and respect.

1c. Testing Your Senses

Insert an earplug into your ears and get yourself blindfolded.

Get Busy

Take a walk inside the classroom.

Discuss.
• What do you notice?
• How do you feel? Is it scary? Is it frustrating?

Do this activity with the help of your teacher.

6
 Sunday
1 2
12 3
11 4
10 5
9 6
8 7

1d. Using Popcorn for Senses

Use your five senses to explore the making of popcorn.

Get Busy

You will need: a stove/a microwave, popcorn kernels and a pan with a lid
Discuss.
• What do you observe during the demonstration?
• Write one or more describing words related to senses involved
during the demonstration.

looks tastes

Five
Senses

sounds feels

smells

7
 The world is suffering from the coronavirus disease (COVID-19).
The virus has a severe impact on our senses. To prevent ourselves
from the disease and its effects, we should follow the safety
norms such as washing our hands frequently and wearing masks
in public places. We should also avoid touching our eyes, nose and
mouth with unwashed hands.

1e. More About Senses

Research on the senses: Sight, Hearing, Smell, Taste and

Get Busy

Touch and get more information on

• senses and sense organs.
• importance of sense organs and their safety.
• role of technology in using our senses.

Allah has given us the blessing of senses. We should appreciate the

blessings of Allah.

Vocabulary
Senses Sight Sense organs
Fragrance Odour Foul

8
What do you know?

A. Tick ( ) the things we should do to protect our sense organs.

In what other ways can we take care of our sense organs?

Present your ideas in groups.

9
 B. Complete the following concept map.

Our Senses

touch

hearing
eyes

nose

help us

to see

to hear to taste

C. Discuss the following questions in the class.

1. Why do we need to smell and taste food items?
2. Think of a situation when we need to see things:

?
a. up-close.

?
b. at a distance.

10
 2
CHAPTER
We Grow and
Change
I will learn...
about growth and changes in us
about the stages of development in living things
about the predictable changes at different
stages of development

Guess Who?

Carry out a gallery walk to identify who is who.

11
 Sunday
1 2
12 3
11 4
10 5
9 6
8 7

2a. Myself as a Baby

• Look at the pictures and discuss how you have changed

over time.
Get Busy

• Discuss how your body has changed over the years. Can you wear
your favourite childhood clothes and shoes now? Why or why not?
• Talk about the changes you might observe in yourself in the future.

It’s Time for a Change

All living things grow over time, changing in shape and size.

When a living thing grows, it may change in many ways.

What are some ways in which living things change as they grow?

A seedling grows into a big plant. A chick grows into a hen.

12
 All living things pass through a series of stages from the beginning
of their life until their death. This is called life cycle.
cycle

2b. Human Life Cycle

Think about how we change over time.

Thinking critically
Get Busy

Discuss with the student next to you and note down the changesand
in creatively
your
exercise book or make drawings to show the changes.

13
 Life Comes in Cycles

How do animals change as they grow?

2c. Growth in Animals

Look at the pictures of these animals as babies and as adults,

to see how they change as they grow.
Get Busy

Making meaning

Discuss.
• The ducklings look very different from the adult duck. How are
they similar?
• The calf looks very similar to the adult elephant. How are
they different?

Animals undergo many changes as they grow. For example,

a tadpole grows into a frog.

Tadpole
Life cycle of
a frog
Eggs

14 Frog
 Likewise, a caterpillar grows into a butterfly.

Egg
Caterpillar
Life cycle of
a butterfly

Pupa

Butterfly

A kitten is not able to see, at the time

of birth.

It develops sight as it grows.

2d. Animal Search

Search the internet and find out about a fish or any other
marine animals that develop their body features as they grow.
Get Busy

Paste the pictures to represent the changes in their growth in your

exercise book.
Discuss the questions that come to your mind while observing the animals.

15
 What Happens to a Seed

Look at the picture.

A seed grows into an adult plant.

During its growth, various parts of the plant develop. These include
roots, stem, leaves, flowers and fruits.

The roots grow first; then, the stem and leaves.

Do all plants grow from seeds?

16
 2e. Growing a Plant
MATHEMATICS
Be a gardener and grow a plant of your choice.
Get Busy

You will need: some seeds, a pot, some soil and some gardening tools
Thinking critically
and creatively

Be careful while using

gardening tools. Do this
activity with the help of
an elder.

Observe the changes in the plant as it grows for four weeks.

Measure its height using a measuring tape.
Record your observations.

Week Height

Week 1
...........................
Week 2
...........................
Week 3
...........................
Week 4
...........................

17
 Use the graph given below to show your observations. For example, if
your plant is 2 cm in length within one week, then colour two boxes to
show height.

Plant growth
15
14
13
12
11
Height of the plant (in cm)

10
9
8
7
6
5
4
3
2
1

Week 1 Week 2 Week 3 Week 4 Week 5

Compare your bar graph with other students and discuss.

Why should we grow new plants? Think about ways in which we get
benefits from plants.

18
Young to Old

Humans also undergo many changes as they grow.

Talk to an elder person at home and find out about the changes
that have taken place in them during their growth.

How much did they weigh when they were born? What is their
weight now?

Look at the picture and label the different stages of development

shown in humans.

19
 Vocabulary
Seedling Life cycle Duckling Adult
Calf Tadpole Pupa Caterpillar
Kitten Marine Infant Toddler
Teenager

What do you know?

A. Put a tick if the sentence is correct and a cross
if it is not.

1. Our body changes in shape and size as we grow.

2. A caterpillar grows into an adult frog.

3. A kitten can see at the time of birth.

4. In plants, the stem grows first.

5. A toddler grows into an infant.

6. The egg of a butterfly grows into a tadpole.

7. We can dress ourselves as we grow older.

8. An old person works less or does not

work anymore.

20
B. Discuss the following questions.

1. Would you like to be a toddler forever? What is good

about growing up?

2. At which stage does a plant bear fruits and flowers?

Give examples.

3. Identify and complete the different stages in life cycle

of the given animal.

__G H_ _C _ L _ _G

?
_ U _T _ _
?
21
 3
CHAPTER
Changes in Our
Locality
I will learn...
about the changes around us
about slow and fast changes
about human activities that affect
the environment

Look at the picture.

Thinking critically
Think about the changes that have taken place in your island.
and creatively

How has it changed over the years?

22
 Changes Around Us
We know that all living things undergo changes. Likewise, there
are some non-living things in our environment that also
undergo changes.

The places we observe in our neighbourhood are not the same as

they were years ago.

3a. My Island

Observe your island and identify how it has changed in the last
one year and fill in the resource sheet.
Get Busy

Changes in my island Increased/Decreased Reasons for the

changes

• Is there any connection between the things that you have listed?
• What are some useful changes?
• Are some changes damaging? How will they impact us?
• What measures should we take to minimise the damage?
• Can the changes in your island affect other places? How?

23
 3b. Future Island

Based on your observations, can you predict some future

changes in your island.
Get Busy

Effect of current changes on its future:

Land People

Plants Animals

Air and
Water Note down your
predictions in the
exercise book and
discuss it in class.

24
 Slow and Fast Changes
Many changes take place around us. For example, growth
of a plant.

The changes that take place in a long period of time are called slow
changes, whereas the changes that take place in a short period of
time are called fast changes.

3c. Slow or Fast?

Read the sentences that describe a few changes around us.

Identify and sort them into slow changes or fast changes.
Get Busy

• Once every 24 hours, the Earth turns on its axis taking all of us
with it

• A bright flash of light that appears in the sky during a storm,

followed by thunder

• The things that burn/burst with coloured lights and loud sounds

• The Earth moves around the Sun causing the change

25
 Changes on the Earth’s Surface

Our Earth has undergone many changes. Some of these changes are
due to natural events and others are due to human activities.

Can you think of some human activities and some natural events
that have caused changes on the surface of the Earth?

Changes like these can be both helpful and harmful. Brainstorm the
changes that are helpful and harmful.

3d. Tsunami Search

On 26 December 2004, a tsunami hit the Maldives causing

Get Busy

severe damage to life and property.

Research to find more information about the Tsunami and the changes
it caused in our surroundings.

26
 6
Sunday
1 2
12 3
11 4
10 5
9 6
8 7

3e. Changes: My Island, Then and Now

Select an area to study the changes that have occurred in your

island. Talk to an elder and find out how the area has changedUnderstanding
over and
Get Busy

managing self
the years.

Draw a sketch of the area to show the changes that have taken place.

Present your findings in the class.

Harming the Environment

Human activities such as cutting down of trees for the construction
of buildings and new harbours lead to deforestation
deforestation.

Trees and other green plants produce oxygen, which we need to

live. When trees are cut down, less oxygen is released into
the atmosphere.

Trees also capture carbon dioxide which is one of the gases that
contribute to a problem known as global warming.
warming When the trees
are burned, they release carbon dioxide back into the atmosphere.
27
 What are some of the problems caused by deforestation? Discuss.

3f. Underwater Search

Look at the picture. What are these beautiful underwater

structures called? Have you seen them?
Get Busy

Making meaning

How do these structures protect beaches from floods and erosion?

28
Increasing pollution in the
sea is destroying these
underwater structures.

Think of ways in which we can protect our beaches against erosion

and floods. Discuss.

Saving the Environment

The environment plays the most important role in the
survival of all the living things on the Earth.
Using sustainable
We should take the following steps to save our environment.practices

Grow more plants. Do not cut or harm plants.

Throw garbage only in dustbins. 29

 Recycle waste objects Walk or cycle to go
such as plastics. to nearby places.

Turn off the lights when Do not waste water.

you leave the room.

3g. Protected Areas

Find out about the protected areas of Maldives.

Get Busy

Interview a guest speaker or an elder at home. Prepare questions in

the resource sheet to ask during the interview. Collect information
about the protected areas and how we take care of them.

Record your observations in the form of text or images.

30
 Vocabulary
Neighbourhood Flood Tsunami
Deforestation Oxygen Carbon dioxide
Global warming Erosion

What do you know?

A. Complete the concept map.

examples

slow

Changes Around Us

due to
helpful

human activities
can be

examples

31
 B. Choose the correct answer.

Look at the pictures. How do the following activities

affect the environment?

1. Driving vehicles

a. Lots of trees
are cut down to
make highways.

b. It makes the
air healthy.

2. Excessive use of plastics

a. It makes our
surroundings dirty.

b. Animals can consume

plastic. So, it helps in
their growth.

C. Discuss the following questions in the class.

?
1. Think of an example of a slow change that harms
our environment.

2. Do you use environment friendly products?

If so, give some examples. ?
32
 4
CHAPTER
We Use Earth’s
Resources
I will learn...
to recognise the natural resources of Earth
about the various use of natural resources
about the ways to conserve natural resources

Brainstorm and find out the most essential things we need to live.
From where do we get all these things?

Wahida wants to
grow a new plant
in her mother’s
kitchen garden.

Help Wahida
identify the things
required for a plant
to grow.

Tick ( ) the correct choices.

sunlight stones soil air cement water

33
 Natural Resources
Natural resources are useful raw materials that we get from the
Earth. We use and modify natural resources in ways that are
beneficial to us.

4a. Resources Around Me

Talk about some resources that you use in your daily life.
Get Busy

You may use the words given in the help box and brainstorm on
how you use them. You may also add more resources to the list.

air water sunlight plants animals food clothes

oil coal metals soil glass plastic stones
sand cement

Identify which of the above resources are naturally available

around you.

Natural resources are the materials provided by Allah (SWT) and

humans cannot make them. Soil, water, air, sunlight, oil and coal are
some of the natural resources which we use in our everyday life.

We breathe air, drink water and use soil for various purposes like
planting trees and growing crops. Soil, water and air are important
for all living things.

34
Uses of Earth’s Resources
We use resources available on the Earth for various purposes.

Soil

Soil is a natural resource. Plants need soil to grow.

Soil provides plants with nutrients

and water. Plants provide food to
humans and most animals. So, soil
indirectly plays an important role in
supporting human and animal lives.

Soil also provides a place for many

animals to live in.

Can you think of some animals that

live in soil?
35
 6
Sunday
1 2
12 3
11 4
10 5
9 6
8 7

4b. Observing Soil

Observe carefully and find out the things present in the soil.
Understanding and
Get Busy

You will need: some garden soil and a magnifying glass managing self

• Observe the soil carefully using a magnifying glass.

• Draw pictures of things you have observed in the soil.
• Discuss and present your observations to the class.

Different types of soils are present in different areas. For example,

the soil present around the beach is different from the soil present
around our house.

Soil around beach Soil around house

4c. Uses of Soil

Use the internet and other resources to find out various

Get Busy

uses of soil.
Make a poster to represent your ideas.
Present your poster to the class.
Choose any one animal found in the soil. Find out how this animal gets
its food and how it protects itself.

36
 Water

Water is our basic need.

We use water for drinking, cooking,
washing, cleaning and other
everyday activities. There is no
life without water.

4d. Water is Precious!

Look at the picture of a globe.

Get Busy

Observe to identify the area covered with water

Thinking critically
and creatively
and discuss.
• Can we use this water for drinking and cooking?
• Where do we get fresh water on the islands?
• Why is there a shortage of fresh water?
• What can we do as a community to save fresh water on the islands?

We can preserve water at home by following a few simple steps.

Find and Avoid wasting Store rainwater Cut the bath

repair leaks. running water. for daily time short.
activities.

37
 Air

Air is present all around us. We cannot

see air but we can feel it.

Most living things breathe air.

It is essential for the existence of plants,

humans and animals.

4e. Air is Important!

CREATIVE ARTS
Design and make a pinwheel using paper
Get Busy

and straw. You may work in pairs.

Blow at your pinwheel. What do you observe?

Demonstrate the pinwheel to others.

Discuss.

• Talk about the other things that use air to move.

• Name any two objects that have air in them

and their uses.

• Find out how birds fly in the sky.

Thinking critically
and creatively

Using Resources Wisely

We depend on Earth’s natural resources to stay alive and thrive. It
is our responsibility to use them in a way that does not dangerously
reduce their supply. There must be a balance between living things
and the different resources available to them in the environment.
38
 Many human activities pollute air, water and soil. We should find
ways to stop polluting the environment.

Talk about how we have polluted air, water and soil in and around
our island.

Misuse and overuse of natural resources lead to shortage of

natural resources in the environment.

If we do not use natural resources wisely, they may run out.

Therefore, we must never waste natural resources and conserve
them for future use.

4f. Taking Care of Earth

Plan a field trip around the island or to a particular area in the

Get Busy

island. Observe and identify at least two problem areas affecting

the environment.
Discuss the causes of these problems and measures to address them.
Work in groups. Prepare a skit to create awareness among people in your
neighbourhood about the need of conserving natural resources.
Use posters and slogans and display them (if possible) to make a powerful
impact on people.

39
 Vocabulary
Natural resources Fresh water Preserve

Pollution Conservation

What do you know?

A. Look around your classroom. Here is a list of common
classroom needs. Against each item are two choices for how
to meet the need. Circle the choice that would be the best
way to conserve natural resources.

1. Cleaning desks and blackboards

paper towels sponges

2. Writing notes to parents

paper notes e-mails

3. Disposal of used papers

garbage bin recycle bin

4. Arranging lighting in a room

sunlight through windows tubelights

5. Controlling room temperature

air conditioner opened windows

40
B. Complete the concept map.

Natural Resources

water

uses

C. Discuss the following questions in the class.

1. Think of ways in which we commonly misuse our natural

resources. Discuss how we can correct ourselves.
?
?
2. Coal is another natural resource present on Earth.
How is it important for us? How can we conserve it?

41
 5
CHAPTER
Materials in Our
Environment
I will learn...
about types of materials and their uses
about changes that occur in materials
that some materials are harmful for
the environment

42
Materials Around Us
All the things around us are made up of one or more materials.

Look at the picture.

Talk about the type of

materials you find
in the picture.

43
 5a. Finding Materials

Look around your classroom or school. Make a list of materials

Get Busy

from which various things are made. Make a small mark each time you
find that material in the surroundings.

For example, if you find a plastic bottle, mark a small line under Count.
In the end, count the lines in all the columns.
Material Count Total
Plastic |

Do the same exercise at your home and prepare the chart.

Compare both the charts to find out which materials are used mostly
in school and at home.

44
 Types of Materials
Different objects are made of different types of materials.

5b. Observing Materials

Let us look at some of the objects found at home.

Get Busy

• Observe to identify different materials used to make these objects.

• Discuss why such a material is used to make the object in each case.

45
 5c. My School Bag

Observe your school bag carefully.

Get Busy

• Identify the materials used to make different parts of the bag.

• Why do you think that the materials you see have been used?

5d. Best Fit

CREATIVE ARTS
Make a model of an object using the most suitable
material. You may work in pairs.
Get Busy

• Decide which object to make.

• Draw a sketch of the object you are going to make.

• Discuss the type of materials that can be used to make the object.
• Decide on the most suitable material to make the object.
• Make the object and show it to the class.
Discuss.

• What is this object used for?

• What properties must this object have?
• Which materials have these properties?
Do this activity with the help of your teacher or an adult.

Which materials do you think are used to make spaceships and

spacesuits? Why would scientists use those materials?

46
 Changes in Materials
Most materials can be changed in various ways. For example, we
can change the shape of various materials.

5e. Investigating Materials

Investigate how the shapes of these objects can be changed.
Get Busy

Identify the objects and discuss their uses.

Talk about the properties of the materials used to make these objects.

Discuss how these properties make the materials suitable for their use.

Find out how the shape of each object can be changed while using it.

Observe to identify what type of physical actions can be used to change

the shapes.

Note down some describing words based on the physical actions used.

Identify and plan the best way to record the investigation.

Be careful while using wires and cleaner brush. Do not play

with them.

47
 5f. Change Happens

Observe carefully and discuss the changes that take place

during these activities.
Get Busy

burning candle boiling eggs melting ice

Can you explain the changes in each case? What caused these changes?

5g. Before and After!

The pictures here show changes these things have undergone.

Get Busy

Observe them carefully and write down what caused these changes.
Making meaning

Before After What has happened?

48
How Materials Turn Into an Object

From where do we get a bundle

of ropes?

Are they present naturally in

our environment?

In most of the cases, we do not

use materials in their original
forms. A material might have to go through various processes to
become the object we see.

For example, we obtain plastic from

fossil fuels such as oil and coal.
The fossil fuels are processed to
make plastics in its usable forms
such as bottles and lunch boxes.

Similarly, rubber is obtained from

tree sap. The sap from the tree is
then processed to make items like
rubber bands, tyres and gloves.

49
 5h. Let’s Bake

Work in pairs. Plan to make cupcakes and discuss.

Get Busy

• What would you need?

• How would you do it?
Once you have prepared the cupcakes, show it to the
class. Describe the materials used to make the cupcakes.
6
Sunday
1 2
12 3
11 4
10 5

Be careful while baking. Do this activity with the

9 6
8 7

help of your teacher or an adult.

Understanding and
Materials Can Be Harmful managing self

We get various materials from nature. Cotton, wood and wool are
some materials directly obtained from nature.

Plastic is a human-made material obtained from fossil fuels.

We use various products made of plastic. It is durable and cheap.

Plastic products
get collected in the
environment in large
numbers creating
problems for
humans, wildlife
and their habitats.

We should avoid using

single-use plastic items.

50
 5i. Overuse of Plastic

Reflect on the ways plastic is being used by people on a

Get Busy

daily basis.
Discuss and find out about your school’s policies
working to reduce the usage of single-use plastics.

Think of some other materials that are harmful to our environment.

Taking Care of Environment

Materials available in nature are treasures to human
beings because they can be used in so many ways.

However, overuse or misuse of materials by human beings pollutes

the environment and destroys it.

We can play a vital role to save the environment by following the

3Rs in our everyday life.

The 3Rs refer to reduce, reuse and recycle. Following such

practices will help us to reduce pollution in our environment.

Brainstorm on ways to reduce, reuse and recycle harmful materials

in your everyday life.
51
 5j. Let’s Talk

Work in groups. Start a podcast to discuss ways in

which we follow the 3Rs in our school.
Get Busy

Discuss ways in which school authorities work to reduce

waste generation.
With the help of your teacher, record your podcast and
present it to the class.

Vocabulary
Materials Spaceship Spacesuit Tree sap
Durable Treasure Pollutes Reduce
Reuse Recycle

52
What do you know?
A. Read the clues in the left column and match them with the
materials in the right column.

I am a shiny and strong material.

I am used in the making of glass
utensils and cars.

I am a breakable material.
I am used in the making paper
of windowpanes.

I am easy to tear.
I am used in the making metal
of notebooks.

I am a soft material.
I am used in the making rubber
of clothes.

I am a flexible material and can

be bent easily. satin silk
I am used in the making of tyres.

53
 B. Complete the following concept map.

objects

rubber
Materials

have different

is harmful

C. Discuss the following questions in the class.

1. How do you choose a suitable material to make

?
?
something?

2. How does reusing books save the environment?

54
 6
CHAPTER
Light in Our
Environment
I will learn...
about the light around us
that our eyes help us to see the world
around us
about sources of light

It’s family fun time. Everyone is

watching a movie and having popcorn.

I’ll get a
torch.
ything!
I can’t see an gency
Even the emer rking.
light is not wo

Do we have
any candles?
Does anyone know

Suddenly, the light goes off.

where the torch is?

The room becomes dark.

6

When the light comes on, everyone bursts out laughing

Sunday
1 2
12 3
11 4
10 5
9 6
8 7

to see Abida finishing the popcorn quietly.

Understanding and
Why didn’t anyone notice, what
managing self

Abida was upto?

Can you imagine your day
without light? What would it
be like? 55
 The Light Around Us
Light enables us to see the world around us.

During the day, the Sun is our main source of light. It gives off its
own light and brightens our surroundings. The Sun helps us to see
the things around us.

Our Eyes

We see objects around us with our eyes. When light falls on an

object, the light gets reflected. The reflected light then reaches our
eyes and enables us to see that object.

Lig
ht

Light

Our eyes help us to be aware of the world around us which allows

us to conduct our daily activities.

56
 6a. No Light, No Sight!

Imagine you are a team of scientists working to explore light

Thinking critically
Get Busy

and its uses. and creatively

Your task is to explain that light is necessary to see objects.

Decide on how you are going to show and explain that light is necessary
to see and identify objects. You may use the following objects.

• Discuss your plan among the group.

• Make the set up as discussed.

• Note down points to explain your observations.

Sources of Light
The objects that give out light are called light sources.

Light sources can be of two types: natural and human-made

or artificial.

57
 Natural sources of light are the ones we find in nature, for
example, the Sun and stars.

Moon does not have its own light. It reflects the light from the Sun.

The Sun is important for all living things. The Sun is a creation
of Allah (SWT). We all must be thankful to Allah (SWT) for
creating the Sun.
Discuss the importance of the Sun.

Human-made or artificial sources of light are those made by

humans, for example, a lamp and a torch.

What are the other artificial sources of light that we use at home?

58
 6b. Light Search

Find out about our traditional sources of light.

Get Busy

Interview an elder at home. Prepare questions in the resource sheet

to ask during the interview. Collect information about traditional
sources of light from the interview.
Record your observations in the form of text or images.

Incredible Creations of Allah

Fireflies and glow worms are insects that emit light.

Some animals such as owls can see

clearly in the night sky.
Owls are more active at night.
Their night vision helps them catch
prey at night.

59
 6c. Sorting Light Sources

Look at the picture and identify the different sources of light.

Get Busy

Sort them into natural and artificial sources of light.

Natural Sources of Light Artificial Sources of Light

60
 Use of Light in Future
Scientists are continuously working on exploring new ways and
technologies to use light in a more sustainable way.
Fireflies make themselves glow
chemically. Some animals use
other techniques. Scientists
are now investigating how they
might use these processes to
light the human world.

Source of Light at Night

The energy of the Sun can also be stored to use at night.

I wish we could have Ali, we can use solar panels

sunlight at night also. to convert energy from the

sun and store it in batteries.
It would reduce the usage
This energy can be used
of electricity.
at night.

61
 The energy we get from the Sun is free and abundant.
How can we make use of it?

Maldives is located on the

equator of the Earth and receives
abundant solar energy. We have
the opportunity to use solar
energy to produce electricity,
which is more environment
friendly and sustainable.

Fossil fuels like natural gas, oil

and coal are generally used to
produce electricity. But burning
of fossil fuels increases the
temperature of the Earth. It is
harmful for the environment.

62
How Solar Panels Work

Using sustainable
The Sun shines on the solar panels during daytime. The panelspractices
convert
this energy into electricity, which can be used immediately, or can be
stored in batteries. At night, the stored energy from batteries can be
used to provide us light.

We have a large number of solar power plants in the

Maldivian Islands.

Solar Sea and Roof Solar PV Systems

63
 6d. Use of Solar Energy

Visit a place that has solar panels installed or conduct a

Get Busy

study to find out the use of solar panels in the country.

Discuss and come up with questions on solar energy that you would
ask during the visit.

6e. Redhan Lun

Have you ever observed bright, sparkling water at the

Get Busy

beach under the night sky?

A bright blue glow appears on the sandy shores of Maldives.

The warm coastal waters get illuminated by natural light.

Ask your parents/teachers about this event. Find out more about it
using the internet. Discuss your findings in the class.

64
A Tall Lighthouse ENGLISH

A tall lighthouse in the centre of

the town,

Smiling like a clown.

Big ships sail up and down,

All wearing shining crowns.

What if the lighthouse fell

asleep at night?

Would the stars be the

ships’ knights?

Think about the questions that the poet asks. Share your views
with your friends.

Vocabulary
Light sources Natural Human-made
Firefly Glow worms Fossil fuels
Solar panels

65
 What do you know?
A. Word Search

Observe the pictures of the objects related to light.

Identify and find their names in the grid.
One has been done for you.

U E Y N E A F O S S I L F U E L N Y
V S O J L I G H T H O U S E C S B O
E O Z C M X D B Y D K H C V Y I R T
G L E H M A N M A D E S O U R C E S
D A S W Z O D O X Y O E O L B S V U
I R F C S G D U U C F W T N J Z W A
F P N A T U R A L S O U R C E A N H
A A I Z U Z L V N D O O I J C B D H
J N Z Y A W I I W T L X E F J L T E
Q E G B N U J A G C I M N B Z Q N U
U L I U D E O W S U N L I G H T A P
M G V C P J Y Q W U U Y A I Y V I E

B. Discuss the following questions in the class.

1. Think of some ways light is used in various areas of

work (professions) and list any three of them.

2. What would it be like to live without light?

?
?
3. All objects around us are not sources of light.
Explain the statement with the help of an example.

66
 7
CHAPTER
Sound in Our
Environment
I will learn...
that sound can be sensed by our ears
about how sound is produced
to identify pleasant and unpleasant sounds
about causes and effects of noise pollution

Look at the picture.

What sounds would you hear in a place like this?

67
 7a. Sound Search

Go for a walk inside your school. Pay attention to

the sounds you hear. Note down the different sounds you hear.
Get Busy

Go for a walk outside your school. Pay attention to the sounds

you hear. Note down the different sounds you hear.
Compare the sounds that you heard inside and outside your school.

Sound
A lot of things around us
produce sound. We
recognise many of
those things call for prayer five
times a day
by the sounds sound of thunder 6
Sunday

they make.
1 2
12 3
11 4
10 5
9 6
8 7

sound of a siren
How do we react to these sounds?
Understanding and
managing self
Different objects produce different sounds.

When one object strikes

another, they produce
sound. Some objects
make a louder or a
softer sound
than others.

68
 Look at the pictures. They suggest a wide range of sounds we hear
around us.

What kinds of sounds do you think you will hear in the places shown?

Describe the sounds you think you will hear.

7b. Let’s Listen

Listen to the sound/s in the audio clip.

Get Busy

Write about the sound/s you heard in the audio clip and discuss
it/them in class.

69
 7c. Investigating Sound

Investigate how sound can be produced with the following

equipment.
Get Busy

• Observe the equipment and predict how sound can be produced in

each of them.
• Observe to identify what type of sounds they make.
• Make a list of words that describe the actions that make the sounds.
• Sort the equipment into groups based on the ways they
produce sound.
• Record your findings/observations using drawings or digital images
in your exercise book.
Be careful while using utensils in the kitchen. Do this activity with
the help of an adult.

70
 Feel the Sound
Sound is a type of energy made by vibrations. When any object
vibrates, it causes movement in the particles that make it up. Our ears
detect these vibrations and enable us to hear the sound around us.

7d. Observing Vibrations

You will need: a rubber band

Get Busy

What you need to do:

• Loosely stretch a rubber band between your thumb and forefinger.

• Pluck the rubber band.

Record your observations.

Explain what happens when you pluck the rubber band.
Discuss and think of other ways to demonstrate the vibration of an object.

Be careful while using rubber bands. Do not play with them.

71
 We can observe vibrations in objects that produce sound.

Can you think of an object that requires vibration of the air inside
it to produce sound?

7e. Make Your Own Instrument

CREATIVE ARTS
• Discuss and decide which instrument you
are going to make.
Get Busy

• Make a list of things required to construct the instrument.

• Make your instrument.
• Use the instrument to produce sound.
• Record your observations using words and pictures.
• Demonstrate and explain how your instrument works to the class.

72
Pleasant and Unpleasant Sounds
We hear soft and loud sounds in our environment.

Look at the picture and identify the sounds you would hear in
such a place. List three pleasant and three unpleasant sounds you
might hear.

Pleasant Sound Unpleasant Sound

73
 Pleasant sounds are composed of regular and uniform vibrations. Soft
sounds are usually pleasant. For example, the sound of a soft breeze.

Unpleasant sounds are composed of irregular vibrations. They are

considered noise. Loud sounds are usually unpleasant, for example,
traffic noise.

The sound of waves splashing The sound of construction

on the shore is soft and work is usually loud and

pleasant. unpleasant.

The big ears of some animals help them in danger.

Find out more about it.

You may search the internet to find the answers.

74
Noise, a Nuisance
The ability to hear sounds is a great gift of Allah.

However, not all the sounds are pleasant, although they

are necessary.

Loud sounds are usually unpleasant and create noise. The noise of
road and air traffic and sounds from construction sites are some
unpleasant sounds that we hear almost every day. Unfortunately,
these necessary sounds sometimes reach a volume that is
dangerous for people and animals alike. If they get too loud or
last for too long, they cause noise pollution.

Living a healthy life

When you hear a loud sound, you cover your ears with your
hands. Why?
75
 ‘Why am I not able to
hear anything? What is
this loud sound?’

76
 Effects of Noise
Pollution

Noise pollution can cause

health problems for people
Again, there is a and animals, both on land
big ship passing by
and in the sea. Loud
and creating noise.
sounds can cause ear
problems that can
affect hearing.

Marine animals like

whales and dolphins
communicate with one
another through sound.
They can locate their prey
using sound signals.

Big ships in the sea can

disturb communication
among these animals.
Therefore, noise
pollution is a threat to
these animals.

77
 7f. Use of Sound

How do you think people gathered for prayers,

Get Busy

breaking fast, and other community activities in earlier times?

Ask an elderly person how it was done in the early days.

Find out about some traditional instruments used in olden times.

Vocabulary
Sound Vibrations Pleasant sound
Unpleasant sound Noise Noise pollution

78
What do you know?
A. Complete the following concept map.
is

caused can
by be

is

produce

soft

produce
different Sound
sound

loud

ears

B. Discuss the following questions in the class.

?
1. How do sounds help us to know the world
around us?

?
2. How can we help in reducing noise pollution?
3. Think of a pleasant and happy sound that may
lead to noise pollution.

79
 Notes

80