ONAYENA PRIMARY SCHOOL

P.O. BOX 16223

ONAYENA Education
TEL/FAX: 065 249356

Onayena Cluster Centre, Onathinge Circuit, Oshikoto region Teach Parent

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GRADE 6

NATURAL SCIENCE AND HEALTH EDUCATION

TEACHERS’ GUIDING NOTES

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NSHE GRADE 6 GUIDING NOTES ONAYENA PRIMARY SCHOOL

 Remarks to the teachers

1. Do not photocopy the entire document and give to the learners.

2. Ensure all competencies are addressed on the guiding notes and should all
be taught.
3. Most picture are lacking, try to provide learners with pictures.
4. Ensure practical investigations/ projects, topic tasks and tests are given as required.
5. Teachers should not be bounded to the guiding notes only, they should explore more
from different resources

Sincerely Yours
Lily Haikela
Teacher: NSHE
ONAYENA PRIMARY SCHOOL
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NSHE GRADE 6 GUIDING NOTES ONAYENA PRIMARY SCHOOL

 TOPIC 6: LIVING ORGANISMS

6.1 Characteristics of living organisms

List five characteristics of living organisms

1. Growth
2. Feeding
3. Reproduction
4. Movement
5. Respiration

Define respiration

Respiration: is the process by which energy is released from food.

The word equation for respiration

Glucose + Oxygen Energy + Water + Carbon Dioxide

Explain the process of respiration in plants

 Plants need oxygen during respiration, oxygen enters the leaves through stomata.
 Plants respire when the stored food (glucose) react with oxygen to release energy, water and
carbon dioxide.
Explain the process of respiration in animals
 Animals respire when oxygen they breathe in react with glucose in the cells to release
energy, water and carbon dioxide.

Describe growth, movement and feeding in living organisms

 Growth: to increase in size
 Movement: is the ability of living organisms to change position
 Feeding: is to take in food (to eat)
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 Unit assessment
1. List five characteristics of living organisms
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………
2. What is the correct word for the release of energy from food?
……………………………………………………………………………………………….
3. Describe the following terms:
a) Growth……………………………………………………………………………….
b) Movement…………………………………………………………………………………
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 6.2 PLANTS
6.2.1 VARIATION AMONG PLANTS
Flowering plants
There are two types of flowering plants namely:
1. Monocotyledons (monocots)
2. Dicotyledons (dicots)

List examples of monocots and dicots as found in their local environment

 Maize plant
 Wheat plant
 Palm
 Sorghum plant
 Mahangu plant
 Natural grass

The examples of dicots found in our local environment

 Bean plant
 Marula tree
 Tomatoes plant
 Camelthorn trees
 Baobab tree
 Mopanes tree

(Platinum p 97)

Differentiate between monocots and dicots

Monocots Dicots
 Have narrow leaves  Have broad leaves
 Leaf veins are parallel  Leaf veins are branched
 Flower petals in multiples of three  Flower petals in multiples of four or five
 Have a fibrous root system  Have taproot system
 Have one seed leaf (cotyledons)  Have two seed leaves (cotyledon)

(DiagramsLets do pg.92)
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 Compare & explain how the leaves and flowers from different local trees and
other plants differ and are alike.
How plant leaves and flowers differ and alike
Leaves:
 some leaves are big, some are small
 some leaves are clustered, some are scattered
 some leaves are thick and fleshy, some are thin
 some leaves have veins, some have spores
 leaves have different colours and smell

Flowers:
 they have different colours
 they have different smell (scent)
 they have different sizes
 they have different shapes

FOOD CROPS
Food crops are plants grown to feed human and animals.

Identify plants from which processed foods come (bread, biscuits, breakfast
cereals, crips, cool drinks and sweets)
1. Bread:Wheat
2. Biscuits: Wheat or Maize
3. Breakfast cereal: Wheat or Maize
4. Crisps ( chips): potatoes, Sweet potatoes or Beetroots
5. Cool drinks: sugar canes
6. Sweets: fruits and vegetable
7. Sugar: Sugar canes
8. Juice: Fruits

Distinquish food crops in Namibia

 wheat
 Maize
 Mahangu
 Potatoes etc.
Describe how plants are sources of food
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 Plants produce products which can be eaten.

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 Plants have some parts which can be eaten. E.g. roots

NSHE GRADE 6 GUIDING NOTES ONAYENA PRIMARY SCHOOL

 Distinguish foods that come from plants grown outside
Some of them are locally grown in some regions
 Onions
 carrots
 apples
 oranges
 pears
 Potatoes
 tomatoes
 Bananas etc.

CULTIVATED AND WILD PLANTS

Identify and describe the differences between cultivated and wild plants

Cultivated plants Wild plants

 These are plants that have been  These are plants that grow on their own in
grown by human. the wild.
 They need human help to grow.  They grow naturally.
 Grow very fast.  Grow very slowly.

Examples: Maize; Wheat; Mahangu Examples: natural grass; Welwitschia

etc. Mirabilis; Acacia; !Nara plant; Makalani
etc.

Describe characteristics of slow-growing and fast-growing plants as an

adaptation to dry environment.

Fast-growing plants:

 Plants which grow quickly.

 They are called annuals. E.g. “Mashed potato”; “Namib tsamma”

Characteristics of fast-growing plants as an adaptation to a dry environment

 They grow quickly after the rain.

 Their seeds only grow when they get water
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 They live for a year or less

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 Their seeds can stay alive for many years in dry condition.

NSHE GRADE 6 GUIDING NOTES ONAYENA PRIMARY SCHOOL

 Slow-growing plants

 Plants which grow slowly

 They are called perennials E.g.Welwitschia mirabilis; Acacia

Characteristics of slow-growing plants as an adaptation to a dry environment

 They store water in their leaves and stem

 Their seeds are strong which survive very high temperature
 They loss leaves during dry season
 They are dormant during dry season
 They live for many years
 Some have thorns instead of leaves
 They have waxy coating on their leaves to reduce water loss

6.2.2 PLANT AND ANIMAL CELLS

Cell: is the smallest basic unit of life.
 All living things are made up of cells.
 Cells contain structures called organelles.

Describe the basic structure of plant cells (onion & geranium cells) and animals
(liver cells)
1. Nucleus: is the central structure of the cell.
Function: control all the work of the cell.

2. Cell membrane: is a thin layer that surrounds the cell.

Function: control the movement of substances in and out of the cell.
: give the cell its shape.

3. Cytoplasm: Is a jelly-like substance that fills the cell.

Function: it is where all the cell organelles are found.
4. Vacuole: They are storage spaces that contain dissolved substances.
Function: to store substances.
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: To keep the cell firm.

NSHE GRADE 6 GUIDING NOTES ONAYENA PRIMARY SCHOOL

 The organelles which are found in plant cells only
1. Cell wall: it is a thick, firm protective wall around the cell.
Function: protect the cell and give it a shape.

2. Chloroplasts: it’s the organelle that contains the green pigment called chlorophyll.
Function: trap light energy from the sun for photosynthesis.

Draw the general structure of an animal and plant cell

Diagrams, solid pg 128

Identify the similarities of plant and animal cell

-They all have a cell membrane

-They all have nucleus

-They all have cytoplasm

-They all have mitochondria

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 Identify the differences between plant and animal cells

Plant cell Animal cell

 The cell is rectangular shaped  The cell is round shaped

 It has a cell wall  It has no cell wall
 It has a large central vacuole  It has one or more small vacuole
 It has chloroplast  It has no chloroplast

Discuss the importance of cells in living organisms

 They help living organisms to fight diseases
 Help to repair wounds
 Help plants to photosynthesize
 They help living organisms to grow
 They work together to perform different functions.

Home work:

1. Draw a plant and animal cell and clearly label them. (6)
2. State any two similarities and differences of plants and animals cell. (4)
3. Describe any three basic structure of plant cell and animal cell (3)
4. Which organelles are present in plant cells only? (2)

6.3 NUTRITION IN PLANTS

6.3.1 Photosynthesis

Define photosynthesis
 Is the process by which green plants produce their own food.

List the requirements for photosynthesis

-Water
-Carbon dioxide
-sunlight

Name the end products of photosynthesis

-Glucose (carbohydrate/ food)
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-Oxygen
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NSHE GRADE 6 GUIDING NOTES ONAYENA PRIMARY SCHOOL

 The word equation for photosynthesis
Water + carbon dioxide light energy glucose + oxygen
(Diagram platinum, p111, NB the last point)

Explain how carbohydrates produced during photosynthesis are used as energy

source in plants
 Used as energy for plant growth
 Used as energy for plant movement
 Used as energy for plant reproduction
 Used as energy for cell respiration

NB:some carbohydrates are stored in leaves, seeds, roots or fruits of the plant in the form of
starch for future use.

6.4 ANIMALS
6.4.1 Variation among animals

The different groups of animals:

1. Insects
2. Fish
3. Amphibians
4. Mammals
5. Birds
6. Reptiles
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 Give local example of the following animal groups

Examples of insects
 Ants; Flies
 Bees; Beetles
 Butterflies; Crickets; Cockroaches

Examples of amphibians
 Frogs; Newts
 Toads; Salamanders

Examples of fish
 Carp; Bass
 Pilchards; Hakes; Sharks

Explain the criteria used to classify animals into different group

1. Body parts
2. Body covering
3. Breathing organs
4. Movement
5. Habitat
6. Reproduction
7. Shape
8. Size etc.

Describe the external features used to classify animals

Insects
 They have a hard exoskeleton
 Body is divided into three parts (head, thorax, abdomen)
 Have three pairs of jointed legs
 They have compound eyes
 They have one pair of antennae
 They lay eggs
 They live on land, in water or in air
 They crawl, swim and fly
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 Amphibians
 Body is covered with moist skin
 They crawl, hop and swim
 They live in water
 They lay eggs
 They have two forelimbs and two hind limbs

Fish
 Body is covered with scales
 They have fins
 They swim
 They breathe through gills
 They lay eggs
 They live in water

Compare the different groups of animals and infer why animals are grouped
the way they are.

Predict a model of an imaginary animal for one of the animal group.

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 6.4.2. LIFE CYCLE OF ANIMALS
Life cycle: the stages a living thing goes through during its life.

Identify and name the stages in the life cycle of two common animals found n
their local environment (insects, amphibians or fish)
The life cycle of insects
 There are two types of insect life cycle:
1. Incomplete metamorphosis: animal does not change it look.
2. Complete metamorphosis: animal completely change its look.

complete life cycle

(Diagrams solid pg. 139-140)

Incomplete life cycle

The life cycle of amphibian

(Diagram solid, pg. 141)
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 The life cycle of fish

(Diagram solid pg. 141)

Suggest a comparative outline on the life cycle of insects, amphibians and

/fish
Comparing the life cycles of insects and amphibians
Insect with Insects with Amphibian
incomplete complete ( frog)
metamorphosis metamorphosis
(e.g. Locust) ( e.g. Butterfly)
Number of stages in life 3 4 3
cycle
Stage 1 Egg Egg Egg
Stage 2 Nymph Larva Larva (tadpole)
Stage 3 Adult Pupa Adult (frog)
Stage 4 Adult

Comparing the life cycle of insects and fish

Insect with Insects with complete Fish
incomplete metamorphosis (hake)
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metamorphosis ( e.g. Butterfly)

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(e.g. Locust)

NSHE GRADE 6 GUIDING NOTES ONAYENA PRIMARY SCHOOL

 Number of stages in 3 4 3
life cycle
Stage 1 Egg Egg Egg
Stage 2 Nymph Larva Baby fish
Stage 3 Adult Pupa Adult
Stage 4 Adult

6.4.3. The sustainable use of animals in Namibia

 To use animals sustainably means not to use them all up at one time.

Identify some of the common wild animals in Namibia’s national parks

(Diagram Let’s do ,pg 109)

Explain the value of wild animals to the local and national economy
 Generate income
 Create job opportunities
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 Generate foreign currency

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 Provide raw material for industries

NSHE GRADE 6 GUIDING NOTES ONAYENA PRIMARY SCHOOL

 Explain the value of wild animals to the environment
 They add/provide nutrients to the soil
 They spread pollen and seeds of plants
 They allow energy to flow in the ecosystem (Balancing the ecosystem)
 For beautification
 Provide carbon dioxide to plants
 They form part of the environment biodiversity

Explain what is meant by endangered?

 Is when the number of animals of species drops very low and is in danger of becoming
extinct.

Name one of Namibia’s endangered animals

1. Cheetah
2. Leopard
3. Rhino
4. Wild dog
5. Pangolin
6. Vultures
7. Walthog etc.

NB: Extinct = no longer in existence

Name an animal product that Namibia uses from the sea.

-Fish meal
-Shell fish
-Fresh fish
-Guano
-Seal pelt (fur)
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 6.4.4. CARE OF ANIMALS

Define captivity
 Is when animals are kept in the place where they are not free to leave.Eg. Park.

List the needs of animals in the captivity

 Space
 Water
 Shade
 Air
 Food

Explain how to feed and care for dogs at school or at home

 Providing them with enough health food and right type of food
 Providing them with clean water
 Providing them with shelter
 Giving them veterinary attention (medication)
 Treating them with care/Give them love
 Give them plenty of exercise
 Wash your animals

Explain how to feed and care for goldfish/ Guppies at school or at home
 Providing them with enough pellets (food)
 Cleaning their aquarium
 Providing them with enough space

6.4.5 Animal dependency on plants

Describe the relationships between plants and animals

 Plants and animals depend on each other.
 Animals depend on plants for: -food
-oxygen and shade
 Plants depend on animals for:
 Carbon dioxide
 Pollination
 Seed dispersal and Nutrients
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 PRACTICAL INVESTIGATION
Investigate how animals are dependent on plants in their local environment

Describe how animals are dependent on plants in your local environment

 Animals get food from plants

 Animal get Oxygen from plants
 Animals depend on plants for shelter
 Animals depend on plants for shade
 Animals depend on plants for protection
 Animals scratch their itching skins on plants

Describe how plants are dependent on animals in your local environment

 Manure
 Provision of carbon dioxide
 Balancing of plant population
 Seed dispersal
 Pollination

Home work
Carry out an investigation to determine how animals are dependent on plants in your local
environment
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 6.5 ECOSYSTEM

Explain the following terms:

1. Herbivores: are animals that eat plants only

2. Carnivores : are animals that eat other animals (meat) only
3. Omnivores: are animals that eat both plants and animals
4. Food chain: is the diagram that shows the feeding relationships and flow of energy
between plants and animals.
5. Food web: a number of food chains linked together.

Construct simple diagrams of food chains to illustrate the flow of energy

Food chain diagrams platinum page 127-128

Solid page 155
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 Construct simple diagrams of food webs to illustrate the flow of energy

Solid page 156

Platinum page 130

Homework
1. Construct a simple food chain from the food web above (4)
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2. Construct a simple food web using the following organisms (6)

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Cow, grass, Mahangu, human, lion, bird, snake

NSHE GRADE 6 GUIDING NOTES ONAYENA PRIMARY SCHOOL

 Describe the differences and similarities between a food chain and food web
Similarities
 They all start with a producer
 They all have arrows that shows the flow of energy

Differences
 Food chain has one producer, while food web has more than one producer.
 Food chain follows one path, while food web follows many paths.
 In food chain animals eat one type of food, in food web animals eat more than one type of food.

Discuss the flow of energy in a food chain

 Energy flow from producer(plant) herbivores (primary consumer), carnivores (secondary
consumer tertiary consumer (decomposer)
 The arrow always point to the eater
 Primary consumer gets its energy directly from the producer

NB: the arrow ( ) shows the energy flow.

 Consumer: eater

Discuss human activities that can influence the ecosystem negatively (at
school, home and in the local community)
 Water pollution
 Air pollution
 Land pollution
 Soil erosion
 Habitat destruction
 Extinction of species
 Invasion by exotic plants
 Deforestation
 Application of artificial fertilizers
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 Suggest measures on how to prevent human activities that influence the
ecosystem negatively
 Locate latrines downhill from water sources
 Do not allow human and animal waste to run into water sources.
 Reduce land pollution
 Do not waste water
 Use renewable resources
 Reduce the amount of energy you use
 Plant more trees.
 Conserve ecosystems
 Use habitats and organisms in a sustainable way
 Do not plant exotic plants
 Do not cut down trees
 Use natural fertilizers
 Control hunting
 Conserve ecosystems
 Reuse; recycle; repair
 Dispose rubbish in a responsible way
 Use contour ploughing to avoid soil erosion
 Prevent overgrazing
 fill dongas with rocks
 use crop rotation
 avoid deforestation
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 TOPIC 6: Living organisms
1. How do we call the process by which energy is released from food
substances?
A. Feeding
B. Reproduction
C. Respiration
D. Photosynthesis
2. An example for characteristics of living organisms is.
A. Monocotyledons
B. Photosynthesis
C. Dicotyledons
D. Growth
3. How do we call the process by which green plants produce their own food?
A. Photosynthesis
B. Respiration
C. Growth
D. Movement

Structured questions
1. Study the diagram that shows different organisms

a) Identify the characteristic of living organisms shown by the

diagram A, B and C.
A: …………………………….
B: ……………………………..
C: ……………………………...
b) Define the term photosynthesis.
………………………………………………………………………
………………………………………………………………………
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c) Name 2 end products of photosynthesis.

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 ………………………………………………………………………
………………………………………………………………………
2. The diagram shows a plant cell

a) Identify pars labelled A and B

A: ………………………….
B: …………………………….

b) Give 3 similarity between plant cell and animal cell.

…………………………………………………………………
…………………………………………………………………
………………………………………………………………….
3. The diagram shows a food web found in one of the Namibia
ecosystem.

3.1. Define the term food chain.

………………………………………………………………………………………
………………………………………………………………………………………
3.2. Draw a food chain consisting of four organisms. Use words only
………………………………………………………………………………………
………………………………………………………………………………………
3.3. Name the producer and a secondary consumer from the food web.
(i) Producer: ……………………………………..
(ii) Secondary consumer: ……………………………
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 TOPIC 1: SOCIAL HEALTH
1.1 PUBERTY AND SEXUAL DEVELOPMENT

Describe the differences between the reproductive organs of a male and a female (from
given diagrams)
FEMALE REPRODUCTION SYSTEM

Explain the role of the basic structures of female reproductive organs

Female reproduction organs and their functions
Fallopian Tubes – Joins the ovaries to the uterus.( were fertilization take place)
Ovaries – Contains female eggs
Vagina – Connects the uterus to the outside of the body
Cervix – Closes the entrance to the uterus
Uterus – Is where babies develop
Labia – skin fold that makes up the vulva
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 MALE REPRODUCTION SYSTEM

Male reproduction organs and their functions

Vas deferens – tube that carries sperm from the testicles to the urethra
Penis – Dischargers semen and urine
Urethra – passes urine and semen to the outside of the body
Scrotum – Is the sac that holds the testicles
Testicle – are the male sex glands held in the scrotum
Seminal vesicle –produces and stores seminal fluid

Discuss physical changes (e.g. voice changes, breast growth, pubic hair growth) and
sexual responses (e.g. wet dreams, feelings of attraction, masturbation) that occur during
puberty (in boys and girls)
Changes in Boys
o Reproductive organs develop and grow large
o Testicle start to produce sperm
o The body start to change; muscle development, chest and shoulders broaden
o Pubic hair grows around and on the genitals
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o Body and facial hair begins

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o Erections due to sexual arousal

NSHE GRADE 6 GUIDING NOTES ONAYENA PRIMARY SCHOOL

 o Wet dreams may occur
o Body odour may increase and pimples may develop

Changes in Girls
o Breasts growth starts with swelling and tenderness
o Hips become bigger and increase in body fat
o Pubic and underarm begins to grow
o The sex organ matures
o Monthly menstruation begins
o Pimples may appear and body odour may increase

Define sex as the biological definition of both male and female

What is sex?
Sex is the biological definition of both male and female

What is sexual intercourse?

Sexual intercourse as a physical act between people involving reproductive organs.
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 1.2 PHYSICAL DEVELOPMENT
 Identify the stages and characteristics of human growth development from diagrams

 DESCRIBE THE PHYSICAL CHANGES THAT TAKE PLACE IN HUMANS FROM

BIRTH TO DEATH (INFANCY, TODDLER, CHILDHOOD, ADOLESCENT’S
ADULTHOOD AND OLD AGE)
Infancy/baby (0 years - 1 )

o Infant are very helpless and needs

care from their parents.
o Learn basic skills (sittings and
crawling)
o Born with no teeth
o Grow very quickly
Toddler (between 2 years - 4 years)
 Learns to play and share with others.
 Very active.
 They walk and smile at familiar
faces.
 Start to talk and build sentences.
 Grow as quickly as baby.
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 Childhood (5 years to 12 years)
 Body grows slow
 Start mature decisions
 They start to experiment new things.
 Talk fluently.
 Active.
 Can control bowel and bladder.
 Vocabulary grows

Adolescents (between 13years to 19 years)

o Height increase, change in body
shape, erections with ejaculation,
growth of body and facial hair, and
changes to voice. (In boys)
o Physical changes around puberty
include breast development, changes
in body shape and height, growth of
pubic and body hair, and the start of
menstruation. (In girls)
o Grows quickly to adult size.

Adulthood (20 years to 59 years old)

o Very little physical development

takes place
o Skin starts wrinkle
o Grey or loss of hair in some adults.
o Women stop menstruating at
menopause (about 50 years).
o Man may become bald.
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 Old age (from 60 years old)

o Hair turns grey

o Skin gets wrinkled
o Some body parts start to work more
slowly.
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 EXPLAIN HOW EACH PERSON GROWS AND MATURES AT A DIFFERENT PACE

Everybody grows and develops at a different rate. Some people may grow faster than their age
mates.
The difference at growing rate is caused by:
o The characteristics inherited from parents
o The food they eat
o Work they do at home
o Sleeping patterns

DESCRIBE PHYSICAL CHANGES IN FEMALES INVOLVING THE MENSTRUAL

CYCLE AND RELATE IT TO CONCEPTION
 At puberty girls/woman under goes menstruation. When a woman and a man have sexual
intercourse, they can easily have a baby.
 This happen when an egg is released from an ovary, it travels through the oviduct to the
uterus.
 A sperm cell from a man fertilises or fusses the egg cell in a woman. This is what is
called Fertilization or conception.
 After conception, the fertilised egg cell travel to the uterus
 The uterus has lots of blood vessels to provide nutrients for the developing baby.
 If the egg is not fertilised, the lining of the uterus passes out of the body. This is called
menstruation.
 It takes place once a month and last about 3 to5 days.

Physical and emotional changes during the menstrual cycle:

o Short tempered
o Feel depressed
o Crave food
o Cry unexpectedly
o Generally feel emotional
o Stomach cramps
o Headaches

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 34

List ways in which some learners are special and thus might require special
attention.
Communities are made up of people who have many differences. These differences include:
 Race.
 Gender.
 Age
 Poor health.
 Physical disabilities
 Mental disabilities (down syndrome)
 Ethnics
 Religious

Suggest how we can show respect to others who are both similar and different than us.

-Treat everyone equal.

- Assist each other with their school work.
- Help one another with the thing that is difficult to them
-Play with them.
- Encourage them to work hard.

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1.3 SUBSTANCE ABUSE

DESCRIBE SUBSTANCE ABUSE
 Substance abuse is when a person uses substances, such as alcohol or drugs, in a way that
it harms people around them or themselves.

Examples of drugs used in Namibia:

Cocaine, mandrax, heroin, and dagga

IDENTIFY THE HEALTH, SOCIAL AND ECONOMIC EFFECTS OF ALCOHOL,

TOBACCO AND DRUGS

The health effects of alcohol, tobacco and drugs.

-Cause ill health
-Cause death
- Depression
- It can result in heart disease
-May cause memory loss
-Seizures

The social effects of alcohol, tobacco and drugs;

* One may a sign of withdrawal in active
* One may become aggressive
* Death

The economic effects of alcohol, tobacco, and drugs

-One may spend all the money on alcohol, tobacco and drugs
-One may lose his job.
-Can lead to car accidents
-Can lead to stealing of other’s goods.

DESCRIBE HOW THE MEDIA ARE USED TO INFLUENCE PEOPLE TO USE

ALCOHOL
Media – are information sources, such as newspapers, television, radio and internet.

-The media present us with advertisements (Many companies that produce alcohol often promote
their products by advertisements).
-The media show picture of attractive, successful people drinking alcohol and having fun.
- Sponsorship at sport.

They main reason they advertise is to get people to buy and use their alcoholic drinks or
products.

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DISCUSS WAYS IN WHICH SUBSTANCE ABUSE CAN NEGATIVELY INFLUENCE

THEIR FUTURE
Substance abuse destroys:
 The ability of a person to think properly
 The ability of a person to do their school work properly
 The chance of getting a job.
 Destroys relationships

IDENTIFY SOURCES OF SUPPORT FOR SUBSTANCE ABUSERS AND/OR THEIR

FAMILIES/LOVED ONES
Places where substance abusers can get help:
 UCKG – provides with addictions – 061255888
 Okonguarri Psychotherapeutic center
 Lifeline Namibia 061 226889
 Your local clinic or pastor may also help you.
 Etegameno Resource and Rehabilitation center
 Teachers

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TOPIC 1 ASSESSMENT
1. One of the physical changes of boy during puberty is.
A. Voice changes
B. Hips widen
C. Menstruation
D. Breast growth
2. The diagram shows the human development stages. Which stage is old age.

3. The picture shows a female reproductive system in human:

3.1. Identify parts labelled A to C

A: ……………………………………….
B: ……………………………………….
C: ……………………………………….
3.2. State the function of the structure labelled B and C.
B: …………………………………………………………………………………………………
C: ………………………………………………………………………………………………....
3.3. Differentiate between sex and sexual intercourse.
i. Sex: ………………………………………………………………………………………
……………………………………………………………………………………...
ii. Sexual intercourse: ………………………………………………………………………..
………………………………………………………………………………………………
4. Outline any physical changes that occur in boys during puberty.
………………………………………………………………………………………
………………………………………………………………………………………

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5. Describe substance abuse:

………………………………………………………………………………………
………………………………………………………………………………………
5.5. Substance abusers need support for them to change for better. List 3
sources of support for substances abusers.
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………

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TOPIC 7: HUMAN BODY

7.1. BREATHING SYSTEM

Breathing – the process of air moving in and out of the lungs so that gaseous exchange takes
place.

We can survive for short periods without food or water, but we cannot survive without breathing.
The air we breathe in contains oxygen, which is absorbed into the body in the lungs. The air we
breathe out contains the waste gas carbon dioxide.

IDENTIFY AND LABEL THE STRUCTURES OF THE BREATHING SYSTEM

Parts of the breathing system

 Nasal cavity
 Trachea (wind pipe)
 Bronchus
 Lungs (alveoli)
 Diaphragm
 Rib cage
 Intercostal muscles

DESCRIBE THE FUNCTIONS OF THE FOLLOWING PARTS: NASAL CAVITY,

VOICE BOX, WIND PIPE, RIBS AND DIAPHRAGM
Functions performed by parts of the breathing system
Voice box
-Function is to filter, warm, and moisten air and conduct it into the lungs.
Diaphragm
- Change the shape of the chest cavity. This controls the movement of air into and out of the
body.
-To separate chest cavity from abdominal.
Ribs
-To protect the Lungs.
Nasal cavity
-To trap bacteria
Trachea (wind pipe) and Bronchus
-Carry inhaled air into the lungs and exhaled air out of the lungs.

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DESCRIBE THE PATH OF AIR THROUGH THE PARTS OF THE BREATHING

SYSTEM

Air from outside the body

nasal cavity Wind pipe

Lungs
Nasal cavity Wind pipe

Air to outside of body

EXPLAIN INHALING AND EXHALING WITH REFERENCE TO THE RIBS AND

DIAPHRAGM
Inhalation (inspiration)
 The rib-cage moves upwards and outwards
 The diaphragm moves down and flattens

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Exhalation (expiration)
 The rib-cage moves downwards and inwards
 Diaphragm muscles relaxes
 The diaphragm moves upwards and become dome shaped

The table below show what happen to ribs, ribs muscles and diaphragm during inhalation
and exhalation.
Ribs muscles and ribs Diaphragm muscles
Breathing in(inhaling) Muscles contract and ribs Muscle contracts and moves
move up and out downwards.
Breathing out(exhaling) Muscles relax and ribs move Muscles relaxes and moves
upwards.
Downwards.

LIST COMMON DISEASES OF THE BREATHING SYSTEM

 Colds and flu
 Bronchitis
 Tuberculosis
 Asthma
 Coughs
DESCRIBE HOW COMMON DISEASES CAN BE PREVENTED
COUGHS and COLDS
To prevent catching a cough or cold:
 Avoid getting close to an infected person
 Wash your hands after touching an infected person or items used by the infected person.
 Do not smoke or use other forms of tobacco
 Avoid smoking in second-hand smoke
 Drink plenty of water
 Stay healthy by eating balanced diet and exercising.

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If you have a cough or flu you should:

 Cover your mouth and nose when you sneeze or cough
 Throw used tissues in a rubbish bin
 Wash your hand regularly
ASTHMA
To prevent asthma attack:
 Stay away from smoke and other pollutants
 Do not smoke
 Avoid smoking in second-hand smoke
 Avoid close contact with a person with cold or flu
 Wash your hands after touching an infected person or items used by the infected person.
 Avoid breathing in cold air
 Avoid strong perfumes
 Stay healthy by eating balanced diet and exercising.

BRONCHITIS
To avoid bronchitis:
 Avoid catching a cold or flu
 Do not smoke
 Avoid smoking in second-hand smoke
 Stay away from paints and dust.

Tuberculosis (TB)
To prevent the spread of TB:
 People should be vaccinated
 People with TB should take correct antibiotics
 Avoid getting too close to the infected person
 Infected people should cover their coughs and sneezes
 Infected people should avoid crowded places (They need fresh air all the time)
 Infected person should stay away from others in the house and the house should be well
ventilated.

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SUGGEST HOW SUSTAINED EXPOSURE TO POLLUTED AIR AND SMOKE CAN

DAMAGE THE LUNGS
 There are many small air sacs in each lung. The air sacs are easily damaged. Sometimes
they can be irritated or blocked by particles of dirt or dust you breathe in. Pollution from
cigarettes, factories, motor vehicles, fires, mines and quarries can damage the lungs.
Damage lungs could eventually stop working properly and become diseased.

EXPLAIN THE EFFECT OF SMOKING ON THE LUNGS WITH REFERENCE TO

NICOTINE AND TAR
 Result to addiction
Smoke from cigarettes contains harmful substances such as nicotine and tar. These substances
build up in the lungs and clog the breathing tubes. Nicotine enters the bloodstream and
damages the heart.

Effects of tar on a smoker

 Causes yellow stains on teeth
 Damages the lining of air passages
 Increased mucus production
 Inflammation of air passages
 Damages the alveoli

STATE THAT SMOKING CAN LEAD TO CANCER, BRONCHITIS AND

EMPHYSEMA
Ulcers
Low birth weight in babies
Lung cancer and other
Cigarette smoke
cancers Can cause..

emphysema
(destruction of the air sacks) bronchitis heart disease

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7.2 RESPIRATION

 Is a chemical reaction that take place in every cell of your body

OR
 Is the process that creates energy for living cells

LIST THE DIFFERENT FORMS OF RESPIRATION

 Aerobic Respiration
-Take place in the presence of oxygen
- It produces more energy
 Anaerobic Respiration
-Take place without oxygen
-It produces less energy

STATE THE WASTE PRODUCTS OF RESPIRATION

 Carbon dioxide
 Water
 Alcohol

STATE THE REQUIREMENT OF RESPIRATION

 Glucose
 Oxygen

The respiration process can be shown simply in a word equation, like this:
Requirements Waste products

Glucose + Oxygen Energy + Carbon dioxide + water

EXPLAIN THE IMPORTANCE OF RESPIRATION IN LIVING ORGANISMS

 Provide energy to perform work, everyday task and all bodily functions

During the process of respiration, oxygen and fuel (food) are used to produce energy for the cell.

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PRACTICAL INVESTIGATION
Carry out an elementary experiment to demonstrate the different forms of respiration

7.3. THE CIRCULATORY SYSTEM

The parts of the circulatory system

The circulatory system transports substances to and from the cell.
Identify the parts of the circulatory system.
 Heart
 Blood vessels
 Blood

Describe the basic functions of the parts of the circulatory system (no in depth study of the
structure and functions of the various parts is required).
 The heart is a hollow muscular organ that lies between the two lungs.

Heart - To pump blood around the body

Blood vessels - To transport blood throughout the body
Blood - Transport oxygen, carbon dioxide and nutrients around the body

DESCRIBE THE FUNCTIONS OF THE CHAMBERS OF THE HEART

The heart has four sections. Each section of the heart is called a chamber.
1. Left atrium – receive oxygenated blood from the lungs
2. Right atrium – receive deoxygenated blood from the blood
3. Left ventricle – pump oxygenated blood to the rest of the body
4. Right ventricle – pump oxygenated blood to the lungs

Oxygenated blood means blood with oxygen

Deoxygenated blood means blood with no/low oxygen

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The heart
Types of blood vessels and their functions
1. Vein – carry deoxygenated blood from the body to the heart
2. Arteries – carry oxygenated blood from the heart to the body
3. Capillaries – enabling the exchange between water, oxygen, carbon dioxide,
nutrients and many other substances between blood and the surrounding tissues.

Topic 7: ASSESSMENT
1. One the common diseases of breathing system is.
A. Chicken pox
B. Polio
C. Asthma
D. AIDs
2. The diagram show a breathing system.

Which letter indicates the trachea?

3. What does smoking can lead to
A. Herbivores
B. Omnivores
C. Cancer
D. Carnivores

4. List two different forms of respiration

………………………………………………………………………………
………………………………………………………………………………
5. State two waste products of respiration

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………………………………………………………………………………
………………………………………………………………………………
6. The picture below shows a circulatory system.

3.1. Label parts A and B

A: ………………………………………………..
B: ………………………………………………..

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TOPIC 2: Matter and Force

2.1. The properties of materials
Outline that different types of matter have different material properties.
The objects that we use every day are made of different materials which are different types of
matter. Different materials have different properties, so we need to choose the materials with the
properties needed for a specific object.

Analyse everyday materials in their local environment to establish properties and uses of
the materials.

Colour: The colour of the material. It affects how the material looks and how it absorbs or
reflects light.
Texture: How the material feels when you touch it. Is it rough or smooth?
Hardness: How difficult the material is to scratch or change the shape.
Lustre: How shiny the surface of the material is?
Brittleness: How easily the material breaks or shatters without bending.
Flexibility: How easily the material can bend without breaking.
Malleability: How easily the material can be changed into a different shape.
Smell: How does the material smell?

INVESTIGATION: Investigation the collection of and identify different types of plastic,

paper, glass, wood, fabric and metal.

Identify & compare properties (such as hardness, texture, colour, lustre, flexibility, smell,
brittleness and malleability) of paper, glass, cotton, plastic, wood and metal.

PROPERTIES PAPER GLASS COTTON PLASTIC WOOD METAL

Hardness Not hard Hard Soft Hard some Hard hard

soft
Texture Smooth Smooth Smooth Smooth Rough, smooth
smooth
when
sanded
Colour Many Many Many Many Brown, Often
colours colours, colours colours unless silver, etc
often painted
transparent
Colour Many Many Many Many Brown, Often
colours colours, colours colours unless silver, etc
often painted
transparent
Lustre Dull shiny Dull Shiny or Shiny or shiny
dull dull,

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depends
on
treatment
flexibility flexible Not Flexible Some are Not Some are
flexible flexible flexible flexible
brittleness Not brittle brittle Not brittle Not brittle Not brittle Not brittle
malleability Not Not Not Not Not Most of
malleable malleable malleable malleable malleable them are
malleable
Smell No smell No smell No smell No smell No smell No smell

Compare & distinguish between objects by carrying out tests to determine which objects
float and which sink in water
Some objects float (stay on top of water), while some sink (go down) when you put them in
water.
Why things float?
 Because of different density between water and an object.

When an object is placed in water, it experiences two opposite forces

1. Force of gravity. It pulls the object downwards depending on the mass of the object. Heavy
objects sink while light objects float.
2. Force of buoyancy: it pushes the object upwards. It is caused by displaced water pushing
back against the object.

2.2. MATERIALS AND ENVIRONMENT

Explain the difference between natural or human made (synthesis) materials and identify
and classify materials in the local environment as natural or human made
Natural materials
We classify natural materials as renewable or non-renewable resources.
Renewable resources
 Are natural materials that can be replaced after they have been used up.
For example: wood from trees, cotton from cotton plants and wool from sheep.

Non-renewable resources
 Natural materials that cannot be replaced after they have been used up.

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For example: coal, crude oil and natural gas. These materials take hundred thousand
years to form and we use them faster than nature can replace them. We need to be careful
in the way we use this materials.

Synthetic (human made) materials:

 Are materials made by a chemical processes. They are made by humans and are made
from natural materials. For example: steel, glass, plastic and paper. Papers are made from
wood, glass from sand, plastic from oil and steel from iron.

State the importance of recycling materials

Recycling refers to changing waste products into new products.
 To save natural resources such as trees and minerals
 To create work for people
 To save energy
 To reduce pollution

Identify objects in their environment which are reused items or are made from recycled
materials such soda bottles, oil drums and papers
Paper, glass, bottles, cans, plastics, oil drum etc.

 Materials that come from nature. They come from plants, animals or underground.
Example: sand, stones, clay, iron ore, crude oil, natural gas, diamonds, wood, cotton and
wool.

2.3. FORCES
 A force is a push or pull that comes from one object interacting with one another.

Identify forces in everyday life.

-pulling force
-pushing force
Identify pushing and pulling forces (repulsion & attraction)
Pushing forces: They push objects away from each other. They are called forces of repulsion.
Pulling forces: They pull objects towards each other. They are called forces of attraction.
The unit of measuring force is Newton.

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Name five effects of pushing & pulling forces (repulsion and attraction)
1. They can make an object to move or stop its movement.
2. They can change the speed of a moving object.
3. They can change the direction of a moving object.
4. They can change the shape of an object.
5. They can change the size of an object.

Compare forces in terms of contact and non-contact forces

Contact forces
 Forces that occur when two objects are in physical contact with each other.
e.g force of friction: it occurs when the surface of one object moves against a surface of
another object.

Non-contact forces
 Forces that occur when two objects are not in physical contact with each other.

Eg. force of gravity (weight): it occurs when object are pulled downwards towards the
centre of earth.
Magnetic force: two magnets can attract or repel each other without touching each other.
Name and identify different types of forces
 Friction, weight, magnetism, electrostatic

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Friction Weight Magnetism

Electrostatic
Describe how to build a simple spring balance to measure different forces
 YOU CAN CHECK IN LETS DO TEXTBOOK PAGE32-33

We can use a spring balance to measure force.

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TOPIC 2: ASSESMENT
1. Which one of the following objects sink in water?
A. Plastics
B. Stone
C. Paper
D. Leaf
2. The diagrams below show two kinds of forces.

2.1. Identify the forces illustrated by the diagrams

A. : ………………………………………………
B. : ………………………………………………
2.2. Give three effects of forces.
……………………………………………………………………
…………………………………………………………………….
…………………………………………………………………..

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TOPIC 3: ELECTRICITY
3.1. Static electricity

 Is the electricity that does not flow but can discharge, positive and negative charges are
produced when objects are rubbed to each other.

State that objects are either charged or uncharged (Neutral)

 Object can be charged or discharged (neutral)

Lightning

 Is when sparks jumping from one cloud to another.

 The movement of electrons when clouds are sliding over each other which cause the
attraction of charges.

PRACTICAL INVESTIGATION

 Observe what occurs when they rub plastic combs with a dry cloth & then attract small
pieces of papers to the comb.
 Observe what happens when an air-filled balloon is rubbed on a lean chalk board.
 State that objects are either charged or uncharged.

 Electrical charge is caused by tiny particles called protons and electrons.

Protons have positive charge (+) and Electron charge have negative charge (-).

 Electrons can move from one object to another. Example when you comb your hair
some electrons move from your hair to the comb. This give the comb negative charge
and leaves your hair with positive charge.

If an object has the same number of positive, negative charges, the charge cancel each other out
and the object is an overall neutral charge.

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Explain the spark that jumps from finger to a metal objective when the air is
dry:

It is a static discharge

 When you rubbed the metal, electrons moved from the metal leaving the metal with a
positive charge. This flow of electrics charge is called static discharge. It is visible as a
spark, the same thing happen when the air is dry and you touch a metal object with your
finger.

Explain the relationship of spark jumping from a finger to a metal object and
of lightning striking a cloud to another or other object.

 Lightning is huge static discharge from cloud, the top of cloud become positive charged
and the bottom of cloud become negative charged. If the electrical charge in the cloud is
big enough the electrons will flow from the cloud to the ground, or to another cloud in
huge static discharge.

3.2. MATTER AND ELECTRIC CURRENT

Explain the proper use of electrical outlets and appliances:

 We have a lot of electrical appliance like

 Electrical kettle
 Iron
 Freezer
 Stove
 Radio and cell phone chargers
 Always switch the electricity off the socket before you pull out the plug
 Never use electricity near the water
 Check that the wire are insulated or not exposed
 Wear shoes whenever you are using electrical appliances.
 Switch off and remove plugs before changing fuses, filling kettle etc.
 Uses correct leads extension lead and plugs

Explain the danger of bare electrical wires:

 It can shock you
 It can cause fire
 The shock can stop your heart-beat and you may die.

Circuit symbols:

 ___________ Wires/Connectors

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 Cells

 Bulbs

 Open switch and Closed switch

PRACTICAL INVESTIGATION:

Investigate the building of a simple flashlight by constructing a simple closed circuit

which contains a single cell bulb and a switch

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TOPIC 3 ASSESSMENT
1. When does sparks jump from a finger to a metal object?
A. When air is moist
B. When air is hot
C. When air is dry
D. When air is cools

2. Electric current flows in.

A. No circuit
B. Open circuit
C. Both closed and open circuit
D. Closed circuit
3. Study the diagram that shows an electrical circuit.

3.1. Identify circuit symbols labelled A to C

A. : …………………………………….
B. : …………………………………….
C. : ……………………………………..

3.2 What will happen if the component B in the electric circuit gets closed?
……………………………………………………………………………………….
4. Name the type of electricity that can cause sparks between two
different object?
……………………………………………………………
5. Explain what happens when a plastic pen or ruler is rubbed and
put nearby pieces of paper.
…………………………………………………………………………
…………………………………………………………………………
6. Name one example of static electricity in nature.
……………………………………………………………………
7. Explain as to when the particles is neutral?
…………………………………………………………………………
…………………………………………………………………………

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8. Explain any two proper ways of using electrical outlets and

appliances.
…………………………………………………………………………
…………………………………………………………………………

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TOPIC 5: MAGNETISM
Magnets
Magnets are usually made from metal iron. Magnets attract other magnetic metals. They are
pulled to the magnetic force of the magnet. The ends of the magnet are called the magnetic
poles. The magnetic force of the magnet is stronger at the poles than in the middle of the
magnet. That is why more magnetic metals stuck to the end of the magnet than the middle.

Magnetic force can work over a distance and magnets can exert a force (push or pull) on
objects without making contact with them. Magnetism is an example of non-contact force.
Different Types of magnet
Magnets come in different shapes and sizes. In Science, we often use bar magnets.

5.1.Properties of magnets

Differentiate magnetic and non-magnetic substance

 Magnetic substances are metals (materials) which are attracted by the magnet, for
example iron, cobalt and nickel. All objects which are made out of these metals are
magnetic substances.
 Non-magnetic substances are objects (materials) which are NOT attracted by the
magnets, for example wood, plastic, glass, paper and nylon.
Some metals, such as copper and aluminium are also non-magnetic substances.

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Investigate and explain how to test for magnets.

How can you tell if a metal object is a magnet or not? Follow the steps in the following activity.

Describe the effects of magnets on different substances.

 The magnets attract the metal objects that are magnetic.
 It can repel a metal object that has the pole like itself.
 There is no effect of magnet to the non-magnetic substances.

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Sketch the magnetic field pattern that surround a bar magnet

There is an area all around magnets that contains a magnetic force called a magnetic field. You
cannot see a magnetic field. We use iron fillings to show the magnetic field around a magnet.

 The field lines have arrows.

 The field lines come out of North (N) and go into South (S).
 The field lines are more concentrated at the poles.
 The magnetic field is strongest at the poles, where the field lines are most concentrated

S N

Sketch the magnetic field pattern that surrounds a bar magnet

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 When you place the North Pole of one magnet next to the North Pole of another magnet
or the South Pole next to South Pole, they repel each other.

These forces of attraction and repulsion can act over a distance.

Describe the magnetic field pattern that surrounds a bar magnet
 The field lines come out of the north poles (N) and go to the south poles.
 Field lines are close together at poles than at middle of the magnet.

Describe an experiment to indicate the existence of a magnetic field around a magnet.

 Take a magnet and covet it with a paper.
 Sprinkle iron filings on top of the paper.
 The iron filings arrange themselves around the magnet in a particular pattern.
 The lines move from one pole to the other, these are magnetic field lines.
 The lines are much closer where the field is strongest.

5.3.Making and use of magnets

PRACTICAL INVESTIGATIONS
Investigate the directional properties of magnets in a compass in finding direction
Investigate magnetic forces as forces that can act over a distance.
(Platinum Pg. 90 Activity 5.7)
 Two magnets brought close to each other can attract or repel one another over a
distance

Investigate the making of a magnet by stroking a suitable metal with another magnet
You can make a magnetic metal into a magnet by using a magnet as shown in the activity below.
We call this type of magnet a temporary magnet. The magnet used to magnetise the needle is a
permanent magnet, because it stays magnetic all the time.

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The uses of magnets

Almost all machines use magnets. There are magnets in generators. Most fridge doors use
magnetic properties to ensure that the door closes tightly. We also use electromagnets in
telephones, computers, doorbells, tape recorders, loudspeakers and many other electronic
devices
Study and investigate some uses of magnets
So, magnets are used as follow:
To pick up magnetic things
To show direction
In Maglev trains
In vending machines
To hold things.
Loud speaker
In a compass
Transformer

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Suggest and show the proper storing and safe keeping of magnet.
There are things that you need to be careful of when storing and working with magnets:
Don’t hit a magnet with something hard.
Don’t heat the magnet.
Never leave magnets with like poles facing each other for long periods of time.
Store magnets with opposite poles facing each other.

TOPIC 5: ASSESSMENT
1. The north showing pole of magnet is called?
A. West pole
B. South pole
C. North pole
D. East pole
2. What happens if the like poles are brought together?

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A. Repels each other

B. Move each other
C. Attract each other
D. Cool down each other
3. The area around magnet is called.
A. Temporary fields
B. Magnetic fields
C. Water fields
D. Permanent fields
4. Which of the following is an example of magnetic use?
A. Show direction
B. Cool object
C. Breathing object
D. Show beef
5. Magnets are very useful to us.
5.1. Write down the two ends of a magnet.
………………………………………………………………………
………………………………………………………………………
5.2.Classify the following objects as magnet or non-magnet (nail,
ruler, steel, rubber)
Magnet Non -magnet

5.3.Study the following magnetic field of two magnets and answer

the questions.

a. Describe what will happen if you hold like poles

together.
………………………………………………………………
b. Name 3 uses of magnets
………………………………………………………………
……………………………………………………………....
.............................................................................................

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TOPIC 4: WATER
4.1. Physical Properties of water
Water can occur in three physical states called phases or forms.
The three phases or forms of water are:
 Solid phase - ice
 Liquid phase - water
 Gas phase - water vapour

Revise the water cycle and explain the importance of the phases
Water can change from one phase to another as a result of heating or cooling by the following
process:
Evaporation: Liquid water changes to water vapour due to heating.
Condensation: water vapour changes to liquid water due to cooling.
Freezing: liquid water changes to ice due to cooling.
Melting: ice changes to liquid water due to heating.
-The changes of phase of water is important for the water cycle.
The water cycle
The movement of water between the air, land and living organisms of the earth.

-In the water cycle, water changes from a liquid state to a gas state and back to a liquid state.
This change of water in the water cycle happens because of repeated condensation and
evaporation that occurs.

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The main stages in the water cycle as shown in the picture above:
 Water falls from the atmosphere to the ground as rain. Some of the rain water drains into
dams, rivers, and seas, and some sinks into the ground.
 As the sun heats the surface water and the ground, some of the water evaporates and
moves as water vapour back into the atmosphere.
 As the sun heats plants, water evaporates from the surfaces of their leaves. This process is
called Transpiration.
 Water vapour in the atmosphere rises and cools. This causes it to condense into tiny water
droplets, which form clouds.
 When the air is saturated, the water droplets fall to the ground as rain and the water cycle
begin again.
 When the temperature in the clouds become so low that the water droplets freeze into
solid ice particles. Theses frozen droplets fall to the ground in the form of snow or hail.

Analyse and Explain the basic properties of water (evaporation, surface tension, etc.) and
describe the phases in which water can change.
Evaporation
When evaporation occurs, water changes from a liquid to a gas (water vapour)
Surface tension
 Is the attraction of molecules at the surface of a liquid resulting in strong surface layer.
 Water has a high surface tension. Water molecules attract one another strongly.

Effect of surface area on evaporation of water

Compare and describe the rate of water in containers holding the same volume of water
but with different surface areas.
The following activity shows how you can compare the rate of evaporation of water in containers
with different surface area.

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 Evaporation needs heat energy to take place.

 Therefore the greater the surface area, the faster the evaporation will be.
 Water evaporates fast from the container with the large opening and slow from the
container with the small opening.

Discuss the effect of evaporation on the local water resources (oshanas, dams and
reservoirs)
 Water evaporates more quickly from the large shallow pools of the oshanas, this is
because more water is exposed to the sun’s energy and the drying effect of wind.
 Water also evaporates more quickly from dams with a larger surface area than those with
a small surface area.

The cooling effects of evaporation

Explain that the evaporation of perspiration cools the body and keeps it at a safe
temperature.
 The human body uses the cooling effect of evaporation to stay cool. The body needs to
stay at a temperature of about 37°c.
 On a hot day or after exercise, the body sweats or perspires. As the sweat evaporates, it
takes heat from your skin and cools down the body.

How to keep the body at a safe temperature.

 Drink water to replace the water that the body loses through sweating.

Investigate ways that other animals (dogs, cattle, cats, birds) cool themselves
Dogs
 They pant (fast breathing through the mouth) to stay cool.
 Water evaporates from its tongue and cools the dog down.
Cattles
 They keep cool through sweating and stay in the shade during the day to keep themselves
cool.
Cats
 They pant, lick themselves and lie in the shade and on a cool surface in order to keep
cool.
Birds
 They open their beaks and spread their wings to keep cool.

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4.2. Energy from water

Show and explain how water and steam can be used as a source of energy (falling
water/running water/hydro-electricity, e.g Ruacana
We use water as a source of energy in the following ways.
1. Energy from falling water
 Moving water has energy. People have used energy from moving water to do work. For
example, water wheels are used to grind grain.
 Energy from moving or falling water can also be used to make other kinds of energy such
as electricity.
2. Electrical energy using steam
 To generate electrical energy using steam, coal is used to heat water.
 The heated water forms steam. The steam turns the turbine, the turbine then turns the
generator and the generator generates electricity.

3. Hydro – electricity
 Electrical energy is generated in a hydro-electric power station.

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 The hydro-electric power station at Ruacana falls in Namibia uses water falling from
great height to turn the turbines that power the generator. The generator then generates
electricity.

How to build a water wheel

4.3. Water as a solvent

Define the concepts: Solution, Solvent, Solution, Solvent, Solubility, Dissolved substance,
Saturated and Unsaturated solution.
Solution
 A solution is a mixture formed when a solute mixed with the right solvent.

Solvent
 A solvent is a liquid that can dissolve other substances.

Solubility
 Solubility is an extent to which a substance is able to dissolve.

Insolubility
 Insolubility is when a substance is not able to dissolve.

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Dissolved substance
 Dissolved substance is a substance that can dissolve in a solvent.

Saturated solution
 Saturated solution is a solution that cannot absorb more of a soluble substance.

Unsaturated solution
 Unsaturated solution is a solution that can still absorb more of a soluble substance.

State factors which influence the solubility of a substance.

Solubility of a substance is affected by the following factors
a. Stirring
b. Particles size
c. Temperature

Describe how the following will affect the rate of dissolving

The following activity shows how you can investigate the effects of these three factors on the
rate of dissolving.
1. Stirring

Questions:
(i) What happens to the salt in each jar? Explain why?
(ii) How long did it take for the salt in each jar to dissolve?

2. Particles’ size

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(i) What happens to the salt in.

(iii) In which jar did the salt dissolve the fastest? Explain why?

3. Temperature

(i) What happens to the salt jars? Explain why?

(ii) In which jar did the salt dissolve the slowest? Why?

Describe how the following will affect the rate of dissolving.

o Temperature
-Increasing temperature increases the rate of dissolving. When you heat a substance, the
particles move faster, this allows particles of solute and solvent to mix faster.

o Particle size
-The smaller the solute particles, the faster they dissolve in a solvent. The smaller the
solute particles, the greater the surface area that the water molecules can reach to dissolve
the solute particles.

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o Stirring
-stirring increases the rate of dissolving. E.g. stirring moves the salt and water particles
around and allow them to move between each other quickly to form a solution.

PRACTICAL INVESTIGATION:
Investigate and explain how crystals can be reclaimed from solutions
 The solutes can be separated from the solvent of a solution by the process of
crystallisation. Crystallisation can be achieved by heating a solution so that the solvent
evaporates, leaving crystals of the solute behind.

4.4. Importance of sufficient clean water.

Discuss that the scarcity of clean water could lead to health problems of the eyes, skin and
scalp.
A lack of clean water or not bathing regularly can cause health problems such as:
1. Skin infections
2. Eye infections
3. Scalp

 Scabies is a common skin infection in children caused by mites which tunnel under the
skin and cause itchy and bumps.
 Conjunctivitis (pink eye) is an infection in the eye that causes redness, pus and a mild
burning.
 If you don’t bath regularly or bath with dirty water develop death cells (scale) in the
head.

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PRACTICAL INVESTIGATION:
Investigate preventive measures to avoid contracting these health problems

Suggest why pit latrines should be built downhill from water sources
 For the waste not to go down into water sources.

To avoid smell and diseases.

Explain the location of household rubbish pits in improving sanitation and health.
 A rubbish pit must be far away from home, well and rivers.
 A rubbish pit will keep flies away from home and stop the spread of diseases.

4.5. Water pollution and purification of contaminated water

Discuss water as a solvent and its many uses in everyday life
Water is a good solvent, so we use it for:
 To drink to stay alive
 For washing and cleaning.
 To grow crops
 To raise livestock for food
 To water our gardens
 For reaction
 Wild plants and animals also need water to survive.

Describe ways of conserving water

Conserving water means using it carefully so that we do not waste it.
Conserving water in the garden.
 Planting plants that do not need lots of water e.g indigenous plants.
 Keep lawn areas as small as possible.
 Use shade cloth or netting over vegetable beds to prevent water evaporation.
 Remove weeds regularly.
 Water when it is cool such as early in the morning or in the evening.
 Mulch between plants.
Conserving water at home
 Fix leaks
 Close taps
 Re-use water

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Explain the importance of conserving water

 It is important to conserve water because Namibia is a dry country with little rainfall and
droughts often occur.

Clean water and polluted water

Distinguish between clean/pure water and polluted and examine pure and polluted water
under the microscope.
 Clean water is water that is safe to drink (potable water)
 Polluted water is water that contains harmful things or impurities.

Name and classify impurities which occur in water

Water purification techniques

There are different techniques used to purify or remove the impurities from water. More than one
technique is usually needed to remove all the impurities. (Decanting, filtering and distilling of
water)
Describe the different purification techniques (as described in 4.6)
Decanting: is useful for removing heavy solids such as sand and stones from water.

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Filtering: means to separate solid impurities from a liquid by passing it through a filter. The
solid impurities that are larger than the holes in the filter remain behind, while the liquid passes
through.

Distillation: means to separates pure water from almost any impurities it may contain, including
solids, dissolved chemicals and metals and it also kills any living organisms in the water.
Investigate and record how the local municipality uses the process of filtering

At the municipal waterworks, water is cleaned and purified to destroy the germs (bacteria, algae
and fungi) that could make animals and humans sick.
Explain the need for purifying contaminated water by boiling
 Boiling kill living organisms in polluted water.

Explain the importance of chlorination to remove bacteria, algae and fungi from water.
Chlorination kills micro-organisms such as bacteria algae in water.
Name sources of water pollution
 Fertilizers
 Pesticides

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 Oil spills from ships

 Litter
 Human waste
 Industrial and mining waste

Discuss the disadvantages and dangers of polluted water

 Polluted water can be health hazard-it can make people sick.
 It can make animal sick.
 It can cause plants to be unhealthy.
 It is expensive to purify polluted water.

4.6. EQUIPMENTS AND PROCEDURES FOR DECANTING, FILTERING AND

DISTILLING OF WATER

Identify and outline the use of equipment (with reference to 4.6)

Equipment Uses
Glass beakers  For measuring, mixing, heating and
pouring liquids.
Conical flasks  For holding chemicals and mixing or
heating them easily without them
spilling out of the narrow neck.
Filter paper  Used together with a funnel to separate
solids or impurities from a liquid.
A funnel  Helps you to pour liquid into a

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container that has a narrow neck. With

filter paper, filter solids from a liquid.
A spirit burner  To heat containers or liquids.
A Liebig condenser  Used in distillation/to distil water

Use appropriate techniques and handle with due regard to safety the following equipment:
glass beaker, funnel, filter paper, spirit burner, Liebig condenser, flat-bottomed jar.
 Keep all equipment clean, dry and dust-free.
 Handle glass equipment gently so it does not break.
 Use equipment only for what it was designed for.
 Only use a burner when an adult is present.

Equipment Appropriate techniques/safety regards

Glass beaker  If you heat anything in a glass beaker use tongs or
heat-resistance gloves.
Conical flask  Conical flask can break easily, handle them with care.
 Use tongs or heat resistance gloves.
A spirit burner  Do not knock it over or use it if is leaking.
Liebig condenser  It is fragile handle it with care.
Flat-bottom jar 
Filter paper 

PRACTICAL INVESTIGATIONS
1. Investigate and describe the process of decanting whereby water is carefully poured into
a second beaker, leaving behind the sediment or insoluble impurities.

2. Investigate and describe the process of filtration whereby water is filtered resulting in a
clear filtrate.

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3. Study the uses of filtration (eg. Municipalities that use large sand filters)

4. Investigate the process of distillation of a solution of water and soluble impurities.

TOPIC 4: ASSESSMENT
1. How do we call a solution that can absorb no more of a soluble
substance?
A. Solubility
B. Insolubility
C. Saturated solution
D. Solvent
2. Which process below gives you clean drinking water?
A. Distilling
B. Filtering
C. Boiling
D. Decanting

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3. Water evaporates more quickly from.

A. The small surface
B. The large surface
C. The thin surface
D. The deeper pods
4. What does the scarcity of clean water lead to?
A. Health problems
B. Well-being of humans
C. Enough water
D. Happiness in the family
5. Which of the following shows the distillation method?

6. Define the following concepts

a. Unsaturated solutions
………………………………………………………………
b. Saturated solutions
………………………………………………………………
7. The diagram shows water cycle

7.1. Name the processes labelled A, B and C.

A. : …………………………………………
B. : …………………………………………
C. : ………………………………………..
8. The diagram shows different containers kept in a sunny are:

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A. Which container will have higher evaporation?

………………………………………………………………
B. Give a reason for your answer in A above
………………………………………………………….
9. Name 3 ways of conserving water

………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
10. Name 3 sources of water pollution from the diagram below.

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