Pupil’s Book | Part 2

SCIENCE
GRADE 4

NAME :

.....................................................................

.................................................................
 Professor Vassen NAËCK - Head Curriculum Implementation,
Textbook Development and Evaluation

THE SCIENCE PANEL

MAURITIUS INSTITUTE OF EDUCATION

Mr Mohun CYPARSADE - Panel Coordinator, Associate Professor

Panel Members
Dr Ravhee BHOLAH - Associate Professor
Dr Fawzia NAROD - Associate Professor
Mr Devendranath BEERACHEE - Deputy Head Master
Mrs Vedwati RAMSOONDUR - Former Principal School Inspector
Mr Francois JOLICOEUR - Deputy Head Master
Mr Jean-Noël MANIACARA - Educator

Acknowledgements

Vetting Team
MAURITIUS INSTITUTE OF EDUCATION
Dr A. RUMJAUN - Head of School, School of Science and Mathematics
Dr S. SADDUL HAUZAREE - Head of Department, Department of Science Education

MINISTRY OF EDUCATION AND HUMAN RESOURCES, TERTIARY EDUCATION AND SCIENTIFIC RESEARCH
Mr Rajkumar BEEDASSY - School Inspector
Mr Dahmiasdeho GOWRY - School Inspector
Mr Doomanlall MOHANGOO - School Inspector
Mrs Taramatee NATHOO - Senior School Inspector
Mr Krishnaduth OOCHIT - School Inspector
Mrs Dineshwaree RUCHCHAN - School Inspector

Illustration

Mr William RASOANAIVO

Layout

GRAPHIC DESIGNER
Mrs Wendy SIEW

ISBN : 978-99949-44-34-7
© Mauritius Institute of Education (2017)
ii
 FOREWORD

We have the pleasure to offer you a brand new collection of textbooks as from 2016.
These textbooks have been written by a team of experts and supported by experienced
Educators, advised by Inspectors, Mentors and Deputy Head Masters. We have done our
best to ensure that children undergo a pleasant learning experience.

We have taken care to align the textbooks with very clearly defined learning outcomes
and objectives set for the subject. This present textbook provides clear indications of the
diverse skills that children should master at each stage. We would request teachers to use
the techniques and pedagogical approaches suggested in the teacher’s manual so that
children make optimal use of the textbook and materials provided.

We are extremely thankful to all those who have provided us with constructive feedback,
thereby enabling us to make this curriculum development endeavour come to fruition. We
are also thankful to the artists who carried out the illustrations, and to our graphic artists,
who have tried their best to create the right layout for the books. The authors and the
curriculum team, under the guidance of Professor Vassen Naëck, also deserve our thanks.

We hope that you enjoy this material and wish you lots of success.

Dr O. Nath Varma
Director
Mauritius Institute of Education

iii
 Preface

The content of this book is aligned with the National Curriculum Framework
(2015). It encourages pupils to acquire scientific knowledge, develop inquiry skills,
conceptual understanding as well as an appreciation of Science around us. The
content, exercises and activities have been specially designed to enable pupils to
learn science in an enjoyable manner.

Activities, illustrations and methodology

The themes and activities in this book are designated according to four units that
are WATER, MATERIALS, ENERGY and POLLUTION IN OUR ENVIRONMENT. Each
unit begins with a simple introduction, an overview of the fundamental concepts and
some related simple scientific terms. The concepts to be learnt are supported with a
range of illustrations and photographs so that learners are able to connect with the
concepts. Our aim has been to present the concepts using appropriate colourful and
meaningful illustrations in a coherent way. The activities proposed in the units are
meant to strengthen the learning process through group participation, discussion
and play. It is hoped that learners have their natural curiosity aroused as they engage
in learning the science concepts. The skills emphasized in the activities are those
associated with the process of scientific inquiry and discovery based learning.

Find Out

The ‘Find Out’ section that is included at the end of each unit intends to help pupils
to seek additional information regarding the concepts. It is expected that teachers
follow up and make sure that learners are encouraged to carry out the additional
research work after the lessons. This may be done at school itself and even at home.

Did you know

We have also included a section on ‘Did you know’, whereby additional information
is provided to learners to stretch their imagination further. The dictionary corner is
meant to explain some terms that may appear difficult to some students.

iv
What I have learnt

At the end of each unit/sub-unit, there is the ‘What I have learnt’ section. This
essential part summarises the items learnt by the pupils. It also gives an indication
to educators of what needs to be assessed, especially when planning assessment
tasks beyond what is given in the end-of-unit exercises.

Assessment/End-of-unit exercises

The assessment tasks in the end-of-unit exercises are expected to gauge the
learning experiences of the learners and engage them further in their learning paths
while assessing learning in different ways. Pupils are expected to communicate their
answers through:
• Ticking the appropriate statements
• Filling in tables with simple words
• Communicating in writing
• Matching of related statements and ideas
• Drawing to illustrate understanding of concepts
• Labelling of diagrams
• Choosing the appropriate answer
• Expressing answers orally and in other ways

Mr Mohun CYPARSADE
Panel Coordinator
Science

v
vi
 UNIT 5
WATER
Pg 1 - 22

UNIT 6
MATERIALS
Pg 23 - 41

TABLE OF
CONTENTS

UNIT 7
ENERGY
Pg 43 - 63

UNIT 8
POLLUTION IN OUR
ENVIRONMENT
Pg 65 - 90

vii
viii
 UNIT 5: WATER

Water

At the end of this unit, pupils should be able to:

• state the properties of pure water

• recognise and name the three states of water

• list some substances that dissolve in water

• conclude that some substances dissolve in water to form colourless or

coloured solutions

• explain the importance of filtration and purification of water

• make a model of a water filter bed

• state the importance of water to living things

1
 We use water every day for different purposes. For example, we use water for cooking,
drinking and watering plants.

Water forms part of our environment. We cannot live without water.

In Grade 3, you learnt:

(i) about uses of water
(ii) places where water is found
(iii) that water is obtained from rain
(iv) that sea water is salty
(v) that water must not be wasted
(vi) about how water can get dirty

In this unit, you will learn more about water.

Activity

1 USES OF WATER

Let’s recall what you learnt in Grade 3 about uses of water.

Observe the pictures in Figure 1.

Figure 1

2
 UNIT 5: WATER

Discuss with your friends and then write a sentence about how water is being used in
each picture.

1. We use water for .................................................................................................................................................................................

2. ...............................................................................................................................................................................................................................

3. ...............................................................................................................................................................................................................................

4. ...............................................................................................................................................................................................................................

5. ...............................................................................................................................................................................................................................

Group discussion

Find out 3 other ways in which water is used at:

A. Home

1. ...............................................................................................................................................................................................................................

2. ...............................................................................................................................................................................................................................

3. ...............................................................................................................................................................................................................................

B. School

1. ...............................................................................................................................................................................................................................

2. ...............................................................................................................................................................................................................................

3. ...............................................................................................................................................................................................................................

3
 Activity

2 WHERE IS WATER FOUND?

You will now learn about where water is found.

1. Observe the pictures in Figure 2.

Figure 2

2. Discuss with your friends about where water is found.

Write down your answers below.

(i) ...............................................................................................................................................................................................................................

(ii) ..............................................................................................................................................................................................................................

(iii) ...............................................................................................................................................................................................................................

(iv) ..............................................................................................................................................................................................................................

4
 UNIT 5: WATER

Water is also found deep under the ground.

Wells and boreholes are sources of underground water.

Figure 3 - A well Figure 4 - Hand pump used to obtain water

from a borehole

In countries where it is very cold, there is snow fall. Snow is a form of water.

Figure 5 - Snow Figure 6 - Snow on a mountain

5
 In very cold places, large pieces of ice can be seen floating in the sea. These are called
icebergs.

Figure 7 - An iceberg

Some icebergs can be as big as the island of Mauritius.

Iceberg can be used to obtain fresh water.

Find out
The ‘Titanic’ (Figure 8) was a very big ship. It sank in the sea during its first trip. Find out
what had happened to it.

Figure 8 - The ‘Titanic’.

6
 UNIT 5: WATER

Activity

3
FINDING OUT THE
PROPERTIES OF WATER

We use water every day in many different ways. Let us ask a few questions about
pure water.
Does water have any smell?
Does water have any taste?
Does water have any colour?

Let us find out.

Transparent:
we can clearly see
What you need through it
• transparent glasses or plastic cups
• bottled water
• small plastic spoons

Instructions
1. You will work in groups of 4 or 5.
2. Fill water in a clean plastic cup or glass.

3. Observe the water in the cup or glass.

Figure 9

7
 4 Observe the colour chart given in Figure 10.

(a) How many colours can you see?

...............................................................................................................

(b) What is the colour in the middle of the chart?

...............................................................................................................

Figure 10 - Colour Chart

(c) Compare the colour of the water with the colours on the chart.

Does the colour of the water match with any colour of the chart?

.......................................................................................................................................................................................................................

(d) What can you conclude?

.......................................................................................................................................................................................................................

5. Now smell the water kept in the glass or cup.

Does it have any smell?

.......................................................................................................................................................................................................................

6. Using a clean small plastic spoon, taste the water. Does it have any taste?

.......................................................................................................................................................................................................................

7. Now complete the sentences below.

(i) Pure water has no ...................................................... It is colourless.

(ii) Pure water has no odour. It is ......................................................

(iii) Pure water has no ...................................................... It is tasteless. A property

describes how
something is

What I have learnt

Pure water has no colour, no smell and no taste. So pure water is colourless, odourless
and tasteless. These are important properties of pure water.

8
 UNIT 5: WATER

Activity

4 DISSOLVING SUBSTANCES
IN WATER

Do all substances dissolve in water? Let us find out.

This activity will be carried out in groups of 4 to 6.

What you need

• transparent glasses or plastic cups • kitchen salt
• plastic spoons • sand (coral sand)
• tap water • rice grains
• white sugar

Instructions

1. Take 4 glasses per group; label them A, B, C and D.

2. Half fill glasses A and B with water as shown in Figure 11.

Glass A Glass B
Figure 11

3. Put some sugar in glass A and some sand in glass B.

4. Use spoons to stir the water for one minute in both glasses.

5. Observe the water.

6. Can you see the sugar? ...................................................... Stir:

mix using a spoon
7. Can you see the sand? ...................................................... or rod

8. Repeat the same activity with salt (Glass C)

and rice grains (Glass D).

9
 Complete the sentences below with ‘dissolves’, ‘does not dissolve’ or ‘do not dissolve’ .

1. I see/cannot see sugar in glass A. Sugar ............................................ in water.

2. I see/cannot see sand in glass B. Sand ...................................................... in water.

3. I see/cannot see salt in glass C. Salt ........................................... in water.

4. I see/cannot see rice grains in glass D. Rice grains ..................................................... in water.

What do you conclude?

Salt and white sugar dissolve in water. In both cases, the water remains clear.
Rice grains and sand do not dissolve in water.

What I have learnt

White sugar and kitchen salt dissolve in water. After dissolving salt or sugar, the
water remains clear.
Rice grains and sand do not dissolve in water. We can still see them after stirring.

Activity to be performed at home.

Try the experiment with more substances at home.

With your parents’ help, try the above experiment with other substances such as tea
leaves, coffee, lentils, glucose powder and beans at home. Use safe substances only.

Record your findings in Table 1. Check the answers of your friends to find out if they are
similar to yours.

Table 1

Substance Dissolves (√) Does not dissolve (√)

10
 UNIT 5: WATER

Activity

5 INVESTIGATING SUBSTANCES THAT

CHANGE THE COLOUR OF WATER

In Activity 3, you learnt that water has no colour, it is colourless.

Is it possible to colour water? Let us find out.

The activity will be carried out in groups of 4 to 6.

What you need

• clean transparent glasses or plastic cups • clean plastic spoons
• tap water • kitchen salt
• white sugar
• food colour

Instructions
1. Half fill the plastic cups/glasses with tap water as in Activity 4.
2. Observe all substances placed on the table.
3. Add each substance in turn to water in a different cup/glass.
4. Stir the water using a separate spoon each time.

Note down your observation by ticking (√) the correct box in Table 2. One example is given.

Table 2

Substance The substance Water becomes Water remains

dissolves (√) coloured (√) colourless (√)
White sugar

Kitchen salt
Food colour

What I have learnt

Some substances can change the colour of water.

Substances like food colour dissolve in water. The water becomes coloured.
Kitchen salt and white sugar dissolve in water. The water remains colourless.
So we have observed that some substances can change the colour of water.

11
 Activity

6
INVESTIGATING THE THREE STATES IN
WHICH WATER CAN EXIST

Water exists in different states. In this lesson, you will learn about these states of water.

Observe Figure 12.

Discuss with your friends and answer the questions below.

Figure 12

1. What is coming out from the tap and falling in the glass in Figure 12?

...............................................................................................................................................................................................................................

Water is flowing from the tap to the glass. Water flows as it is in the liquid state.
We see water in the liquid state in rivers, lakes and the sea.
Name 3 other places where you see water in the liquid state.

1. ..........................................................................................................

2. ..........................................................................................................

3. ..........................................................................................................

Write 2 uses of water in the liquid state.

1. ...............................................................................................................................................................................................................................

2. ...............................................................................................................................................................................................................................

12
 UNIT 5: WATER

2. What do you see in the glass in Figure 13?

.......................................................................................................................................

Ice is water in the solid state. Water in the solid state cannot flow.

Give two other examples where water is seen in the solid state.

1. ..........................................................................................................

Figure 13
2. ..........................................................................................................

Write two uses of water in the solid state.

1. ..........................................................................................................

2. ..........................................................................................................

Find out
What happens to ice cubes left in a glass on the table?

Let us now learn about another state of water.

1. Place some water in a small transparent glass.

2. Mark the level of water in the glass as shown in Figure 14.
3. Leave the glass in sunlight for about 3 hours without disturbing.
4. After about 3 hours, observe the level of water in the glass.

Figure 14
What has happened to the level of water in the glass?

...............................................................................................................................................................................................................................

You will observe that the level of water has gone down. The amount of water in the glass
has decreased. When left in sunlight, the liquid water has changed to water vapour.

Water vapour is water in the gas state.

Water vapour is present in air. It cannot be seen because it is a colourless gas.

13
 Now let’s investigate the boiling of water.

Figure 15 shows boiling water. Observe Figure 15 carefully.

Figure 15 - Boiling water

Discuss with your friends and write down what you observe.

........................................................................................................................................................................................................................................

........................................................................................................................................................................................................................................

When liquid water boils, bubbles are seen rising in the water. The liquid water changes to
steam. Steam is also water in the gas state and is colourless.

What I have learnt

Water exists in three different states: solid, liquid and gas.

Tap water and bottled water are water in the liquid state.
Liquid water can flow.

Ice and snow are water in the solid state. Solid water cannot flow.

Water vapour and steam are water in the gas state.

In higher classes, you will learn that water vapour and steam can also flow.

Find out

What happens to the liquid water from wet clothes when they are left to dry in the sun?

14
 UNIT 5: WATER
Activity

7
FILTRATION AND
PURIFICATION OF WATER

In Grade 3, you learnt that water is obtained from rain. When rain falls, water flows to rivers,
lakes, reservoirs and the sea. Some rain water is absorbed by the soil.
Reservoirs have been built to store rain water.

Figure 16 - Mare aux Vacoas reservoir

Group discussion

Can we drink water directly from Mare aux Vacoas reservoir? Explain why.
Discuss with your friends and write your answer.

........................................................................................................................................................................................................................................

........................................................................................................................................................................................................................................

........................................................................................................................................................................................................................................

Water collected in reservoirs is dirty. It contains soil, rotten leaves, dead animals such as
frogs and birds, and many other things.

So, water from reservoirs is not safe for drinking.

15
 Group discussion

Discuss in groups to find out what is done to obtain drinking water from reservoirs.
Write your answer below.

........................................................................................................................................................................................................................................

........................................................................................................................................................................................................................................

Water stored in reservoirs is carried away by big pipes to filter beds. When the water passes
through filter beds, soil, rotten leaves and other solid dirts are removed.
This process is called filtration of water.

In Mauritius, filtration is carried out at places such as La Marie, shown in Figure 17.

Figure 17 - La Marie Filter Beds

How does filtration of water take place in filter beds?

Let us investigate how we can make a model filter bed.

What you need

• some muddy water containing pieces of dry leaves
• a big plastic bottle (2L)
• clean big pebbles and small ones
• clean/washed coral sand

16
 UNIT 5: WATER

Instructions
1. Cut the plastic bottle as shown in Figure 18.

Figure 18 - Cutting plastic bottle (To be done by teacher)

2. Keep lower part of the cut plastic bottle on the table.

3. Invert the upper part of the bottle and hold it.
4. Place a layer of big pebbles at the bottom of the bottle.
5. Place a layer of small pebbles on the big pebbles.
6. Now place the sand on the small pebbles. Tap the sand to make it tight.
7. After adding all three layers, this half bottle is kept over the first half bottle that was
kept on the table.
plastic bottle
(inverted upper part)

sand

small pebbles

big pebbles

A model filter bed

Filter the muddy water as follows: muddy water

(i) Pour the muddy river water into the model filter bed
sand
(ii) Observe the water passing through the
small pebbles
different layers and falling into the container below. big pebbles

container
(lower part of plastic bottle)

Observe the water collected in the container.

(i) Is the water in the container of the same colour as the muddy water before?

...............................................................................................................................................................................................................................

17
 (ii) Have the dead leaves and the solid dirts passed through the filter bed?

...............................................................................................................................................................................................................................

(iii) Write a sentence to describe the water collected in the container.

...............................................................................................................................................................................................................................

(iv) Is the water in the container safe for drinking? Explain why.

...............................................................................................................................................................................................................................

The water is now clear but not safe for drinking. It still contains germs (microbes).

How do we make water safe for drinking?

To make it safe for drinking, a gas called chlorine is added to the water.
Chlorine kills the germs found in the water and purifies it.
This process is called purification.

Find out
Apart from adding chlorine, how else we can make water safe for drinking?

What I have learnt

Water obtained directly from reservoirs is not safe for drinking.

The water is filtered to remove soil, leaves and other solid dirts found in it.
This process is called filtration.

After filtration, chlorine is added to make the water safe for drinking.
This process is called purification.

Find out

What may happen to us if we drink river water?

Why must we boil tap water before drinking, especially after a cyclone or a heavy rainfall?

18
 UNIT 5: WATER

Importance of water

All living things need water to live. Humans, plants and animals cannot survive
without water. So, we must not waste water.

We must do our best to help keep our rivers, lakes and other water bodies clean. We must
not throw wastes such as dead animals, old tyres and electrical appliances in our rivers
and lakes.

State two ways in which you can keep rivers or lakes in your locality clean.

1. ...............................................................................................................................................................................................................................

2. ...............................................................................................................................................................................................................................

Write two sentences about the importance of water.

1. ...............................................................................................................................................................................................................................

2. ...............................................................................................................................................................................................................................

19
 End of unit questions

1. Circle the letter which shows the correct answer.

(i) Water is obtained from .......................................................

A rain B rocks C trees D sand

(ii) ....................................................... dissolves in water.

A Leaf B Sand C Sugar D Pebble

(iii) Pure water remains colourless when we add ....................................................... to it.

A food colour B coffee C milk D kitchen salt

(iv) .............................................. water is salty.

A Reservoir B River C Borehole D Sea

(v) Water from reservoirs is filtered to remove .................................... .

A dead leaves B soap C germs D chlorine

2. Complete the sentences using correct words from the given list.

solid drink no smell water vapour wastes rain gas

(i) We must ........................................ plenty of water every day.

(ii) We must not throw ........................................ in rivers.

(iii) Pure water has ........................................ .

(iv) Water is obtained from ........................................ .

(v) Ice is water in the ........................................ state.

(vi) ........................................ is water in the gas state.

20
 UNIT 5: WATER
3. State whether the following statements are True or False.

(i) Pure water is sweet. ..............................................

(ii) Ice is a gas. ..............................................

(iii) We need water to cook food. ..............................................

(iv) Water stored in reservoirs is pure. ..............................................

(v) Sugar dissolves in water. ..............................................

(vi) Tap water has no colour. ..............................................

(vii) Steam is water in the liquid state ..............................................

(viii) Snow is water in the solid state ..............................................

(ix) When we filter river water, it becomes safe for drinking ..............................................

4. (i) Complete and label the diagram to show a model filter bed.

A model filter bed

21
 (ii) What is removed from reservoir water during filtration?
..............................................................................................................................................................................................................................

(iii) What is not removed from reservoir water during filtration?

..............................................................................................................................................................................................................................

(iv) Can we drink filtered water from the reservoir? Why?

..............................................................................................................................................................................................................................

(v) Why is chlorine added to water from the reservoir after it has been filtered?
..............................................................................................................................................................................................................................

(vi) Give two reasons why we must not waste water.

(a). ......................................................................................................................................................................................................................
(b). .....................................................................................................................................................................................................................

5. Write down:
(i) one similarity between water and steam.
...................................................................................................................................................................................

(ii) two differences between water and steam.

1. .........................................................................................................................................................................................................................
2. .........................................................................................................................................................................................................................

(iii) one difference between solid state and liquid state.

...................................................................................................................................................................................

6. Discuss with your friends, to find out what may happen if rain does not fall for a
long time. Write your answer below.
..............................................................................................................................................................................................................................

..............................................................................................................................................................................................................................

22
 UNIT 6: MATERIALS IN OUR ENVIRONMENT

Materials in our environment

At the end of this unit, pupils should be able to:

• observe and identify different objects and materials

• observe and identify wood, paper, glass, plastic, metal and rubber
as materials

• conclude that different materials have different properties

• investigate the properties of some materials

• conclude that we use different materials to make objects

• demonstrate an understanding of how the use of a material depends on

its properties

• choose the right material/materials to make objects

23
 We see a large variety of objects around us. Every day we use many objects. For example,
we use tables, curtains, bottles, books and cupboards in the classroom.
What are these objects made of?

In Grade 3, you observed and classified a variety of objects around you. They were made
of wood, glass, paper and plastic. Wood, glass, paper and plastic are called materials.
Materials are used to make several useful objects.

In this unit, you will learn more about materials. You will compare objects made of different
materials. You will study some properties of materials.

You will also investigate why we use these materials and how we choose the right
material for making an object.

Activity

1 OBSERVING OBJECTS AND IDENTIFYING

DIFFERENT MATERIALS

In Grade 3, you learnt what material is used to make a few objects around you.
Let us learn more about materials.
Observe the pictures shown in Figure 1.

Table Bottle Book Raincoat

Figure 1

24
 UNIT 6: MATERIALS IN OUR ENVIRONMENT

Now discuss with your friends and complete

the sentences below.

The table is made of ........................................................

The bottle is made of ........................................................

The book is made of ........................................................

The raincoat is made of ........................................................

Now look around in your classroom.

Identify two objects made of wood, glass, paper and plastic.
Write your answers in Table 1.
Table 1

Objects made Objects made Objects made Objects made

of wood of glass of paper of plastic

Wood, glass, paper and plastic are called materials.

A material is something that is used to make an object.

a. Name the material used to make a window pane.

..............................................................................................................................................................................................................................

b. Wood is a material. Name one object that is made of wood.

..............................................................................................................................................................................................................................

c. Classify the items given in the list below into the appropriate column.

cupboard glass window paper ruler wood table plastic bottle book

Materials Objects

25
 Activity

2 LEARNING ABOUT SOME OTHER

MATERIALS IN OUR SURROUNDING

Look again at the different objects around you.

Are wood, glass, paper and plastic the only materials used to make objects?

Let us find out.

Group Discussion

a. Observe the window in your classroom.

Is it made of glass only?

...............................................................................................................................................................................................................................

b. Observe your ruler and those of your friends. Group them together on a table.
Compare them. Tick the materials used to make the rulers.

paper wood plastic glass metal

c. Observe your eraser.

Is it made of glass, wood, paper or plastic?

...............................................................................................................................................................................................................................

d. Observe all the objects in your pencil-case.

What are the objects made of?

...............................................................................................................................................................................................................................

e. What can you conclude?

...............................................................................................................................................................................................................................

So, apart from glass, wood, paper and plastic, there are other materials that are used to
make objects. You are now going to learn about other materials.

26
 UNIT 6: MATERIALS IN OUR ENVIRONMENT

Observe the objects shown in Figure 2.

Let us find out what materials are used to make them.

Chair Window Books

Coin Ruler Eraser

Gloves Nail Pail Tyre

Figure 2 - Objects made of different materials

1. Discuss with your friends and write down your answer.

a. State the material of which the chair is made.

...............................................................................................................................................................................................................................

b. State the material of which the window pane is made.

...............................................................................................................................................................................................................................

c. State the material of which the books are made.

...............................................................................................................................................................................................................................

27
 2. Observe Figure 2 again.

a. Identify the coin and circle ( ) it.

The coin is not made of wood, glass, paper or plastic.
It is made of metal. Metal is also a material.

Identify and name 3 other objects made of metal that are found in your classroom.

1. .....................................................................

2. .....................................................................

3. .....................................................................

b. Identify the nail and cross (X) it.

The nail is made of ..............................................

c. Observe the eraser.

The eraser is made of rubber. Rubber is another type of material.

Look around you. Name 2 other objects that are made of rubber.

1. .....................................................................

2. .....................................................................

d. Identify the gloves and tick (√) them.

The gloves are made of ..............................................

e. Identify the pail and draw a rectangle ( ) around it.

The pail is made of ..............................................

28
 UNIT 6: MATERIALS IN OUR ENVIRONMENT

Complete Table 2.
Table 2

Object Material /materials used to make the object

Coin

Ruler

Eraser

Gloves

Nail

Pail

Tyre

Are all objects made of one material only? Let us find out.

Observe the two objects shown in Figure 3.

Write down the two materials used to make the window.

1. ..................................................................... 2. .....................................................................

Write down two materials used to make the guitar.

1. ..................................................................... 2. .....................................................................

Metal Glass Wood Metal

Figure 3 - Objects made of more than one material.

What can you conclude?

...............................................................................................................................................................................................................................
29
 Group discussion

Look around in your classrom. Discuss in small groups. Identify and choose one object
that is made of more than one material.

Now complete Table 3.

Table 3

Object identified Materials used to make the object

.................................................................................................
.................................................................................................
.................................................................................................

.................................................................................................

What I have learnt

Objects are made of different materials.

Some materials are wood, glass, paper, metal, plastic and rubber.
Some objects are made of one material only.
Others are made of more than one material.

Now we will learn why we use different materials to make objects.

30
 UNIT 6: MATERIALS IN OUR ENVIRONMENT

Activity

3 INVESTIGATING SOME
PROPERTIES OF MATERIALS

You learnt that:

• A chair is made of metal, plastic or wood.
• A window pane is made of glass.
• A bottle is made of plastic or glass.
• A car tyre is made of rubber.

Therefore, different objects are made of different materials.

Let us find out why.

Using hard and soft materials

Why is the chair Why is the book

made of wood and made of paper
not of paper? and not of metal?

Two friends are asking questions about a chair and a book.

The chair and the book are made of different materials.
Let us find out how the materials are different.

1. Why is wood used to make a chair?

...............................................................................................................................................................................................................................

2. Why is paper used to make a book?

...............................................................................................................................................................................................................................

31
 Group discussion

Observe your chair.

Name the material/s it is made of.

........................................................................................................................................................................................................................................

Will you be able to sit on a chair that is made of paper? Explain why.

........................................................................................................................................................................................................................................

To make a chair, we must use hard materials such as wood, metal or hard plastic.
What will happen if you do not use the right material to make a chair?

........................................................................................................................................................................................................................................

Now observe your copybook. What is it made of? .....................................................

Turn the pages over. You can easily do it.
You can also easily fold sheets of paper to make things such as fans, flowers and paper
boats.

To make a copybook, we use a soft material, such as paper.

We do not use a hard material such as metal to make a copybook.
Explain why.

........................................................................................................................................................................................................................................

Look around you in your classroom.

Which objects are hard and cannot bend?

........................................................................................................................................................................................................................................

Which objects are soft and can bend easily?

........................................................................................................................................................................................................................................

Wood is hard and cannot bend.

Paper is soft and can bend easily.
Wood and paper have different properties.
A property describes how a material is.
Hardness and softness are examples of properties of materials.

32
 UNIT 6: MATERIALS IN OUR ENVIRONMENT

Looking through materials

Observe the cartoon below and read the conversation.

I can see through Why can’t

the window I see through
panes. the wall?

Now answer the questions below.

1. What is the window pane made of?

...............................................................................................................................................................................................................................

2. Can the boy see through the glass?

...............................................................................................................................................................................................................................

3. Can the girl see through the wall?

...............................................................................................................................................................................................................................

Group discussion

Observe the windows in your classroom.

What material is used to make the window pane?

........................................................................................................................................................................................................................................

Why is it made of this material?

........................................................................................................................................................................................................................................

What will happen if you do not use the right material to make a window pane?

........................................................................................................................................................................................................................................
33
 We can see through glass. Glass is a material that allows light to pass through.

Therefore glass is transparent.

The wall is made of a material that does not allow light to pass through.
The material is not transparent. It is opaque.

Opaque and transparent are other two properties of materials.

We have to use the right material to make an object.

Does water pass through all materials?

We use mugs, bottles and cups to hold water. Let us find out why.

Metal mug Glass bottle Plastic cup

Figure 4

You need the following containers:

metal mug, glass bottle and plastic cup

a. Fill each container with water.

b. Observe what happens to the water in the container.

Group discussion

c. Which of these objects do not allow water to pass through?

Fill Table 4 to show your observations.

Table 4

Object Material of which it is made Water passes through

Mug
Bottle
Cup Plastic No

34
 UNIT 6: MATERIALS IN OUR ENVIRONMENT

d. What do you conclude from your observations?

........................................................................................................................................................................................................................................

........................................................................................................................................................................................................................................

A material that does not allow water to pass through is called an impermeable material.
Metal, glass and plastic are impermeable materials.

e. When it rains, pupils wear rubber boots. Explain why.

........................................................................................................................................................................................................................................

........................................................................................................................................................................................................................................

f. State a property of rubber that makes it suitable to make boots.

........................................................................................................................................................................................................................................

g. Many fishing boats are made of wood.

State one property of wood that makes it suitable to construct boats.

........................................................................................................................................................................................................................................

h. Do you think all materials are impermeable? ..................................................................

Some materials allow water to pass through. They are called permeable materials.

Find out

Find out some permeable materials used at home.

35
 You must use the right materials to make objects.
To choose the right material for an object, you must
• know what the object is used for
• know what properties the object must have
• find out what materials have these properties

What I have learnt

Different materials have different properties.

Wood, metal and some plastics are hard materials used to make objects
such as chairs and tables.

Paper is a soft material used to make objects such as books, copy books, newspapers
and gift wrappings.

Glass is a transparent material used to make window panes, bottles and glasses.

Plastic, metal and glass are impermeable materials. They are used to make objects
that can hold water. They are also used to protect us from rain.

Permeable materials allow water to pass through. For example, cotton cloth and
paper are permeable.

We must use the right materials to make objects.

If we choose the wrong materials to make objects, we will not be able to use
them properly.

Materials such as rubber, wood and paper are obtained from plants.

Glass is made from a special type of sand called silica sand.

36
 UNIT 6: MATERIALS IN OUR ENVIRONMENT

End of unit questions

1. Observe the pictures given in the table below. Complete the table to give the
material(s) used to make each object shown in the pictures.

Object Material(s) used to make the object

37
 Object Material(s) used to make the object

38
 UNIT 6: MATERIALS IN UNIT
OUR ENVIRONMENT
6: MATERIALS
2. Circle the right answer from A, B, C and D. IN OUR ENVIRONMENT

(a) A book is made of

A metal B rubber C paper D glass

(b) The material that we use to make coins is

A plastic B rubber C metal D glass

(c) Which property of wood makes it suitable to make furniture?

A flexible

B soft

C hard

D transparent

3. Observe the picture.

(i) What is the name of the object shown?

...............................................................................................................................................................................................................................

(ii) Which part of the object protects us from rain? Part A or Part B

...............................................................................................................................................................................................................................

(iii) Name a material that we can use for part B? Explain your answer.

...............................................................................................................................................................................................................................

39
 4. Match each object to its corresponding material.

Window pane rubber

Book plastic

Eraser glass

Dust bin paper

5. You want to make a car tyre.

(i) Tick (√) a suitable material to make a car tyre.

Glass Rubber Wood

(ii) Tick (√) one reason why the material you chose is also used to
make boots.

It is transparent. It is impermeable. It is soft.

6. Observe the pair of spectacles.

A
B

Fill in the table to state the material used to make each part.

Part Material(s) of which it is made

A
B
C

Which part is made of a transparent material? Explain why.

.................................................................................................................................................................................................................

40
 UNIT 6: MATERIALS IN UNIT
OUR ENVIRONMENT
6: MATERIALS
7. Observe the picture. IN OUR ENVIRONMENT

(i) What is the child wearing?

...............................................................................................................................................................................................................................

(ii) Of what material is it made?

...............................................................................................................................................................................................................................

(iii) State one property of this material that makes it suitable for its use.

...............................................................................................................................................................................................................................

8. Answer the questions below.

(i) Can we use wood to make a window pane? Explain why.

...............................................................................................................................................................................................................................

(ii) Why is plastic used to make a water bottle?

...............................................................................................................................................................................................................................

(iii) What will happen if water is placed in a paper bag? Explain your answer.

...............................................................................................................................................................................................................................

41
42
 UNIT 7: ENERGY

Energy

At the end of this unit, pupils should be able to:

• state that living things obtain energy from food

• conclude that energy is needed by living things to perform their activities

• identify some sources of energy

• recognise some forms of energy

• recognise the difference between source and form of energy

• investigate some sources and forms of energy in everyday life

43
 All living things need energy for their daily activities. For example, birds can fly, bees can
produce honey, plants grow and fish can swim because of the energy they have. Even
some non-living things need energy to function. For example, buses need energy to move
and torches need energy to light.

We get energy from the food that we eat. Without energy we cannot do anything.
So, energy is very important for both living and non-living things.

In this unit you will learn about (i) sources of energy, (ii) forms of energy and
(iii) the uses of energy by living and non-living things.

Activity

1 INVESTIGATING COMMON SOURCES

OF ENERGY

Figure 1 - Activities needing energy

44
 UNIT 7: ENERGY

1. Discuss with your friends about the activities taking place in Figure 1. Write four of
your observations in the space below.

a. .......................................................................................................................................................................................................................

b. .......................................................................................................................................................................................................................

c. .......................................................................................................................................................................................................................

d. .......................................................................................................................................................................................................................

2. Observe Figure 1, discuss in groups and complete the following sentences:

a. The children need ............................... to be able to play.

b. The man also needs .................................. to dig the soil.

c. The aeroplane needs ................................. to take off and fly.

d. ................................... is needed by the toy boat to move.

So, we conclude that living things as well as non-living things need energy to perform
their activities.

From where do living and non-living things get energy? What is the source of their energy?

Let us find out about different sources of energy.

45
 Activity

2 ENERGY OBTAINED
FROM FOOD

(a) Very often, we observe living things moving.

An example is a bird flying as shown in Figure 2.

Figure 2 - A bird flying

Name two other living things that move.

(i) ...............................................................................................................................................................................................................................

(ii) ...............................................................................................................................................................................................................................

(b) What makes the living things move?

...............................................................................................................................................................................................................................

(c) We all need to eat food to be able to do our tasks. So what is found in food?

...............................................................................................................................................................................................................................

(d) Find out which form of energy is found in food. Write it down.

...............................................................................................................................................................................................................................

Food gives us the energy that we need to play, work and move around. This energy
obtained from food also helps to keep our body warm. Some food items that give us
energy are shown in Figure 3. Food is a source chemical of energy. Chemical energy is a
form of energy.

46
 UNIT 7: ENERGY

Figure 3 - Food items

What I have learnt

Food is a source of energy. We use energy obtained from food to walk, play and
work. Food contains chemical energy. Chemical energy is a form of energy.

Some people do not have enough food to eat. Lack of food

leads to weakness and diseases. So, we should not waste
food.

47
 Activity

3 ENERGY OBTAINED
FROM WIND

We often observe some non-living things moving or performing some functions.

For example, a boat is sailing in the sea, as shown in Figure 4.

What is causing the sailing boat to move?

........................................................................................................................................................................................................................................

Figure 4 - A sailing boat

Wind possesses movement energy.

Wind pushes the open sails of the boat and makes it move.

So, wind is also a source of energy.

Let us find out the form of energy that we can obtain from the wind.

48
 UNIT 7: ENERGY

Observe the Figure 5 and answer the questions that follow.

Wind Generator

Figure 5

(a) Give two examples of non-living things being moved by the wind.

(i) .................................................................................................................

(ii) .................................................................................................................

(b) The blades of wind turbines are turning.

What causes the blades of the wind turbines to turn?

...............................................................................................................................................................................................................................

49
 (c) (i) What form of energy does the wind possess?

.......................................................................................................................................................................................................................

(ii) What form of energy do the turning blades possess?

.......................................................................................................................................................................................................................

(d) Observe Figure 5. What is obtained from the wind generator?

...............................................................................................................................................................................................................................

(e) Give two other ways in which energy obtained from wind is helpful to us.

(i) .........................................................................................................................................................................................................................

(ii) .......................................................................................................................................................................................................................

(f ) Using energy obtained from wind does not make the environment dirty. So using
wind energy does not pollute the environment.

So, we say that wind is a ........................................................... source of energy.

You will learn more about pollution in unit 8.

50
 UNIT 7: ENERGY

What I have learnt

• Wind is a source of energy.

• Wind can make things move. It possesses movement energy. Movement energy
is a form of energy.

• Wind that possesses a lot of movement energy causes our clothes to dry and
makes our kites fly.
• We can obtain electricity from wind energy.

Find out
There is an old wind mill at Caudan Waterfront in Port Louis.

What was it used for?

........................................................................................................................................................................................................................................

........................................................................................................................................................................................................................................

51
 Activity

4 ENERGY OBTAINED
FROM THE SUN

The sun (Figure 6) is the most important source of

energy. The energy obtained from the sun is very
useful. It is obtained abundantly and freely.

Figure 6

State two ways in which the energy obtained from the sun is useful to us.

(i) ...............................................................................................................................................................................................................................

(ii) ...............................................................................................................................................................................................................................

We obtain two forms of energy from the sun: (i) light energy and (ii) heat energy.
Observe Figure 7.

Discuss with your friends and answer the questions that follow.

Figure 7

52
 UNIT 7: ENERGY

(a) State 3 ways in which the energy obtained from the Sun is being used.

(i) ...............................................................................................................................................................................................................................

(ii) ...............................................................................................................................................................................................................................

(iii) ...............................................................................................................................................................................................................................

(b) The solar water heater uses energy obtained from the sun. What is its function?

...............................................................................................................................................................................................................................

(c) What do the solar panels do?

...............................................................................................................................................................................................................................

(d) Write down one advantage of using energy from the sun.

...............................................................................................................................................................................................................................

Caution
Never look directly at the sun. Light from the sun is very bright and it can seriously damage
your eyes. You should not look at the sun even through binoculars, sunglasses or telescopes.

Binocular

Telescope
Sunglass

53
 The sun is 150 million km away from the Earth. This is a very
long distance. Yet we get its light and heat energy.

Even animals dry themselves in sunlight. In Figure 8, you can see deers enjoying the
warmth of the sun.

Figure 8 - Deers in sunlight

What I have learnt

The sun is an important source of energy. It gives two forms of energy: heat energy
and light energy. Both forms of energy are very useful to us.

54
 UNIT 7: ENERGY

Activity

5
ENERGY OBTAINED
FROM FUELS

Figure 9 shows uses of different sources of energy.

A. Using wood to cook food B. Using cooking gas to cook food

C. Using petrol D. Using a wax candle E. Using diesel

Figure 9 - Different types of fuels

Observe Figure 9.

1. Discuss among your friends and list 3 different ways in which energy is being
used. One example has been given.

(i) Wood is used to cook food.

(ii) ...............................................................................................................................................................................................................................

(iii) ...............................................................................................................................................................................................................................

(iv) ...............................................................................................................................................................................................................................

55
 2. Discuss the following questions in groups then write their answers.

a. What source of energy is being used to cook food in picture A?

...............................................................................................................................................................................................................................

b. What is the source of energy in picture B?

...............................................................................................................................................................................................................................

c. Is the motorcycle in picture C using the same source of energy as in pictures A and B?
Explain your answer.

...............................................................................................................................................................................................................................

d. What provides the energy for the candle to burn?

...............................................................................................................................................................................................................................

e. Which energy source is being used by the moving bus?

...............................................................................................................................................................................................................................

f. The sources of energy stated above are called fuels. Fuels are burnt to obtain energy.
Find out and name the form of energy stored in fuels.

...............................................................................................................................................................................................................................

We have found that there are various sources of energy used for different purposes. These
sources of energy are wood, cooking gas, petrol, candle wax and diesel. These are called
fuels.

Fuels are sources of chemical energy.

You will learn about other fuels such as coal, alcohol and bagasse in upper Grades.

56
 UNIT 7: ENERGY

What I have learnt

• Many sources of energy are available for us to use.

• Petrol, diesel, wood and cooking gas are important sources of energy.
They are called fuels. Fuels contain chemical energy.

Fuels are expensive.

They also release harmful gases when burnt. So they pollute air.

57
 End of unit questions

1. Fill in the blanks with the right answer from the given words.

1. In order to play, work and to keep ourselves warm we need ...................................................... .

(energy, charcoal, candle)

2. Wood, cooking gas and petrol are examples of ...................................................... .

(solutions, fuels, solids)

3. Energy from ...................................................... helps kites to fly. (petrol, paper, wind)

4. ...................................................... is a source of energy that allows humans to do physical activities.

(air, water, food)

5. Light, heat and movement are different ...................................................... of energy. (sources, forms)

6. ...................................................... is a fuel. (sun, wind, petrol)

7. Wind, sun and petrol are ...................................................... of energy. (sources, forms)

8. A wind turbine uses ...................................................... energy.

(wind, heat, light)

9. Energy from the sun does not make the environment dirty.

So the sun is a ...................................................... source of energy. (clean, dirty)

10. In a solar water heater, energy from the sun is used to

...................................................... water. (cool, heat)

58
 UNIT 7: ENERGY

2. For each source of energy in column A, write the

corresponding form(s) of energy in column B.

One example is given.

Column B
Column A
Form(s) of energy
Sun heat energy + light energy
Wind
Petrol
Cooking gas
Wood
Wax

3. Tick the correct statements.

a. The sun is a source of heat energy.

b. Wind is a form of energy.

c. A running animal has movement energy.

d. We can look directly at the sun.

e. A torch has movement energy.

f. The sun is a clean source of energy.

g. Light energy from the sun dries our clothes.

h. Food is a source of energy for humans and animals.

59
 4. Fill in the blanks with a word from the list below.

pollution smoke electricity source movement chemical clean

a. Petrol is a ............................................... of energy.

b. Energy from the sun and the wind do not make the environment dirty. That is why

they are called ............................................... sources of energy.

c. On burning , wood and petrol give off ............................................... and harmful gases.

They cause .....................................

d. ........................................ energy of the wind causes the blades of a wind turbine to turn.

5. Fill in the blanks with an appropriate word.

a. Wind is a ............................................... source of energy.

b. ............................................... energy is needed to fly a kite.

c. Light from the sun enables us to ............................................... things.

d. Heat energy from the sun enables us to ........................................ water and to ............................................

clothes.

e. Wind possesses ............................................... energy.

60
 UNIT 7: ENERGY

6. Write under each picture below the form of energy that

is being used.

Picture A Picture B

.................................................................... ....................................................................

Picture C Picture D

.................................................................... ....................................................................

Picture E Picture F

.................................................................... ....................................................................
61
 7. Draw a labelled diagram to show the use of

(i) a clean source of energy and

(ii) a source of energy that pollutes the air.

Using a clean source of energy

Using a polluting source of energy

62
 UNIT 7: ENERGY

8. Observe the picture. It shows a beach after sunset.

Complete the table below by listing four forms of energy and four sources of energy
observed in the picture.

Forms of energy Sources of energy

63
64
 UNIT 8: Pollution in our Environment

Pollution in our
Environment

At the end of this unit, pupils should be able to:

• observe different types of wastes in the environment

• list four types of pollution

• state some causes of pollution

• list some ways in which humans cause pollution

• state the effects of pollution on living things and the environment

• explain how humans, animals and the environment are affected by pollution

• state measures to prevent pollution

• appreciate the importance of a clean and non-polluted environment

65
 In this unit, you will learn about wastes, types and causes of pollution and their effects on
humans, other living things and the environment. You will also learn about measures that
can reduce pollution. You will learn to appreciate the importance of having a clean and
non-polluted environment.

Activity

1 FINDING OUT TYPES OF WASTES IN

OUR SCHOOL SURROUNDING

Work in groups of four.

Observe your classroom and the school yard.
Can you find things that have been thrown away?

(i) Fill in the Table 1.

Table 1

Place Things that have been thrown away

My classroom

School yard

(ii) What are the common things that have been thrown away?

...............................................................................................................................................................................................................................

(iii) Classify the thrown away things into the following groups. An example is given
for paper

Paper: newspaper, ................................................................................................................................

Plastic: .......................................................................................................................................................

Metal: ........................................................................................................................................................

Glass: .........................................................................................................................................................

Food: .........................................................................................................................................................

66
 UNIT 8: Pollution in our Environment

(iv) How do we call things that have been thrown away?

...............................................................................................................................................................................................................................

(v) Is it good to have things thrown away on the floor in your class or school yard?
Explain why.

...............................................................................................................................................................................................................................

Pollution is the
action of making the
environment dirty
and not safe.

What I have learnt

Things that we throw away is called waste. Wastes include food and objects made of
paper, plastic, metal or glass. Wastes cause pollution and make the environment look
dirty.

67
 Activity

2 TYPES OF POLLUTION

We have learnt that wastes cause pollution. Now you will find out about types of
pollution.

Observe Figures 1 to 3 below and discuss with your friends. Answer the questions
that follow.

Figure 1 Figure 2 Figure 3

(i) Complete Table 2.

Table 2

Place where the wastes

Type of pollution
are thrown
Figure 1
Figure 2
Figure 3

(ii) Choose one type of pollution. Name another place where you can find this type
of pollution.

...............................................................................................................................................................................................................................

What I have learnt

There are different types of pollution: land pollution, water pollution and air pollution.

You will learn in Activity 6 that there is another type of pollution called noise pollution.

68
 UNIT 8: Pollution in our Environment
Activity

3 LAND POLLUTION

Observe the pictures below and answer the questions that follow.

Figure 4 Figure 5

(a) (i) Compare Figures 4 and 5. Write your observations.

...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................

(ii) What type of pollution is shown in Figure 5?

...............................................................................................................................................................................................................................

(iii) List three waste items shown in Figure 5.

...............................................................................................................................................................................................................................

(iv) Name one place where you have seen similar land pollution.

...............................................................................................................................................................................................................................

(b) How does the polluted area in Figure 5 affect:

(i) people and animals?

...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................

69
 (ii) plants?

...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................

(iii) the environment?

...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................

(c) How can we prevent the type of pollution shown in Figure 5?

...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................

What I have learnt

• Land pollution occurs when wastes are thrown on land.

• Polluted land looks dirty and is smelly.
• We can find animals such as rats and insects on polluted land. This can cause
diseases in humans and animals.
• Plants do not grow well on polluted land.
• Measures must be taken to prevent land pollution. We must not throw wastes
everywhere on land. We must throw wastes in bins.

We produce a large amount of wastes that goes to landfills such

as Mare Chicose landfill.

Find out
Where is Mare Chicose landfill found?

70
 UNIT 8: Pollution in our Environment

Some ways to deal with waste: Reduce, Reuse and Recycle

We can reduce, reuse and recycle what we throw away. Then there will
be less pollution in the environment. We can reduce the amount of
waste going to landfill. We can do it by composting the waste.

We can also reuse some waste objects. For example we can use thrown away plastic
bottles to make plastic flowers or to grow some plants.

Composting: Putting
different wastes, such
as kitchen and garden
wastes, to rot in a bin
to form rich soil

Some waste materials such as plastic and paper can be recycled. For example, we can use
recycled plastic to make objects like chairs, baskets and bins.

How can we ensure that

our beautiful environment
is not polluted?

We need to develop habits of using items which

produce little wastes.

71
 Activity

4 WATER POLLUTION

In unit 5, you learnt that pure water is colourless, odourless and tasteless.
At times, water in rivers, lakes and in the sea has a bad smell. It may also be coloured.
Such water is polluted. This is known as water pollution.

Activity 4 (a)
Observe Figures 6 and 7 carefully. Discuss with your friends and answer the
following questions.

Figure 6 - River A

Figure 7 - River B

72
 UNIT 8: Pollution in our Environment

(a) (i) Compare the two rivers by answering the questions in Table 3.

Table 3

River A River B

How does each river look?

Is the water clear?

What do you see in each river?

(ii) Near which river do you prefer to live? Why?

........................................................................................................................................................................................................................................

........................................................................................................................................................................................................................................

(iii) Where do the wastes seen in River B come from?

........................................................................................................................................................................................................................................

........................................................................................................................................................................................................................................

(iv) Bad smell comes from River B. Explain why.

........................................................................................................................................................................................................................................

........................................................................................................................................................................................................................................

73
 Activity 4 (b)

The diagram below shows a river that is being polluted.

Observe the diagram below and answer the questions that follow.

Figure 8

(a) List the things that are polluting the river water.

..........................................................................................................................

..........................................................................................................................

...........................................................................................................................

..........................................................................................................................

(b) How can the water affect:

(i) people?

...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................
74
 UNIT 8: Pollution in our Environment

(ii) aquatic plants and animals?

...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................

(c) How can this type of pollution be prevented?

...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................

What I have learnt

Water is polluted by wastes from houses and industries. Water can also be polluted
by soap while washing clothes. Spraying of pesticides/fertilizers used in agriculture
may reach river water and pollute it. Wastes can make the water dark and smelly.
Aquatic plants and animals cannot live well in it and may die. Polluted water is also
harmful to man and other land animals.

Measures must be taken to prevent wastes polluting rivers, reservoirs, lakes and
the sea.

Find out

What may happen if you:

(a) swim in a polluted river?
(b) eat fish from a polluted river?

75
 Activity

5 AIR POLLUTION

Observe Figures 9 to 12 and answer the questions that follow:

Figure 9 Figure 10

Figure 11 Figure 12

(a) What do you see in Figures 9 to 12.

Figure 9: ...................................................................................................................................................................................................

Figure 10: ...................................................................................................................................................................................................

Figure 11: ...................................................................................................................................................................................................

Figure 12: ...................................................................................................................................................................................................

76
 UNIT 8: Pollution in our Environment
(b) Observe Figure 13.

Figure 13

(i) What is the cyclist wearing on his face?

...............................................................................................................................................................................................................................

(ii) Why is it needed?

...............................................................................................................................................................................................................................

(c ) What type of pollution is shown in all the five figures?

...............................................................................................................................................................................................................................

(d) How does this type of pollution affect:

(i) man?

...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................

(ii) other animals?

...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................

(e) How can this type of pollution be prevented?

...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................

77
 What I have learnt

Smoke and dust pollute the air. Polluted air is harmful to humans and other
living things. Polluted air can cause health problems such as respiratory diseases
(e.g., asthma) in humans. Measures must be taken to reduce air pollution. Humans
must wear masks in places having heavy air pollution.

In 2016, Onitsha (Nigeria) and Peshawar (Pakistan) were the

two cities with the highest air pollution.

Activity

6 NOISE POLLUTION

Observe Figures 14 to 16 that show examples of noise pollution. Noise pollution

occurs as a result of continuous loud sound. Discuss with your friends and answer
the questions that follow.

Figure 14 Figure 15 Figure 16

(a) (i) Complete Table 4 below

Table 4

Causes of noise pollution

Figure 14

Figure 15

Figure 16

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 UNIT 8: Pollution in our Environment
(ii) State another cause of noise pollution.

...............................................................................................................................................................................................................................

(b) How does noise pollution affect:

(i) man?
...............................................................................................................................................................................................................................

(ii) animals?

...............................................................................................................................................................................................................................

(c) Figure 17 shows a man wearing an ear muffler while working.

Why is he covering his ears with an ear muffler?

...............................................................................................................................................................................................................................

Ear muffler
is used to protect the ears
from very loud noise

Figure 17

What I have learnt

Some human activities such as drilling a hole in the wall, cutting metals and playing
loud music cause noise pollution. It can cause health problems such as loss of hearing
in humans. Measures must be taken to reduce noise pollution. People working in very
noisy places (e.g., factories, airport) must wear ear mufflers.

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 Activity
IMPORTANCE OF A CLEAN AND
7 NON-POLLUTED ENVIRONMENT

You have learnt about four different types of pollution and their causes. You have also
found that pollution affects humans and living things. Let us now find out how we can
prevent/reduce pollution.

Activity 7 (a)
Work in pair and discuss with your friends.
(i) Observe the pictures in Table 5. Tick in the appropriate column and give
reason(s) for your answer.
Table 5

Good Bad
Human activities Explain why
habit habit

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 UNIT 8: Pollution in our Environment

Good Bad
Human activities Explain why
habit habit

(ii) Give one bad habit of pupils that can cause land pollution at school.

...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................

(iii) State one good habit that you must adopt to prevent pollution:

• at home.

...............................................................................................................................................................................................................................

• at school.

...............................................................................................................................................................................................................................

• in your village/town.

...............................................................................................................................................................................................................................

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 Activity 7 (b)
Work in groups of four.

Choose one type of pollution from your environment (e.g., school, home, road, river, sea).
Make a poster to create awareness of the type of pollution.

Your poster will include measures that can be taken to reduce or prevent the type of
pollution.

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 UNIT 8: Pollution in our Environment

End of unit questions

1. Figure 1 shows a public beach during a weekend.

Answer the questions that follow:

Figure 1

a. What do you observe in Figure 1?

...........................................................................................................................................................................

b. Mention three types of waste seen in Figure 1.

...........................................................................................................................................................................

c. Why is it a bad habit to litter the beach?

...........................................................................................................................................................................

d. How can we keep the beach clean?

...........................................................................................................................................................................

83
 2. Figure 2 shows a person burning garbage.
Answer the questions below.

Figure 2

a. What type of pollution is shown in Figure 2?

...............................................................................................................................................................................................................................

b. (i) What is coming out of the burning garbage?

...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................

(ii) How will humans be affected by burning of garbage?

...............................................................................................................................................................................................................................

..............................................................................................................................................................................................................................

c. Discuss how the situation in Figure 2 can be avoided.

...............................................................................................................................................................................................................................

..............................................................................................................................................................................................................................

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 UNIT 8: Protecting the
UNIT 8: Pollution in our Environment
Environment from Pollution
3. Human activities can cause different types of pollution.
Tick (√) the appropriate column(s) to indicate the type of pollution.

water land air noise

pollution pollution pollution pollution

a Driving heavy lorries and other vehicles cause

b Burning of fuels in factories causes

c Washing clothes in rivers causes

d Stone crusher causes

e Dumping of wastes on the road causes

f Oil leakage from boats and ships causes

g Burning waste causes

4. Match each picture to the type of pollution.

• water pollution

• land pollution

• air pollution

• noise pollution

85
 5. Observe Figures 3, 4 and 5 and answer the questions that follow:

Figure 3

Figure 4

Figure 5

86
 UNIT 8: Protecting the
UNIT 8: Pollution in our Environment
Environment from Pollution
(a) Complete the table below.

Figure Type of Causes of pollution

pollution
burning of garbage

(b) List two other ways in which human activities can cause:

• land pollution.
...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................

• air pollution.
...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................

• noise pollution.
...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................

(c) Give two causes of water pollution.

...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................

(d) Suggest how you can reduce and reuse wastes from your home.
Reduce: .........................................................................................................................................................................................................
...............................................................................................................................................................................................................................

Reuse: .............................................................................................................................................................................................................
...............................................................................................................................................................................................................................
87
 6 (a). Observe Figures 6 and 7 below and answer the questions that follow.

Figure 6

Figure 7

(i) Complete the table below.

Place where there is polluted water Waste thrown/dumped in water

(ii) Which type of waste is most common in the above pictures?

..........................................................................................................................................................................................................

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 UNIT 8: Protecting the
UNIT 8: Pollution in our Environment
Environment from Pollution
(b) Human activities can also cause pollution in the sea. Observe the figures below and
answer the questions.

Figure 8 Figure 9

Which wastes do you see in:

(i) Figure 8? .................................................................................................................

(ii) Figure 9? .................................................................................................................

(c) What type of pollution is shown in Figures 8 and 9?

...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................

(d) How does this type of pollution affect:

(i) humans?

...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................

(ii) aquatic animals?

...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................

(iii) the environment?

...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................

89
 (e) List three measures that can be taken to prevent pollution of the sea.

...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................

7. Discuss with your friends and list what can be done with used or thrown away
plastic objects.

...............................................................................................................................................................................................................................

...............................................................................................................................................................................................................................

90