(c

)
A
ls
to
n
E
du
ca
ti
on
P
te
Stage
5

Dr Ivan Yow
Dr Loo Yoke Leng
Lt
d
 Teachers and students have FREE access to the online textbook and workbook at
Teachers and students have free access to the online textbook and workbook at
www.AlstonDigital.sg
www.AlstonDigital.sg. Teachers will also have free access to the online teacher’s guide.

How to register?

d
● Email [email protected] to request for a registration form.

Lt
Terms and conditions:
● Access is granted to teachers and students of schools who have adopted the series and registered
with the publisher.
● Each purchase of a textbook or workbook is entitled to a 12-month free access respectively, starting
from the first day of the school year. A free access can only be activated once.

te
P
on
ti
ca
du
E
n

Published by Alston Education Pte Ltd

to

627A Aljunied Road, #07-03 Biztech Centre, Singapore 389842

[email protected]
www.alstoneducation.com
ls

© 2022 Alston Education Pte Ltd

All rights reserved. No part of this publication may be

A

reproduced, stored in a retrieval system, or transmitted

in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior
permission of the copyright owner.
)

Version 2023.2
(c

ISBN 978-981-4437-05-9

Publisher: Sim Wee Chee

www.AlstonDigital.sg
 (c
)

Name:
A
ls
to
n
E
du
ca
ti
on

Class:
P
te
Lt
d
 How to use the book
Hi, I am Cyrus!
I love to experiment
Every chapter begins with and discover many

d
an interesting problem cool things about
scenario to spark learners’
Science!

Lt
curiosity about the world
around them. Learners are
required to weave all their
learning together to solve
this problem by the end of

te
the chapter.

P
Questions that guide learners
to think about the problem

on
The learning outcomes
scenario and teach them how
covered are listed to offer
to make use of the concepts
teachers and learners a clear
learnt in the chapter to solve
overview of the chapter.
the problem.

ti
ca
Let’s investigate! Let’s invest
igate!
n.
3 germinatio
ed for seed
Aim: To find
out the cond
itions need
Hey, I am Ada!
Experiments and activities Instructions: Prepare three
I am always
du

seeds 3
Place the wrapped
that precede formal content 1 Soak a sheet
of bags of the
2
and
into a resealable bag experimental
paper towel with
curious about the
‘E’. This
seal it. Label this bag
teaching to allow learners to water. Wrap five
cress seeds with the
is the experimental
set-u p. set-up.

actively explore key science wet paper towel.

things around me.
concepts in the chapter.
Learners are encouraged
I like to use my
E

Prepare three
seeds
gadgets to find
6
Place the wrapped
to infer concepts in their Wrap five cress bags of the
5
and
into a resealable bag
4

seeds with a dry bag ‘C’. control set-up.

Label this
out more about
seal it.
own ways to form their paper towel.
This is the control set-u
p.

conclusions.
Science!
n

ronments.
in the following envi
Place Bags E and C
to

Hello, I am Tim.
I like to gather information On a windowsill with
In a refrigerator that
is dark and cold

about Science and

Inside a cupboard light and warmth
that is dark and warm ictions.
bags. Explain your pred
ls

s will germinate in the

8 Predict how many seed Prediction

observe the world around

Bag
Environment
E
is dark and
Inside a cupboard that C
warm

me. This is exciting! On a windowsill with

light
E
A

C
and warmth
E
is dark
In a refrigerator that C
and cold

Chapter 1
12

Other main features

)
(c

Retrace our steps Watch out! Think-Pair-Share

Questions that prompt Questions or statements that Questions that allow learners to
learners to recall prior highlight and clear common collaborate and discuss with one
knowledge to understand misconceptions, so that another. Learners can apply what they
a new concept. learners obtain a clearer have learnt and this facilitates a deeper
understanding of the topic. understanding of the concepts taught.

II How to use the book

 Colourful illustrations with
clear and easy-to-read
explanations that cover key How do plants disperse their
seeds?
disperse their seeds?
How are plants adapted to
scientific concepts. This helps Adaptation for seed dispe
rsal by water
plants are usually round.
to engage learners, allowing By wind
The fruits or seeds of these
It helps them roll into water
easily. The fruits or seeds
Some plants depend on float on water.
them to grasp important

d
can trap air so that they can
the wind to disperse their
seeds.
concepts easily.

Lt
rsal by wind
Adaptation for seed dispe

Hello, I am Vera!
y
plants are light. They usuall
By water The fruits or seeds of these
wings or parachutes.
Some plants depend on have shape s that look like
their
moving water to disperse
I like to explore new seeds.

places and learn about Adaptation for seed dispe

rsal by animals

te
rsal by
Adaptation for seed dispe plants are
the world around me. exploding or splitting open
When the seeds are fully grown ,
des or
The fruits or seeds of these
sweet and fleshy or are
These attract animals to
high in nutrients.
feed on them.
the fruit dries out and explo
Let's go! splits open, scatte
away from the plant.
ring the seeds
Some plants have hooks
that the fruits can attach
on their fruits so
themselves to
the animal’s fur easily.

P
By animals
Some plants depend on
animals to help carry By exploding or
splitting open
the seeds away from the
Some plants disperse their

on
parent plant.
seeds by splitting open
their fruits. Others do so by
exploding their fruits.

Adaptations of Plants 27

Chapter 2
26

ti
Crack the case
Crack the case
A visually-appealing
mind map where
ca
such as
Solids, Liquids and Gases Gases
Water vapour

learners can recall key

have e
Carbon dioxid
Oxyg
en
concepts and evaluate
Particle model
their understanding of
du

Properties Hydrogen Nitrogen

the chapter.
have have
can
Solid Liquid Gas No fixed volume
Occupy space No fixed shape
so

Meow, I am Coco.
Arrangement of _______________ _______________
_______________ so
particles packed packed
Gases can be Gases can take the Gases can take the
compressed
E

Let's embark on a fun

volume of a container shape of a container
Movement of __________ at ______________ ______________
particles or slide past one and randomly in

and exciting journey

________ positions another all directions

to learn Science!
n

Solid Gas
Liquid

Tick (✓).
to

What should Cyrus do to get the shampoo into the bottle quickly?
the
Cyrus should wait and let the shampoo flow from the funnel into
bottle.
to flow
Cyrus should use a bigger funnel instead to allow more shampoo
into the bottle.
He can
Cyrus can remove the tape that seals the bottle and the funnel.
slightly lift the funnel up as he pours the shampoo into the bottle.
Squeak! I am Momo!
ls

or
kbook
Consolidation worksheet Science keywords
Do you know, Science can be
W

44 Chapter 3

A list of key scientific

Solids, Liquids and Gases
45

found everywhere, even in the

A

vocabulary covered
smallest places! throughout the book.
)
(c

kboo
k

Solve this! Science in context Clues or

Worksheet
W

Follow-up questions Learners can link and Definitions of Learners are directed to the
after every new apply their scientific challenging English relevant worksheets in the
concept for learners knowledge to real- words to aid learners' workbook, reinforcing their
to check their world contexts. understanding. understanding of concepts.
understanding and
build process skills.
How to use the book III
 Contents
Chapter 1

Life Cycle of Flowering Plants

d

How do we tell if a living thing is a plant?

What are the parts and functions of a flower?

Lt

What are the key stages in the life cycle of a flowering plant?

What happens during reproduction in flowering plants?
2

Chapter 2

te
Adaptations of Plants

What are adaptations?

How are plants adapted for pollination?

What is seed dispersal?

P

How do plants disperse their seeds?

How are plants adapted to disperse their seeds?

What other adaptations do plants living in different environmental 20

on
conditions have?

Chapter 3

Solids, Liquids and Gases

ti

What are the gases around us?

What are the uses of different gases?
ca

What are the properties of gases?

How do we use the particle model to describe solids, liquids and gases?

How do we use the particle model to explain the properties 34
of solids, liquids and gases?
du

Chapter 4

Changing States of Water

E


Why is water special?

What are the melting point and freezing point of water?

What happens to the volume of water when it freezes?
n


What happens when water is heated?

Where does water disappear to when it is left exposed to the air?

What happens when gases are cooled?
46
to

Chapter 5

Solute and Solvent

ls


What happens when a solid is added to a liquid?

What are the characteristics of a solution?

Do all solids dissolve and do all liquids act as solvents?
A


What happens to the particles of a solid when it is added to a liquid?

How much solid can be dissolved in a liquid?
66

How can we separate the solute and the solvent in a solution?
)

Chapter 6
(c

Forces
Why do objects fall to the ground when we drop them in the air?
What are the forces acting on an object at rest on a surface?
What force causes an object at rest to start moving?
What forces can cause a moving object to slow down?
82
What are the forces acting on an object in water?
IV Contents
 Chapter 7

Magnets

What are the differences between a magnet and a magnetic material?

d

Can we tell if an object attracted to a magnet is a magnet or a magnetic material?

What happens to a magnetic material when it is near a magnet?

Lt

What can cause temporary magnets to lose their magnetic properties?
96

Do all magnets have the same magnetic strength?

Chapter 8

te
Digestive System

How do the organs in our digestive system break down food?

How do animals digest their food?

P

What do we need to eat and how much do we need to eat to be healthy?
112

What happens to our health if our diet is poor?

on
Chapter 9

Adaptations of Animals

What are adaptations?

ti

What adaptations do animals have to obtain the food they eat?

What adaptations do animals have to help them feed on food?
ca

What adaptations do animals have to help them escape from danger?

What adaptations do animals have to help them reproduce?

What adaptations do animals living in a hot and dry environment have?

What adaptations do animals living in a cold environment have?
128
du


What adaptations do animals living in water have?

Chapter 10
E

Sound

How is sound produced?

How does sound travel to our ears?
n


Can sound travel through solids and liquids?

How does our body help us make different sounds?

How do we describe sounds?
150
to

Chapter 11
ls

Earth and Satellites


How does Earth orbit the Sun?

What causes the different seasons?
A


What are satellites?

What makes up Earth's atmosphere?

Where can we find water on Earth?
168

Are all types of water on Earth pure?
)
(c

Chapter 12

Pollution
What is pollution?
What is land pollution?
What is water pollution?
What is air pollution?
How can pollution occur on a global and local scale?
182
Contents V
 Let's think and work like a scientist!
Models and diagrams
A diagram or physical model helps to show the important This paper model is

d
a physical model that
features of an object. They also help to describe the represents a seed that
scientific phenomena or processes found in nature.

Lt
disperses by wind. The way
this paper model flies and
spins in the air is similar to
how the seed moves in the
wind in real life.

te
P
Disperses by Disperses by
wind animals

on
Classification key
ti
ca
ey
te the k The way this ball sticks to
Comple se:
e
using th my socks is similar to how
have
e plant some fruits can attach to
Does th t trap air?
a
du

parts th animal’s fur and disperse

have
e plant by animals.
Does th m?
te
fleshy s
Lives in water have
e plant
Does th ?
rk
E

thick ba
n

Lives in a hot
and dry
environment
We can
to

come up with
a classification
Lives in a ____ Lives in a warm
key based on I am modelling
ls

and dry environment

the differences environment what is going
observed in on in your
A

living things. mouth now!

Can we use this key
to find out what type
of environment a
)

given plant lives in?

(c

VI Think like a scientist

 Control and experimental set-ups in a fair experiment

d
A control set-up helps us confirm In both the experimental set-up

Lt
that the effect observed in the and the control set-up, the control
dependent variable is due to the variables are kept the same.
independent variable and not other In an experimental set-up, the

te
variables in the experiment. independent variable is different
from the one in the control set-up.

P
This allows us to compare results.

Control set-up Experimental set-up

on
To find out if water is needed for seed
ti
The surrounding temperature
ca
germination, the presence of water is the may not be warm enough for the
independent variable. So, only the towel seeds to germinate quickly.
in Bag E is wet while the towel in Bag C is We can improve the experiment
dry. Both bags are exposed to the same
du

by placing these bags on the

temperature and use the same type of seeds. windowsill.
This is how we ensure that it is a fair test.
Our investigation may not be
perfect. Sometimes, there may
E

Presenting results be errors in our results and not all

the points can lie on one straight
line. These points follow a general
n

This point that lies trend and we can show this trend by
Drawing a line of far away from the line
drawing a line of best fit.
to

best fit of best fit is called an

anomalous result.

Equipment Measuring
ls

cylinder
Beaker
A

Syringe
)

Thermometer
(c

First, we determine the general direction of the trend indicated

by most of the points on the graph. Next, we draw a straight line Forcemeter
that can fit most of the points most closely. This line is called
a line of best fit.

Magnet Metre ruler Stopwatch

Work like a scientist VII

 CHAPTER 1 Life Cycle of Flowering
Plants
The Science teacher gave
the students some seeds an
d

d
instructions on a piece of
notepaper. The instructions

Lt
described how the seeds co
uld
be grown. Ada kept the seed
s
and the notepaper in her ba
g.

te
P
on
The next day, Ada takes her

ti
seeds out
from her bag. New things are
coming
out of the seeds. Ada does no
ca
t know
what has happened to the se
eds. The
notepaper is also damaged.
du

My seeds have exploded!

The notepaper is also
E

damaged. What has happened

to my seeds? What should I do
to grow my seeds?
n
to

stages
What are the
le of a
ls

What Will I Learn in the life cyc

nt?
flowering pla
A

✓ State that not all plants produce flowers.

Which stage of th
✓ Identify the parts of a flower and describe their functions. e
flowering plant’s
life
✓ Identify the stages in the life cycle of a flowering plant.
)

cycle is the green

✓ Describe seed germination and the conditions required for bean seed at?
(c

seeds to germinate.
✓ Describe what happens during reproduction in flowering plants. What do seeds
need to grow into
a young plant?

2 Chapter 1
 How do we tell if a living thing is a plant? Retrace our steps

What are the

Do all plants have flowers?
major parts of a
flowering plant?
What are their

d
Let’s investigate!
functions?
1

Lt
e
: To identify plants and understand that ther
Aim
ants.
are different types of pl

te
Materials:

P
Plant identification key
Digital camera

on
What type of plant is this?

ti
Plants that live on land Plants that do not live on land
ca
Produce flowers Do not produce flowers

Have only Have long and Big and

five ... thin ...
du

many ... round ...

E

Example of an identification key

n

Instructions:
1 Go to a school garden or park near your school.
to

2 Go for a plant walk. Sketch or take photographs of things that you

have identified as plants.

ls

3 Sort your sketches or photographs. Classify the plants identified as

flowering and non-flowering plants.

A

4 Identify the plants using the identification key provided.

)

Questions:
(c

1 Which characteristics did you use to identify plants?

2 Were there more flowering or non-flowering plants around your school?

3 Look at the non-flowering plants identified. What are their similarities?

Life Cycle of Flowering Plants 3

 In general, most plants have the following features:
Retrace our steps
Have leaves
Are trees
Have roots plants? How do
Have a stem you tell?

d
Plants are generally green because they have

Lt
green-coloured substances known as chlorophyll to help
them absorb light energy from the Sun to make food.

te
Chlorophyll

P
on
ti
ca
du

Some plants have flowers. They are classified as flowering plants. Flowers
E

help the plants to reproduce. Flowers of these plants bloom when the plants
mature or have grown to become adult plants. For many flowering plants, their
n

flowers only last for a period of time.

to
ls
A
)
(c

The flowers of a tomato plant will eventually become fruits.

4 Chapter 1
 d
Lt
te
Cherry blossom tree Mango tree

Cherry blossom trees and mango trees are examples of flowering plants.

P
Some plants do not have flowers. Mosses, ferns and conifers are plants that do
not have flowers. We classify them as non-flowering plants. They reproduce in

on
other ways.

ti
ca
du

Moss Fern Conifer

E

Mosses, ferns and conifers are examples of non-flowering plants.

Solve this!
n

Look at these plants. Are they flowering or non-flowering plants?

to
ls
A
)
(c

kboo
k
or
Worksheet 1
W

Life Cycle of Flowering Plants 5

 What are the parts and functions of a flower?

Flowers make plants attractive and beautiful. Flowers are also important in the
reproduction process in flowering plants. Without flowers, many plants cannot
reproduce and will become extinct.

d
A flower has various parts. Each part plays an important role in the

Lt
reproduction process.

te
Stamen

P
The stamen refers to the male
reproductive organ of the flower.

on
It consists of the anther and the filament.

The anther contains pollen sacs. The

pollen sacs have pollen grains.
ti
ca
The filament holds the anther up.
du
E
n
to
ls

Cross-section of a flower
A

Petals are usually colourful and have a sweet smell. This

helps to attract insects and small animals to the flower.
)

As plants cannot move, they depend on insects and

(c

small animals to help transfer the pollen grains from the

male part to the female part of the flower during the
reproduction process.

6 Chapter 1
 Caution!
Only use equipment given
Do not run around with equipment
 Take care of your hands when
Think-Pair-Share
using equipment
Follow your teacher’s demonstration. Dissect a flower.
Observe and sketch the parts of a flower.

d
Research the name and function of each part of a flower.
Next, look at your classmate's flower. Can you find similar

Lt
flower parts in your classmate's flower?

te
Carpel

P
The carpel refers to the female
reproductive organ of the flower. It

on
consists of the stigma, style and ovary.

During reproduction, pollen grains will

ti
stick to the stigma.
ca
The style is a tube that connects the
du

stigma to the ovary.

If the reproduction process is

E

successful, the ovary will develop into a

fruit which contains seeds.
n
to

The sepal is the outer

ls

part of the flower

A

that protects the

flower bud before
the flower blooms.
)
(c

Flower bud

Clues Dissect – To cut open something and study its structure

Life Cycle of Flowering Plants 7

 Solve this!

1 Which part of the flower attracts insects or small animals that will help
the plant to reproduce?
2 The part labelled X in the picture feels sticky.

d
Lt
a Name Part X. X
b Describe the function of Part X.

te
c Name the parts that make up
the stamen. Is the stamen the

P
male or female part of a flower? kboo
k
or
Worksheet 2

W
on
What are the key stages in the life cycle of a flowering plant?

ti
Just like animals, flowering plants have a life cycle too. Flowering plants go
through various stages in the life cycle again and again.
ca
du

Let’s investigate!
2
t.
rent stages of the life cycle of a flowering plan
Aim: To find out the diffe
E

Materials:
n
to
ls
A

Green bean seeds Cotton pads Pot of soil

Instructions:
)

1 Watch a video on the life cycle of a flowering plant.

(c

Take note of the following in the video:

Main stages in the life cycle of a flowering plant
Changes or parts that appear at each stage

8 Chapter 1
 2 Place a few green bean seeds on some cotton pads soaked with water.
Observe how the seeds develop over time.
3 Once you observe that the plant produces leaves, transfer the plant to a
pot of soil. Place the plant under the Sun and water it regularly. Observe

d
how the young green bean plant grows and develops flowers.

Lt
Questions:
1 What are the main stages in the life cycle of a flowering plant?

te
2 Draw what you observe at each stage. Label the new parts formed.

Describe their functions.

P
on
ti
ca
du
E
n
to

Do you think non-flowering

ls

plants have the same life

cycle too?
A
)
(c

Life Cycle of Flowering Plants 9

 The main stages in the life cycle of a flowering plant are seed, young plant and
adult plant.

d
Lt
Young plant

te
Adult plant

P
Seed

on
ti
ca
du
E

We can use a life cycle diagram to represent the life cycle of a flowering plant.
n
to

Solve this!
ls

1 Name the main stages in the life cycle of a flowering plant.

2 Draw arrows to connect these different stages.
A
)

Think-Pair-Share
(c

What other models can we use to represent the life cycle of a flowering plant?

10 Chapter 1
 From a seed to a young plant
For a seed to develop into a young
plant, the seed needs to go through

d
a process known as germination.

Lt
Seed germination takes place at
the first stage of the life cycle of a
flowering plant.

te
Leaf

P
on
Germination process

Seed coat
Shoot

ti
ca
du
E
n

The seed absorbs water and The shoot

to

swells. This breaks the seed coat appears.

that covers the seed.
ls

The seedling continues to grow. The

Once the seed coat is shoot grows to develop leaves. Now,
A

broken, roots appear and the plant uses the leaves to make
start growing downwards. food. The plant is now a young plant.
)

Retrace our steps

(c

What conditions are

What conditions needed for seeds to
are required for germinate?
plants to grow
well?

Life Cycle of Flowering Plants 11

 Let’s investigate!
3
n.
t the conditions needed for seed germinatio
Aim: To find ou

d
Instructions:

Lt
1 Soak a sheet of 2 Place the wrapped seeds 3 Prepare three
paper towel with into a resealable bag and bags of the
water. Wrap five seal it. Label this bag ‘E’. This experimental

te
cress seeds with the is the experimental set-up. set-up.
wet paper towel.

P
on
4 Wrap five cress 5 Place the wrapped seeds 6 Prepare three
seeds with a dry
paper towel. ti
into a resealable bag and
seal it. Label this bag ‘C’.
bags of the
control set-up.
ca
This is the control set-up.
du
E

7 Place Bags E and C in the following environments.

n
to
ls

 Inside a cupboard On a windowsill with In a refrigerator that

that is dark and warm light and warmth is dark and cold
A

8 Predict how many seeds will germinate in the bags. Explain your predictions.
Environment Bag Prediction
)

Inside a cupboard that is dark and E

(c

warm C
On a windowsill with light E
and warmth C
In a refrigerator that is dark E
and cold C

12 Chapter 1
 9 Leave the bags of seeds in each environment for six days. Open each bag
and unwrap the paper towel every two days for observation. Count the
number of seeds that have germinated every two days. Record the results in
the dot plots below.

d
 Inside a cupboard that is dark and warm On a windowsill with light and warmth

Lt
Bag E Bag C Bag E Bag C

te
P
0 2 4 6 0 2 4 6 0 2 4 6 0 2 4 6

on
Number of days Number of days Number of days Number of days

ti
In a refrigerator that is dark and cold
ca
Bag E Bag C
du
E

0 2 4 6 0 2 4 6
n

Number of days Number of days

to

Questions:
1 Based on your observations, conclude which of the following is/are needed
ls

for the seeds to germinate. Circle.

A

( Soil / Light / Warm environment / Cold environment / Water )

)

2 Suggest an improvement for the investigation. Explain.

(c

________________________________________________________________

________________________________________________________________

Life Cycle of Flowering Plants 13

 Seeds need water and the right temperature to germinate. Seeds do not need
light to germinate. They can germinate in the dark. Most seeds can germinate
in a warm environment. If the temperature of the environment is too hot, the
seeds will not survive and they may die. If the temperature of the environment

d
is too cold, the seeds will not have enough energy to grow.

Lt
Think-Pair-Share

Plants need light to grow. Why is light not needed for seeds to germinate?

te
To grow well, plants also need other nutrients. Once the seed has germinated
into a seedling, it can be transferred and planted into the soil. Some nutrients

P
can only be obtained from the soil.

on
From a young plant to an adult plant
With the right conditions and nutrients, a young plant will develop and grow
into an adult plant. When the plant matures and starts to produce flowers, it is
ready to reproduce.
ti
ca
Flower
du
E
n
to

Young plant Adult plant Adult plant with flowers

A young plant developing into an adult plant

ls

From an adult plant to a seed

Fruit
In adult plants, reproduction
A

takes place in the flowers. After Fruit

reproduction, flowers develop into
Seed
)

fruits and seeds. Seeds can grow

(c

into new plants.

Adult plant with fruits or

kboo
k
Worksheets 3 & 4
W

14 Chapter 1
 What happens during reproduction in flowering plants?
Pollination
Pollination is the first step in the reproduction process. Successful pollination

d
occurs when pollen grains are transferred from the anther to the stigma of the
flower from the same kind of plant.

Lt
te
P
Plants cannot move
from one place to
another.

on
Methods of pollination
Think-Pair-Share

ti
Using the Internet or books, research to find out how pollen grains are transferred.
Use the guiding questions below:
ca
How do insects or small animals transfer pollen grains?
What are some examples of these insects or small animals?
What are the other methods of pollination?
du

Pollination can be carried out by insects, other small animals and wind. When
animals such as bees, butterflies or hummingbirds are feeding at the flowers,
pollen grains can get onto their bodies. As these animals fly from flower to
E

flower, pollen grains are transferred. Wind can also help to carry the pollen
grains of some flowering plants.
n

Pollen grain
Watch this video to
to

see how the bumblebee buzzes and

shakes the pollen grains out of a flower.
Can you spot the pollen grains on the bee’s
ls

body in the video?

A

Pollen
grain
Pollen basket
)
(c

Pollen grain
Tiny pollen grains
will attach to the hairy body
of the honey bee. The pollen
grains will get rubbed off
the bee's body when it visits
another flower.
Life Cycle of Flowering Plants 15
 Process of fruit and seed production
After successful pollination. the reproduction process continues in the stigma
of the flower. The pollen grain develops a pollen tube that grows into the ovary.

d
1  pollen grain lands
A
2  he sugary substance
T

Lt
on the stigma.
on the stigma helps
the pollen grain to
grow a pollen tube.

te
P
3  he pollen tube grows and
T
extends through the centre of

on
the style towards the ovary.

ti
ca
4  he ovary
T
contains the egg
of the flower.
du
E

In the ovary, fertilisation takes place. The ovary develops into a fruit, while the
egg develops into a seed.
n
to
ls

Seed Fruit
A

After fertilisation, the The petals fall off. Seeds The fruit grows bigger.
)

flower starts to wither. are formed in the ovary.

The ovary swells and starts
(c

to develop into a fruit.

Fertilisation – In plants, it is the process where a pollen grain meets with an egg in the
Clues ovary before forming fruit and seeds
kboo
k
or
Worksheet 5
W

16 Chapter 1
 Think-Pair-Share

Observe and cut the fruit given to you. Identify the seeds within the fruit.
Draw a well-labelled diagram to indicate the seeds within the fruit.
Why does a plant grow fruits?

d
Lt
What is the difference between a fruit and a seed?

Watch out!

te
Is peanut What about
a fruit? peas? Are they
fruits?

P
on
ti
ca
Fruits are plant structures that contain seeds. Some fruits
du

have only one seed while others have many seeds. There
are different types of fruits. Some can be eaten while
Fruit
others cannot. Not all fruits are sweet, juicy and fleshy
like apples and mangoes. Some fruits such as peanuts
E

can be dry. Others are inedible like the angsana fruit. Seed
n
to

Solve this!
ls

1 What do seeds need to germinate successfully?

Which part of the plant appears first during germination?
A

3 Where does fertilisation take place in a flowering plant?

4 After fertilisation, which part of the plant develops into a seed? Which
)

part of the plant develops into a fruit?

(c

Clues Inedible – Not suitable to be eaten as food

Life Cycle of Flowering Plants 17

 Science in context

d
Lt
te
P
We are botanists. We study about
plant parts and their functions.

on
We observe how plants grow and
investigate what are needed for
them to grow.

ti
ca
du
E
n
to

We are gardeners. We keep the

ls

plants in a garden healthy and

maintain the beauty of the garden.
A

To do our job well, we need to know

the right conditions for plants at
each stage of their life cycle.
)
(c

18 Chapter 1
 Crack the case
Life Cycle of
Flowering Plants
Adult plant Seed

d
Lt
Young plant

te
Goes through
found in
produces ____________

P
to become

Fruit

on
Stamen Flower Carpel

___________
___________
Fruit Seed

ti
Style

Filament
ca
Ovary
produced
from
du

which can undergo successful pollination

leads to
Pollination Fertilisation
Transfer of pollen grains from ______to ______ Occurs when a pollen
E

grain meets with an

egg in the ovary
n
to

Can be pollinated by __________ or ________

ls
A

What should Ada do to grow her seeds? Tick (✓).

Place them into the soil. Do not water them.
)

Place them under the Sun. Water them regularly.

(c

Place them in the fridge. Water them regularly.

 lace them in the fridge. Do not water them.
P
k
kboo
or
Consolidation worksheet
W

Life Cycle of Flowering Plants 19

 CHAPTER 2 Adaptations of Plants

d
Lt
te
Why are there
no fruits on my peach

P
plants? What should I do
so that my plants can
produce fruits?

on
ti
ca
The butterflies are so
pretty! I am going to
catch them to keep as
pets at home!
du
E
n
to

What Will I Learn

ls

✓ Describe how flowering plants are adapted to

attract pollinators.
A

✓ Describe seed dispersal and how plants are adapted

for seed dispersal.
✓ Describe how plants are adapted to environments that
)

are hot, cold, wet or dry.

(c

What processes
need What features do the
to occur for a plan
produce fruits? C
t to flowers on Vera's peach
an these plants have? How do
processes occur
in Vera's these features help the
peach plants? W
hy? plants produce fruits?
20 Chapter 2
 What are adaptations?
Adaptations are special features that help animals and plants
to thrive in their environments. Different plants have different

d
adaptations that help them become suited to their environment. This
allows them to live and grow well.

Lt
Look at the three different environments in the pictures below. Can
you guess the types of environment the plants are living in?

te
P
on
Plants living in hot and dry
ti
In cold climates, plants have Plants that live in water
ca
environments have adaptations features to protect themselves have adaptations to make
to protect themselves from the from the cold. sure they can continue to
heat and from losing water. obtain sunlight.
du

To thrive, plants need to be able to reproduce too. Plants also have

adaptations to help them in pollination and seed dispersal.
E

Do you
n

remember what
pollination is?
to
ls

How are plants adapted for pollination?

A

Flowering plants can have adaptations so that they can be

pollinated by animals or wind.
)
(c

Adaptations to attract pollinators

Insects and other animals that help plants to pollinate are known as
pollinators. Flowers have features to attract pollinators.

Adaptations of Plants 21
 Let’s investigate!
1
e adaptations in flowering plants that help to
Aim: To find out th
attract pollinators.

d
Lt
Instructions:
1 Take a walk around your school. Observe the flowering plants.

2 Choose two flowering plants. Draw diagrams of the flowers on each plant.

te
Label the features that you think may help attract pollinators.

P
on
ti
ca
3 Identify all the pollinators that are visiting the flowering plants.
du

Questions:
1 Describe the common features of the flowers that were visited by pollinators.

2 Choose two features. How do the features help the flowers

E

attract pollinators?
n
to

Some petals have bright

colours and pleasant How are
smells to attract wind-pollinated plants
ls

pollinators to the flowers. adapted for pollination?

Some flowers produce nectar

A

which is a sweet and sugary

substance. Pollinators go to
the flowers to feed on nectar.
)
(c

Adaptations of flowering
plants to attract pollinators

22 Chapter 2
 Adaptations for wind pollination
Plants that depend on wind to carry their pollen grains usually produce more
pollen grains than plants that are pollinated by pollinators.
The pollen grains of wind-pollinated plants are tiny and light. This allows the

d
pollen grains to be carried away by the wind easily.

Lt
te
The stamens of these The stigmas of

P
plants are usually long wind-pollinated
and extend out of the plants are usually
flower. large and feathery.

on
This exposes the This allows the
stamens to the wind stigmas to catch the
and allows pollen grains pollen grains in the
air easily.

ti
to be carried away by
the wind easily.
ca
Adaptations of flowers of wind-pollinated plants
du

Solve this!
E

1 For plants that depend on pollinators to pollinate their flowers, describe two
adaptations that help them.
n

________________________________________________________________
to

________________________________________________________________
ls

2 For plants that depend on wind to pollinate their flowers, describe two
A

adaptations that help them.

________________________________________________________________
)

________________________________________________________________
(c

kboo
k
or
Worksheet 1
W

Adaptations of Plants 23
 What is seed dispersal? Retrace our steps

Think-Pair-Share In the life cycle of

a flowering plant,
How did the dandelion plant get there? what is the stage that

d
comes after the
adult stage?

Lt
These flowers were not
here a few weeks ago.

te
P
on
After the fruits and seeds have matured, the parent plant will have to transfer
its seeds away. The process of transferring seeds away from the parent plant
is known as seed dispersal.
ti
ca
Think-Pair-Share

Seeds that are grown too close to the parent plant do not grow well after they have
du

germinated. Seeds that are grown further away from the parent plant tend to grow more
healthily. Why? Using the Internet or books, research and discuss your findings.
E
n
to
ls

Seeds that grow close Seeds that grow further

to the parent plant away from the parent plant
A
)

Plants disperse their seeds so that the young plants grow in places further
away from the parent plant. This helps the young plants avoid competition for
(c

light, water and nutrients with the parent plant or other young plants. With less
competition, the young plants are more likely to survive.

24 Chapter 2
 How are the seeds of the following plants dispersed?
Coconut tree Dandelion

d
Lt
Coconut fruit

Seed

te
P
The seed is found inside the The seeds are found on the
coconut fruit. seed head of the dandelion.

on
Pea plant Mango tree

ti
Seed
ca
Mango
fruit
du

The seeds are found in the pea pod, The seed is found inside the
which is the fruit of the pea plant.
E

mango fruit.

Oak tree Goosegrass

n
to
ls

Acorn Fruit
with
A

nut
hooks
)

The seed is found in the acorn nut, The seed is found inside the
which is the fruit of the oak tree. goosegrass fruit.
(c

Think-Pair-Share

Using the Internet or books, research to find out how the seeds of the above plants are
dispersed. Present your findings.

Adaptations of Plants 25
 How do plants disperse their seeds?

By wind
Some plants depend on

d
the wind to disperse their

Lt
seeds.

te
P
By water

on
Some plants depend on
moving water to disperse their
seeds.

ti
ca
du
E
n
to

By animals
ls

Some plants depend on

animals to help carry By exploding or
A

the seeds away from the splitting open

parent plant. Some plants disperse their
seeds by splitting open
)

their fruits. Others do so by

(c

exploding their fruits.

26 Chapter 2
 How are plants adapted to disperse their seeds?
Adaptation for seed dispersal by water
The fruits or seeds of these plants are usually round.

d
It helps them roll into water easily. The fruits or seeds

Lt
can trap air so that they can float on water.

te
P
Adaptation for seed dispersal by wind

on
The fruits or seeds of these plants are light. They usually
have shapes that look like wings or parachutes.

ti
ca
du

Adaptation for seed dispersal by Adaptation for seed dispersal by animals

exploding or splitting open The fruits or seeds of these plants are
When the seeds are fully grown, sweet and fleshy or are high in nutrients.
E

the fruit dries out and explodes or These attract animals to feed on them.
splits open, scattering the seeds
Some plants have hooks on their fruits so
n

away from the plant.

that the fruits can attach themselves to
to

the animal’s fur easily.

ls
A
)
(c

Adaptations of Plants 27
 Let’s investigate!
2
for
m od els of fruits and seeds with adaptations
Aim: To create
nt environments.
seed dispersal in differe

d
Lt
Materials:

te
P
Aluminium foil Different types of paper Hook-and-loop fasteners Sticky tape

Instructions:

on
1 Build a model of the fruit or seed of a plant that is likely to be found in the

environment assigned to you.

ti
ca
du
E

A beach An open field A tropical rainforest

n

2 Compare your model with the actual photographs of the fruit or seed
to

of the plant living in that environment.

3 Compare your classmates' models with the actual photographs of the
ls

fruit or seed.
A

Question:
Explain how each plant is adapted to disperse its seeds in each environment.
)

_________________________________________________________________
(c

_________________________________________________________________
_________________________________________________________________

28 Chapter 2
 Solve this!

1 Plant X disperses its seeds 3 Predict the seed dispersal method for the
by water. What is a possible seed shown below. Explain your answer.
feature that the fruit or seed

d
of Plant X has?

Lt
2 Describe and explain an
adaptation for plants with
seeds that are dispersed by

te
animals.
kboo
k
or
Worksheet 2

P
What other adaptations do plants living in different environmental
conditions have?

on
Plants need to have other adaptations that allow them to make food, obtain
water or store water in their natural environment so that they can thrive, grow

ti
and reproduce.
Think-Pair-Share
ca
Hot and dry environment Cacti are usually found in the desert. What
features do they have?
Plants living in a hot and dry How do these features help them survive in
du

the desert?
environment usually have small
leaves or leaves that look like sharp
spines. Some also have large, green stems to help them make food using light
E

from the Sun.

n
to
ls
A

Barrel cactus Pancake prickly pear cactus Saguaro cactus

)
(c

These spine-like leaves help the plant to reduce water loss and conserve
water. The sharp leaves also prevent animals from eating the plants. Many
of these plants have thick, fleshy stems to store water too. They have a waxy
coating on the stems to prevent water loss.
Adaptations of Plants 29
 Water stored in
Instead of spine-like leaves, some plants like the the form of gel
aloe vera have thick, fleshy leaves to store water.

Some plants living in a hot and dry environment

d
have shallow roots near the surface of the soil.

Lt
They are widely spread out to absorb water near
the soil surface. Some other plants develop deep
roots. These roots grow deep underground

te
to obtain water from far below the soil surface. Aloe vera

Living in water

P
These plants usually have large leaves to get more sunlight to make food.

on
ti Bulb-like
stem that
ca
can trap air
du

Water lily Water hyacinth

Some plants living in water have parts that can trap air. These parts enable the
plants to float so that their leaves can get more sunlight to make food.
E

Cold and dry environment

n

Plants living in an extremely cold environment have small, narrow leaves to

reduce water loss.
to
ls
A

Short,
needle-like
leaves
)
(c

Spruce trees

Some plants grow close together near the ground so that they are less exposed
to the wind and snow. These plants usually have shallow and widespread roots
to obtain water from the frozen surface.

30 Chapter 2
 3 Let ’s investigate!

to
ns of plants that allow them
Aim: To identify the adaptatio
survive in an environment.

d
Instructions:

Lt
1 Describe the features of the following plants. Your teacher will

provide a list of guiding questions to help you.

Leaf Leaves
Leaf Stem

te
P
on
A B C
2
ti
Predict the environment these plants live in. Choose from the following:
ca
In water   Dry environment
du

Question:
For each plant, explain how its features help the plant adapt to the
environment you have chosen.
E

_________________________________________________________________
n

_________________________________________________________________
to

_________________________________________________________________
ls

Solve this!
A

1 Plant Y lives in a hot and dry environment. Describe one

adaptation that it needs to help it survive.
Ada is holding a type of plant shown on
)

the right. Predict the environment that

(c

this plant lives in. Explain. Bulb-like

part
kboo
k
or
Worksheet 3
W

Adaptations of Plants 31
 Science in context

Think-Pair-Share

How will the tall buildings in our environment affect plant growth and seed dispersal?

d
Lt
Instead of waiting for plants to disperse their fruits and seeds naturally,
farmers and gardeners grow plants by planting the seeds in soil.

te
P
on
ti
ca
du
E

We can spray
pesticides to kill pests Will pesticides kill the
n

that feed on our plants. pollinators too? Watch

the following video to
to

find out more.

ls
A
)
(c

32 Chapter 2
 Crack the case

Plant Adaptations
are features

d
which help
plants to Reproduce
Live in different environments

Lt
so that plants can which involves

Seed dispersal

te
Make food or obtain water Pollination
in It is the process of
by
environments

P
that are
transferring _____ away
Wind or _______ from ______ plant.

on
by
In _______
_____
Water Wind

ti
and dry
ca
du

_____________ _____________
Cold and dry or splitting open
E
n
to
ls

fruits? Tick (✓).

at her plants can produce
What should Vera do so th
A

y place.
Grow the plants in a wind
the peach plants.
Remove the net covering
)

r.
(c

Grow the plants near wate

near her plants.
Allow bees and birds to go
k Ada to stop catching butterflies in her garden.
As
kboo
k
or
Consolidation worksheet
W

Adaptations of Plants 33
 CHAPTER 3
Solids, Liquids and Gase
s
Cyrus is helping his mother
to
fill an empty plastic bottle wit

d
h
shampoo. To secure the fun
nel
to the bottle while pouring in

Lt
the
shampoo, he seals the funne
l to Why has the shampoo stopped flowing
the bottle with sticky tape. into the bottle? What should I do to get
the rest of the shampoo in quickly?

te
P
on
ti
ca
du
E
n
to
ls

What Will I Learn

A

✓ Name the common gases at room temperature.

✓ Describe solids, liquids and gases using the particle model.
)
(c

What are Why did some

What was in the
the properties of shampoo manage to
plastic bottle before
the matter in the enter the bottle while
Cyrus tried to fill it
plastic bottle? the rest pooled at
with the shampoo?
the funnel?
34 Chapter 3
 What are the gases around us? Do you
remember some
Solids, liquids and gases are three states of matter. of the common
solids, liquids or
gases?
Let’s investigate!

d
1
s.
solids, liquids and gase

Lt
mon substances into
Aim: To classify com
Materials:

te
Cards showing the following substances:
Water Iron Nitrogen Oxygen

P
Steel Vinegar Carbon dioxide Hydrogen
Instructions:

on
1 Using the Internet or books, research Solid Liquid Gas

the substances above.

ti
2 What are their states of matter at

room temperature (25 ºC)? Classify

ca
the substances into solids, liquids or
gases using a table as shown.
du

Questions: Do you think gases have a

1 Look at the gases you have classified. fixed shape or volume?
a Do they have a colour? _______________
E

b Do they have a smell? _______________

n

2 What properties do all the gases have in common?

to

Think-Pair-Share

Look at your table again. Will the substances be classified differently if the surrounding
temperature becomes very high or very low? Which substance may change state if we move
ls

it from room temperature to the freezer?

A

There are many gases around us. The air around us contains mainly
nitrogen, oxygen, carbon dioxide, hydrogen and water vapour. Water
vapour is water in gaseous state.
)
(c

We breathe out carbon

We take in
dioxide and water vapour.
oxygen from
They are waste materials
the air to
produced by our body.
stay alive.
Oxygen Carbon
dioxide
Water vapour Solids, Liquids and Gases 35
 What are the uses of different gases?

Science in context

During a dental surgery, we

use anaesthetic gases to help
patients manage pain. After

d
breathing in the gas, the patient
will not feel pain.

Lt
te
P
on
ti
ca
du

We use carbon dioxide

gas in the fire extinguisher
to put out a fire.
E
n
to
ls
A
)
(c

Clues Anaesthetic - A substance that can make you unable to feel pain

36 Chapter 3
 Nitrogen and hydrogen
gases are used to make
fertilisers. Fertilisers help
plants to grow well!

d
Lt
te
P
We need oxygen gas to
breathe underwater. Oxygen gas
is stored inside an oxygen tank

on
which we can carry on our back
when diving underwater.

ti
ca
du
E

I drive a hydrogen fuel

n

cell car. The car runs on

hydrogen fuel which uses
to

hydrogen gas!
ls
A
)
(c

Think-Pair-Share

What are the uses of gases in Let's Investigate 1? Using the Internet or books, research their
uses. Share your findings with your class.

Solids, Liquids and Gases 37

 Solve this!

1 Match each gas to its correct use.

Living things breathe in
Carbon dioxide

d
this gas to stay alive.

Lt
Nitrogen We use it to make fertilisers.

Oxygen We use it to put out fires.

te
Hydrogen We use it to fuel some cars.

P
2 Name the gases found in air.

on
_______________________________________________________________
kboo
k
or
Worksheet 1

ti
W
What are the properties of gases?
ca
Think-Pair-Share
du

How do we know that gases exist?

Use a straw to blow some air into a cup of water.
What did you observe? What are inside these bubbles?
E

Many gases are colourless and do not have a smell. We cannot see or easily
tell that these gases are around us.
n
to
ls
A

What gases do
)

you think are inside Are the properties of

my balloons?
(c

gases similar to the

properties of solids or
liquids? What are the
properties of solids and
liquids?

38 Chapter 3
 Gases occupy space

2 Let ’s investigate!

d
Aim: To show that gases take up space.

Lt
Materials:
Container of water Cup Kitchen towel

te
Instructions:
1 Push a piece of kitchen towel to the bottom of a cup and compress it.

P
Cup

on
Kitchen towel

2
ti
Invert the cup and push it into a container of water.
ca
Kitchen towel
du

Water

Container
E

3 Remove the cup from the water. Check the kitchen towel.
n

Questions:
to

1 Did the kitchen towel get wet after we pushed the inverted cup into the

water? ____________
ls

2 Besides the kitchen towel, what else was in the cup? ____________
A

3 What can you infer from your observation?

Air ____________ space. The kitchen towel (got / did not get) wet because
water (could / could not) fill up and reach the towel in the cup.
)
(c

There is air in the cup. Air contains gases and gases occupy space in the cup.
When we push an inverted cup into the water, gases in the cup prevent water
from filling up and reaching the kitchen towel in the cup. Therefore, the towel
inside the cup remains dry.
Solids, Liquids and Gases 39
 Gases do not have a fixed volume

Let’s investigate!
3

d
s can be compressed.
Aim: To find out if gase

Lt
Material:
Syringe

te
Instructions:
1 Draw some air into a syringe. What is the volume of air in the syringe?

P
____________ ml
2 Cover the opening of the syringe with your finger. Push the plunger in.

on
What is the volume of the air in the syringe now? ____________ ml
Questions:

ti
What happens to the volume of the air in the syringe when you push the plunger
ca
in? Can air be compressed?

_____________________________________________________________________
du

Gases do not have a fixed Liquids and solids

E

volume. This means that a cannot be compressed as

their particles are packed
gas can be compressed and closely together. How do you
we can reduce its volume.
n

think the particles in a gas

are arranged?
to

Gases can flow and fill up the space in the container.

So, gases can take the volume of the container that they are in.
ls
A

Volume of air in syringe: 100 ml Volume of air

in syringe: 0 ml
)

Volume of air in container: 0 ml

Volume of air in
Volume of container: 200 ml
(c

container: 200 ml

When 100 ml of air is added to an empty 200 ml container, the air flows and fills up
the space in the container. The volume of air in the container becomes 200 ml.

40 Chapter 3
 Gases do not have a fixed shape
Think-Pair-Share

Do gases take the shape of a container or do they have fixed shapes like solids?
Try blowing air into balloons of different shapes. What do you notice?

d
Lt
Gases do not have a fixed shape. They flow and take the shape of the
container that holds them. k
kboo
or
Worksheet 2

W
How do we use the particle model to describe solids,

te
Retrace our steps
liquids and gases?
How are particles

P
Just like solids and liquids, gases are made up of tiny arranged in solids
particles too. and liquids? Draw.

on
Think-Pair-Share

Do you think the arrangement of the

ti
particles in gases is similar to solids and
liquids? How do you think particles are
ca
arranged in gases? Draw.

Consider the movement of particles in

each state of matter. Which state of matter
du

has particles with the greatest amount of

energy? Which state has particles with the
lowest amount of energy?
E

Gas particles are spaced very far apart from one another.
n

The particles move quickly and freely in all directions.

to

Particle

Energy of particles increases

ls
A
)
(c

Solid particles vibrate at Liquid particles can move Gas particles move very quickly
their fixed positions. They around or slide past one and randomly in all directions. They
have the least amount of another. They have more have a higher amount of energy
energy. energy than solid particles. compared to the particles in solids
and liquids.

Solids, Liquids and Gases 41

 How do we use the particle model to explain the properties of solids,
liquids and gases?

Solid

d
Solid particles are very closely Solid particles cannot move around

Lt
packed together. There is very one another freely. The particles can
little space between the particles. only vibrate at their fixed positions.
Therefore, solids have a fixed Hence, solids have a fixed shape and

te
volume and cannot be compressed. cannot flow like liquids.

P
on
ti
ca
Ice is water in solid state. Ice in the The shape of the ice cubes remains
syringe cannot be compressed. unchanged when we transfer the ice
du

cubes from one container to another.

Liquid
E

Liquid particles are closely packed Liquid particles can move around or
together. Hence, liquids have a fixed slide past one another. So, liquids can
n

volume and cannot be compressed. flow and take the shape of a container.
to
ls
A
)
(c

Water in the syringe cannot be compressed. Water changes its shape and takes
the shape of the container that it is in.

42 Chapter 3
 Gas
Gas particles are very far apart from Gas particles move very quickly and
one another. There is a lot of space randomly in all directions. Just like

d
between the particles. Therefore, particles in liquids, they can flow and
gases can be compressed and they take the shape of any container that

Lt
do not have a fixed volume. holds them.

te
P
on
When we compress air, air particles move
closer to one another.
ti Air particles in the syringe flow into the
beaker and take the shape of the beaker.
ca
du

Solve this!

1 Cyrus has 100 ml of a substance that is blue in colour. He transfers it into a

200 ml transparent container. Now, the substance has taken the shape of the
E

new container. It has also made the whole container look blue.
n

What is the state of this substance? Explain your answer using the properties
of this substance.
to

________________________________________________________________
ls

________________________________________________________________
A

2 Cyrus fills a syringe with 20 ml of helium gas. He tries to compress the

helium gas in the syringe. He seals the opening of the syringe and pushes in
)

the plunger.
(c

Can the plunger be pushed in? Why or why not?

_________________________________________________________________
kboo
k
or
Worksheet 3
W

Solids, Liquids and Gases 43

 Crack the case

Solids, Liquids and Gases

d
Lt
Particle model

te
P
Liquid Gas

on
Solid

Arrangement of _______________ _______________ _______________

particles packed
tipacked
ca
______________ ______________
Movement of __________ at
or slide past one and randomly in
du

particles ________ positions another all directions

E
n

Gas
Solid
to

Liquid
ls
A
)
(c

44 Chapter 3
 such as
Gases Water vapour

d
xide
have Carbon dio

Lt
Oxyg
en

Properties Hydrog
en Nitrogen

te
have have

P
can
No fixed volume Occupy space No fixed shape

on
so so

ti
Gases can be Gases can take the Gases can take the
compressed volume of a container shape of a container
ca
du
E
n
to

(✓).
to ge t th e sham po o into the bottle quickly? Tick
What should Cyrus do e
flow from the funnel into th
ls

it and let the sham po o

Cyrus should wa

bottle.
A

w
bi gg er funn el ins te ad to allow more shampoo to flo
Cyrus should use a
into the bottle.
)

at se al s th e bottle and the funnel. He can

(c

ta pe th
Cyrus can remove the the shampoo into the bottl
e.
e fu nn el up as he po urs
slightly lift th
kboo
k
or
Consolidation worksheet
W

Solids, Liquids and Gases 45

 CHAPTER 4
Changing States of Wate
r
It is a very hot day.
Vera is making some

d
ice lollies for Coco. I hope Coco likes
ice lollies.

Lt
te
P
on
ti
ca
After a few hours....
What happened to my
ice lollies?
du

What should I do?

E
n
to
ls
A

ess
What proc
What Will I Learn changes w
ater
to
from liquid
)

✓ Describe the main properties of water and how water acts solid?
(c

differently from many other substances.

✓ Use the particle model to describe evaporation and What happens
condensation and relate these processes to changes in to the volume
temperature. of water after
this process?

46 Chapter 4
 Why is water special? Retrace our steps

Think-Pair-Share
What are the
What substance on the Earth exists in all three states naturally? three states of

d
matter?

Lt
Water is a unique substance. It is the only substance that we can
commonly find as a solid, liquid and gas on Earth.

te
Different parts of the Earth can have different temperatures.
In very cold places on Earth, we can find water as a solid.

P
on
ti
ca
du

Ice is water in solid state. Snow is water in solid state too.

E

In most parts of the Earth, we can find water as a liquid or gas.

n
to
ls
A
)
(c

We can find water in liquid form in rivers, lakes, seas and oceans.

Clues Unique – Unusual or the only one of its type

Changing States of Water 47

 In the sky, we can find water as a
liquid too. Clouds in the sky are made
up of tiny water droplets. These
water droplets are water in the

d
liquid state.

Lt
We can find water in three
states on Earth. This is what

te
makes water so special!
Water can be found as a gas in the air.
It is called water vapour. The amount of

P
water vapour in the air can change. When
the amount of water vapour in the air

on
is high, we say that the humidity of the
surroundings is high. When the amount of
water vapour in the air is low, we say that
the humidity of the surroundings is low.
ti
ca
Solve this!
du

Give an example of water in each of its three different states.

E

What are the melting point and freezing point of water?

Melting point of water
n

During the process of melting, water changes state from Retrace our steps
to

solid to liquid.
What will happen to an
The ice cubes are ice cube if we leave it out at
ls

getting smaller and room temperature?

some water is forming What causes the change?
in the bowl. What is What is the name of the
A

happening? process?
)
(c

Clues Humidity – The amount of water vapour that the air can hold

48 Chapter 4
 Let’s investigate!
1
melts.
m: To find out the temperature of ice when it
Ai

d
Materials:

Lt
Beaker When measuring temperature,
we need to make sure that the
Ice cubes bulb of the thermometer is fully
Thermometer covered by the ice cubes.

te
P
Instructions: Bulb
1 Fill half a beaker with ice cubes. Put the

on
thermometer into the beaker of ice.
Record the temperature of the ice. ______ ºC

ti
2 Place the beaker of ice at room temperature. Ice melts when it changes
from a solid to a liquid. Start recording the temperature of the ice every two
ca
minutes the moment you see water forming in the beaker.
du

Time (min) Temperature of the ice (ºC)

2
4
E

Questions:
n

1 What was the temperature of the ice when you observed water forming in
to

the beaker?
________________________________________________________________
ls

2 Did the temperature of the ice increase as it was changing from a solid to
A

a liquid?
______________________________________________________________
)
(c

Conclusion:
The temperature at which ice changes from a solid to a liquid is _____ ºC.

Changing States of Water 49

 When we take ice out from the freezer and place it at room temperature
(25 ºC ), it gains heat. As ice gains heat, its temperature increases. When the
temperature of the ice reaches 0 ºC, it starts to melt and changes into a liquid.

d
The ice cubes in At 0 ºC, ice starts

Lt
this beaker are to melt. The
getting warmer temperature of ice
and starting to remains at 0 ºC
melt. during melting.

te
P
Melting of ice cubes

on
The temperature at which ice melts is known as the Retrace our steps
melting point of water. The melting point of water is 0 ºC.

ti
How do we change
Freezing point of water water to ice?
What is the name
ca
During the process of freezing, water changes state of the process?
from liquid to solid.
du

Think-Pair-Share

Freeze some water. Measure and record the temperature of water when you start to see water
turning into ice. What is the temperature at which water changes from a liquid to a solid? _____ºC
E

Note the temperature of water every two minutes. Did the temperature change?

When water is placed in the freezer, it is cooled. As water cools, it loses heat
n

and its temperature starts to drop. When the temperature of the water drops
to

until it reaches 0 ºC, water starts to freeze or solidify and changes into a solid.
ls

Freezing of water
A

The temperature
of water starts to
decrease when we
)

place the water in

At 0 ºC, water
(c

the freezer.
starts to freeze. The
temperature of water
remains at 0 ºC
during freezing.

50 Chapter 4
 The temperature at which water freezes is known as the freezing point of
water. The freezing point of water is 0 ºC.
The melting point and freezing point of water are properties of water.

d
Melting at 0 ºC
Do you notice anything

Lt
about the melting point
and freezing point of
Freezing at 0 ºC water?

te
They are the
same!

P
on
When the surrounding
temperature is above

ti 0 ºC, ice starts to melt.

We find water as liquids in
ca
this environment.
du
E
n
to
ls
A
)

When the surrounding

temperature is below 0 ºC,
(c

water starts to freeze. We

find water as solids in this
environment.

Changing States of Water 51

 What happens to the volume of water when it freezes?

Let’s investigate!
2

d
ens to the volume of water when it freezes.
pp
Aim: To find out what ha

Lt
Materials:

te
A plastic bottle that is cut in half    Water
Different coloured markers      Freezer

P
Instructions:
1 Fill half a plastic bottle with

on
water. Mark the water level on
the outside of the bottle with

ti
a marker.
ca
2 Place the bottle in a freezer. Predict what will happen to the water.
________________________________________________________________
du

3 Observe the bottle in the freezer every 30 minutes. Note what happens to
the water in the bottle. Are there any changes in the water level?
E

Time (min) Describe what you observed. Draw what you observed.
n
to

30
ls
A

60
)
(c

90

52 Chapter 4
 4 Observe the bottle in the freezer again the next day.
What happens to the water in the bottle after a day in the freezer?
________________________________________________________________

d
5 Mark the ice level on the outside of the bottle with a different coloured marker.

Lt
Question:

te
Compare the markings made on the bottle in Step 1 and Step 5. What can you
say about the volume of water after it freezes to become ice?
___________________________________________________________________

P
on
When substances are
ti
ca
placed in containers of the
same size and shape, we
The water in Bottle A has
can use the heights of the
a greater height than the
du

substances to compare
water in Bottle B. This tells
their volumes.
us that the volume of water
in Bottle A is greater than
the volume of water in
E

Bottle B.
n
to
ls
A

Height
)

Height
(c

Bottle A Bottle B

Changing States of Water 53

 When water freezes, its volume increases and it expands by about nine
percent. This is another property of water. It is one of the few substances on
Earth that expands when frozen.

d
Lt
te
P
on
During winter, water
in the water pipe
ti
ca
may freeze. What What causes
problems will this these bricks to What happens to
cause? crack? the water in the lake
du

during winter?
E
n
to
ls
A
)
(c

Ice floats on top of the water.

54 Chapter 4
 During winter, the temperature in the surroundings drops. Water near the
surface of the lake will cool and freeze when its temperature reaches 0 °C.

Water on the surface of the lake becomes ice. Ice floats on top of the water in

d
the lake. Below the layer of ice, water remains as liquid. Fish can continue to live

Lt
in the liquid water beneath the frozen surface of the lake during winter.

Wow, the fish are Be careful, Vera!

te
still alive. Why are You may cause the
they not frozen? ice under your feet
to crack! You may

P
end up in deep and
cold water!

on
ti
ca
du

What has happened

to your drink?
E
n

Think-Pair-Share

What has happened to Ada's drink? Discuss with your classmates.

to
ls

Solve this!

1 What is the melting point of water?

A

2 What is the freezing point of water?

3 Jack filled up an ice cube tray full of water and covered the tray with a
)

loose-fitting cover. He puts the ice cube tray in the freezer.

(c

After a day, Jack found that the tray cover has popped out of the tray.
What has happened?
kboo
k
or
Worksheet 1
W

Changing States of Water 55

 What happens when water is heated?
Boiling point of water
When a liquid is heated, it can turn into a gas. This process is known as boiling.

d
Think-Pair-Share

Lt
Heat some water until it reaches 100 ºC. Be careful! You
What did you observe? should stand at a safe
distance away from the
What can you

te
hot water.
What happens to see forming in the
the water as it is water when water
heated? reaches 100 ºC?

P
What rises to the
water surface when
water is at 100 ºC?

on
Thermometer

ti
Beaker
ca
Water
du

As water gains heat, its temperature starts to increase. When the temperature
E

of water reaches 100 ºC, water starts to boil and changes state from liquid to
gas. This gas is known as water vapour.
n

The water in this

to

beaker is starting
to boil!
During boiling, the
ls

temperature of
water remains at
A

100 ºC.
)
(c

Boiling of water

The temperature at which water boils is known as the boiling point of water.
It is another property of water. The boiling point of water is 100 ºC.

56 Chapter 4
 At its boiling point, the water in the beaker Mist

starts to become water vapour. Hot water

vapour formed at boiling point (100 ºC) is
known as steam. They are seen as bubbles

d
in the boiling water. As steam is hot, it rises

Lt
to the surface of the water and escapes
into the surrounding air.
The mist observed rising from the surface

te
Water may sometimes of the boiling water is formed due to steam.
contain gases. When the
water is heated, these

P
gases form bubbles. This is why we see bubbles
These bubbles rise to the forming in the water here even
water surface and then though the temperature of water

on
into the air. has not reached 100 ºC.

ti
ca
du
E

Particles of liquids and gases during boiling

n
to

Heat
ls
A

Particles in water
Particles in water vapour

When a liquid is heated, the liquid particles gain more energy and move faster.
)

When the particles gain enough energy, they move quickly and freely in all
(c

directions. The particles are also far apart from one another. When this happens,
boiling occurs and water changes from liquid to gas. The process continues until
all of the liquid has boiled off to become gas.

Changing States of Water 57

 Solve this!

In the diagram below:

1 Name the processes involved during the changes of states.

d
2 State the temperature at which each process occurs. Gas

Lt
Process: __________

Temperature: ___ ºC Process: __________

Temperature: ___ ºC

te
Process: __________
Solid Temperature: ___ ºC
Liquid

P
kboo
k
or
Worksheet 2

W
Where does water disappear to when it is left exposed to the air?

on
Evaporation of water
Think-Pair-Share

ti
Pour some water into a transparent bowl. Use a marker to draw a line to mark the water
level. Leave the bowl exposed to the air overnight.
ca
What do you think will happen to the water level in the bowl the next day?

When a bowl of water is left exposed

du

Particles Particles
in water in water
to the air, the liquid particles at the vapour
water surface gain heat from the Exposed
to air
E

surroundings. The particles gain more

energy and move faster.
n

When the particles have enough energy, they move quickly and freely in all
directions, and escape from the water surface. The particles are now far apart
to

from each other. When this happens, water changes from liquid to gas. The gas
formed is water vapour.
ls

The process of water at the surface gaining energy and changing to water
vapour is known as evaporation. Evaporation takes place all the time and at
A

any temperature.

Sometimes we may see mist forming

)

above hot water, such as a hot spring

(c

or a cup of hot water. This is because Mist

hot water evaporates to form hot water

vapour. Mist is formed from the hot water
Hot water
vapour.
At hot springs, water is found as a liquid and a gas.
58 Chapter 4
 Factors that affect the rate of evaporation

Let’s investigate!
3
ation.
fects the rate of evapor

d
out if temperature af
Aim: To find

Lt
Materials:
Three transparent bowls Water     Marker

te
Measuring cylinder Ruler
Instructions:

P
1 Measure and pour 50 ml of water into the three bowls. Use a marker to mark

the water level on the outside of the bowl.

on
2 Place each bowl at three different locations with different temperatures.
Under the Sun (Bowl 1)
Classroom at room temperature (Bowl 2)
ti
 Indoor in the dark with a lower surrounding temperature than that of Bowl 2
ca
(Bowl 3)
du

3 Predict what will happen to the water level in each bowl after 30 minutes.
Will the same be observed for all the bowls of water?
_____________________________________________________________
E

4 Mark the water level in each bowl every 30 minutes. Using a ruler, measure
the height of the water in each bowl.
n
to

0 0 0
Height minute Height minute Height minute
ls

Bowl 1 Bowl 2 Bowl 3

Record your results in a table.

A

5
)
(c

Changing States of Water 59

 Questions:
1 What has happened to the water in the different bowls? Which process

causes this to happen?

What is the independent variable of this investigation?

d
2

3 Draw a line graph to show how the height of water changes with time for

Lt
each bowl.
Bowl 1 Bowl 2 Bowl 3
Height of Height of Height of

te
water (cm) water (cm) water (cm)

P
on
Time (min) Time (min)

ti
ca Time (min)

Draw a line of best fit for each The height of the water
graph. Are there any points on in each bowl tells us the
your graph that do not follow volume of the water.
du

the pattern? Do you see any A greater change in the

anomalous results? height tells us that there
is a greater change in
the volume of water.
E
n

4 After two hours, compare the height of the water across the three bowls.
to

a Which bowl has the lowest height of water?

Which bowl has the lowest volume of water?
ls

c Which bowl lost the most water? Is the temperature of the surroundings
A

of this bowl high or low?

Conclusion:
)

The higher the temperature of the surroundings, the ___________ the volume
(c

of water lost within a given length of time. The volume of water lost over a
period of time can show the rate of evaporation.

So, as the temperature increases, the rate of evaporation ___________.

60 Chapter 4
 The temperature of the surroundings of a substance can affect the rate of
evaporation. In places with higher temperatures, the rate of evaporation is
higher. Besides temperature, wind and humidity can also affect the rate of
evaporation.

d
The more windy the

Lt
place is, the higher the
rate of evaporation. Our
clothes dry faster on a
windy day!

te
P
on
In a very humid
environment, the air is filled with

ti
water vapour. The air cannot contain
any more water vapour so the
ca
water in the wet clothes does not
evaporate easily. The wet clothes
cannot dry well.
du
E
n
to

In a less humid
ls

environment, there is less water

vapour in the air. The air has space to
hold more water vapour. Water in the
A

wet clothes can evaporate quickly.

So, the wet clothes can
dry faster.
)
(c

The less humid the

place is, the higher the
rate of evaporation.

Changing States of Water 61

 What happens when gases are cooled?
Condensation
When a gas is cooled, it can turn into a liquid. This process is known as condensation.

d
Think-Pair-Share

Lt
Place a bowl of water covered with plastic film under a light. Place an ice pack on the plastic
film. After some time, what do you observe forming on the side of the plastic film that faces the
water? What has happened?

te
P
Lamp

on
Ice pack

ti
ca
Particles in the
water vapour
du

Particles in the
water droplets
E

Heat from the lamp increases the temperature of the surroundings and
n

causes the water in the bowl to evaporate quickly into the air underneath the
plastic film.
to

When the water vapour touches the cold plastic film, it cools. The gas particles
ls

in the water vapour lose energy to the cold surface and begin to move slower.
When the particles lose enough energy, there is a change in state from gas to
A

liquid. The water vapour condenses to become water droplets.

)
(c

What do you notice

about the process of
condensation? It is the
opposite of evaporation!

62 Chapter 4
 Watch out!

Oh no, I think the But it did not rain!

d
rainwater has seeped Where did the water
through the window. come from?

Lt
te
P
on
Sometimes on cold days, we see water condensing on the side of the window facing the inside

ti
of the house. It is because the window is colder than the surrounding air in the house. There is
water vapour in the air surrounding us. When the water vapour in the house touches the cold
ca
window, it condenses to form water droplets.
du

Solve this!

1 Tim spilled some water onto the table and

E

forgot to wipe it off. A few hours later, the

water on the table disappeared. Using the
n

particle model, explain why the water on

to

the table has disappeared.

Cyrus blows air onto a mirror. He

ls

observes some water forming on the

A

mirror. The air that we breathe out

contains water vapour.
Using the particle model, explain how
)

water forms on the mirror.

(c

kboo
k
or
Worksheet 3
W

Changing States of Water 63

 Crack the case

Water undergoes

d
undergoes

Lt
Freezing Melting Boiling

te
where where where

P
_________
_________
changes into Liquid changes

on
changes into
_________ into _________
_________ if the
if the (water vapour) if
surrounding
surrounding the surrounding

ti
temperature is
temperature is temperature is
higher than 0 ºC
ca
lower than 0 ºC higher than 100 ºC
du

Freezing point: 0 ºC Melting point: 0 ºC Boiling point : 100 ºC

E

which are
n

Properties of water
to

When a liquid is heated, the liquid particles gain _________ energy and
move _________.
ls

When the particles gain enough energy, they move _________ and
A

_________ in all directions.

)
(c

Heat

64 Chapter 4
 Condensation
Evaporation

d
where
where which occurs

Lt
Liquid changes _________ changes
All the time and at into liquid
into _________

te
any temperature
(water vapour)

P
Liquid particles at the water When _________ particles lose enough

on
surface gain heat. They have energy to a cool surface, they begin to
_________ energy and move move _________ .
_________.

ti
When _________ particles lose enough
When the particles gain enough energy, the _________ changes to liquid.
ca
energy, they move _________ and Water vapour condenses to become
_________ in all directions, and water droplets.
escape from the water surface.
du
E

Exposed
to air
n
to
ls
A

es fit into her mould without

What can Vera do to ensure that the ice lolli
? Tick (🗸).
overflowing and freezing outside her mould
)

water can freeze properly.

Lower the freezer temperature so that the
(c

the water can freeze properly.

Increase the freezer temperature so that
so that there is space for the
Fill three quarters of the mould with water
frozen water to expand. or
kboo
k
Consolidation worksheet
W

Changing States of Water 65

 CHAPTER 5
Solute and Solvent

d
I am so thirsty!
We ran out of water.

Lt
What should we do?

te
It is so hot today!
Let's rest and get a
sip of water.

P
on
Hey! I found
some water This tastes too

ti
from the sea! salty! I don't think
we can drink this.
ca
du
E
n
to

the
What are
solute and
ls

What Will I Learn solvent in

seawater?
✓
A

Describe the ability of a solid to dissolve and the ability of a

liquid to act as solvent and state that these are properties Which two
of the solid and liquid. processes can be
used to separate
)

✓ Use the particle model to describe solutions. a solute and a

(c

State that dissolving is reversible and investigate how to

solvent?
✓
separate the solute and solvent in a solution. What can
Investigate and describe dissolving and relate this process Cyrus and Tim
✓
to mixing. do to get water
for drinking?
66 Chapter 5
 What happens when a solid is added to a liquid?
Retrace our steps

Salt Sand What are the solute

and the solvent in the

d
following mixtures?
Salt and water

Lt
Water Water Sand and water

What do you observe when you add salt or sand to water? Why?

te
Salt dissolves in water as salt is soluble in water. In the salt and water

P
mixture, salt is the solute and water is the solvent.
Sand does not dissolve in water as sand is insoluble in water.

on
What are the characteristics of a solution?
A solute dissolves in a solvent to form a solution. A solution can be

ti
a liquid mixture that contains a dissolved solid. When we add salt to
water, salt dissolves in the water to form a salt solution.
ca
A solution has the following characteristics.
du

A solution is clear and allows light to We can see

through a salt
pass through it. solution.
E

A solution is also homogenous.

This means that the solute and the
n

solvent are mixed in a way such that

properties like colour and taste are the
to

A red food dye solution is clear

same throughout the solution. and has the same red colour and
taste throughout the solution.
ls

When a solution is left aside to settle, the solute does not float to the
surface or sink to the bottom of the solution. It remains evenly mixed
A

throughout the solution.

Beaker When we try to filter a solution, no solids
)

will be collected on the filter paper.

(c

Solution
Filter paper A solute cannot be separated from a
Filtration funnel
solution by filtering as it is dissolved in
Beaker
the solvent.

Solute and Solvent 67

 Will the brown sugar If a solid has
dissolve in water? dissolved in a liquid, it will
How do we tell if a form a solution. Check
solid has dissolved if your mixture has all
in a liquid? the characteristics of

d
a solution!

Lt
te
Do all solids dissolve and do all liquids act as solvents?

P
on
Let’s investigate!
1
dissolve in oil.
t which solids can dissolve in water and which solids can
Aim: To find ou

Materials: ti
ca
Oil Salt Chalk Rice
Water Brown sugar Sugar Flour
du

Beakers Sand

Instructions:
E

1 Plan an experiment to find out which solids can dissolve in water or oil.

Use the following questions to guide you in your plan:

n

What is the independent variable?

to

 What is the dependent variable?

What are the control variables?
ls

3 Predict which solid(s) will dissolve in water.

A

 4 Carry out your experiment to see which solid(s) can dissolve in water.
Draw a table and record your results.
)

5 Predict which solid(s) will dissolve in oil.

(c

6 Replace water with oil and repeat your experiment to see which solid(s) can
dissolve in oil. Draw a table and record your results.

68 Chapter 5
 7 Look at the two tables you have drawn earlier. You can summarise your
findings in the table below. Tick (🗸).

Dissolves in water Dissolves in oil

d
Sand

Lt
Chalk

Salt

Brown sugar

te
Sugar

Rice

P
Flour

Questions:

on
1 Can all solids dissolve in water? Do these solids that dissolve in water dissolve

in oil too? __________________________________________________________

2

ti
What can you say about water and oil as solvents?
Water is a solvent for solids such as _______________. Most solids can dissolve
ca
in _______________ but not _______________.
Conclusion:
du

Solids have different abilities to dissolve in a _______________.

Liquids have different abilities to dissolve a _______________. Not all liquids are
E

_______________.
n

Different solids have different abilities to dissolve in a liquid. Not all solids can
to

dissolve in water.
Different liquids have different abilities to dissolve a solid. The same solid that
ls

can dissolve in water may not dissolve in oil. Water has the ability to dissolve
many types of solids. Hence, water can be used as a solvent in different types
A

of mixtures that we use every day.

The ability of a solid to dissolve is a property of the solid. The ability of a liquid
)

to act as a solvent is a property of the liquid.

(c

Can you name some examples

of how we use water as a
solvent in our daily lives?

Solute and Solvent 69

 What happens to the particles of a solid when it is added to a liquid?

Let’s investigate!
2

d
e
el w hat ha ppens to the particles in an insolubl
Aim: To mod

Lt
or a solubl e solid when it is added to a liquid.
solid

Instructions:

te
1 Get into two groups of 9. Group A represents particles in a liquid, while

Group B represents particles in a solid.

P
Group A Group B

on
ti
ca
du

In Group A, arrange yourselves in smaller groups In Group B, stand very close to one another in
of three. Stay in your group as you move around one rows of three. Vibrate at your fixed positions to
another to model how particles behave in a liquid. model how particles behave in a solid.
E

2 Insoluble solid added to liquid

 Model how the particles will behave when an insoluble solid is mixed with
n

a liquid. Students in Group A would move towards students in Group B.

to

Students in Group B should remain together without breaking away from

their group.
ls
A

Group A Group A
)
(c

Group A Group B represents

particles in an insoluble solid.

70 Chapter 5
 3 Soluble solid added to liquid
Model how the particles will behave when a soluble solid is mixed with a liquid.
Students in Group A should gently pull students in Group B to break up the
group.

d
Group B

Lt
te
Group A

P
on
Now, Group B represents particles in a soluble solid.

Questions:

ti
1 What can we say about the particles in an insoluble solid when it is added to

a liquid?
ca
________________________________________________________________
du

2 Draw a particle model to represent an insoluble solid in a liquid.

Insoluble solid particle
E

Liquid particle
n
to

3 What can we say about the particles in a soluble solid when it is added to
a liquid?
ls

________________________________________________________________
A

4 Draw a particle model to represent a soluble solid in a liquid.

)

Soluble solid particle

(c

Liquid particle

Solute and Solvent 71

 An insoluble solid added to a liquid
When an insoluble solid is added to a liquid, the particles of the insoluble solid
remain very closely packed together. The insoluble solid particles do not break
apart.

d
Particle of an

Lt
insoluble solid

Liquid particle
After a

te
while

P
on
A soluble solid added to a liquid

ti
When a soluble solid is added to a liquid, the liquid particles pull the soluble
ca
solid particles apart from one another. This breaks the soluble solid apart.
Once the soluble solid is broken apart, they are too small and fine for us to see
them. The soluble solid particles get mixed in between the liquid particles. At
du

this point, we say that the soluble solid has dissolved in the liquid.
E

Particle of a
soluble solid
n

After a
to

while
ls

Liquid particle
A
)

In a solution, the fine solid particles fill the spaces between the liquid particles.
(c

When liquid particles move around one another, they may bump or collide with
the solid particles. This may cause the solid particles to move along with the
liquid particles. So, a solution behaves like a liquid and is considered a liquid.

72 Chapter 5
 When a solute dissolves in a solvent, there is a mixing of substances. As there
are no new substances formed, dissolving a solute in a solvent is a physical
process.

d
Lt
Solve this!

Robert added Substances A and B into two cups of water separately.

te
P
on
Substance A mixed with water Substance B mixed with water

ti
Which substance is soluble in water? Explain your answer.
ca
1

________________________________________________________________
du

2 Draw a particle model to represent the mixture containing the substance

stated in 1 .
Label each type of particle.
E
n
to
ls
A
)
(c

kboo
k
or
Worksheet 1
W

Solute and Solvent 73

 How much solid can be dissolved in a liquid?
Think-Pair-Share

What is the greatest amount of salt that we can dissolve in 100 ml of water?

d
Lt
Let’s investigate!
3
olve in 100 ml of water.

te
how much salt can diss
Aim: To find out

P
Materials: Which of the five types
Hot water Salt  Measuring of scientific enquiry can

on
we use to carry out the
Marker Stirrer cylinder investigation? What
Teaspoon  Cold  Transparent equipment do we need?
water containers

Instructions: ti
ca
1 Put 100 ml of cold water in a container and mark the water level with a marker.
du

2 Add one teaspoon of salt into the water and observe.

What did you observe? Did the salt dissolve in water?
______________________________________________________________
E

3 Stir the mixture using a stirrer and observe.

a Did the salt dissolve in water? _______________
n

b How do you know when all the salt has completely dissolved?
to

____________________________________________________________
c How many times do you need to stir the mixture to dissolve the salt?
ls

____________________________________________________________
A

4 Add another teaspoon of salt into the water and stir. How do we
5 Repeat Step 4 with one teaspoon of salt at a time until know when no
more salt can
no more salt can be dissolved. How many teaspoons of
)

be dissolved?
salt did you add until no more salt can be dissolved?
(c

Record in the table on the next page.

6 Observe and note the water level in the container.

74 Chapter 5
 7 Repeat Steps 1 to 6 but replace the cold water with 100 ml of hot water.
How many teaspoons of salt did you add until no more salt can be
dissolved? Record in the table below.

d
Temperature of water Number of teaspoons of salt

Cold water

Lt
Hot water

Question:

te
Compare the water level in Step 1 and Step 6. Describe the change in the water
level. Explain the change in the water level.

P
Conclusion:

on
Stirring helps the salt to dissolve ( faster/ slower ) in water.
( More / Less ) salt can dissolve in 100 ml of hot water than in 100 ml of cold water.

ti
When no more salt can be dissolved in a given amount of water, the solution is
saturated.
ca
A saturated solution contains the maximum amount of solute dissolved in a
solvent at a given temperature.
du

Water particle

A saturated salt solution If more salt is added to the

Adding
E

has the maximum number saturated salt solution, the

of salt particles mixed more salt added will not be able
evenly between water salt to dissolve. The particles in
particles. the undissolved salt do not
n

Salt particle break apart.

to

A solid can dissolve faster if we stir the mixture

ls

Salt does not dissolve quickly in cold water. To make salt dissolve faster, we
need to stir the mixture.
A

Stirring helps to break up any big lumps of salt into finer grains. This increases
the surface area of the salt exposed to water. It also helps to spread the salt
evenly throughout the water.
)
(c

Salt in cold water

Salt in cold water
after stirring

Solute and Solvent 75

 If we do not stir the
Watch out!
mixture, will the salt
dissolve?
Even if we do not stir the mixture, the salt will still dissolve
in water. However, it will take a longer time for the process
to complete. The ability of salt to dissolve in water is a

d
property of salt. It does not depend on stirring.

Lt
A solid can dissolve faster at higher temperatures

te
Think-Pair-Share

1  Prepare two beakers containing the 2  Add the same amount of salt to

P
same volume of water at different each beaker of water.
temperatures.

on
ti
Which beaker of water is able to dissolve the salt first?
ca
Salt dissolves faster in the water at a higher temperature. The higher the
du

temperature, the faster the solute dissolves.

More solids can dissolve in a solvent at higher temperatures
When the temperature is higher, more solute can dissolve in the same amount
E

of solvent.
In Let's investigate 3, more
n

salt can be dissolved in 100 ml

of hot water than in 100 ml of
to

cold water.

Solve this!
ls

Vera added some food dye powder in 500 ml of cold water. After
she stirred the mixture, the powder dissolved. Then, Vera added
A

more food dye powder to the water. She observed that some food
dye powder settled to the bottom of the container. It did not
)

dissolve even though Vera continued to stir the mixture.

(c

1 What has happened to the mixture?

2 What should Vera do to the mixture to dissolve the remaining

food dye powder that has settled to the bottom of the container?
kboo
k
or
Worksheet 2
W

76 Chapter 5
 How can we separate the solute and the solvent in a solution?
Dissolving is a physical process. It is reversible and we can obtain the solute
even after it has dissolved in a solvent. Unlike physical processes, chemical

d
reactions or processes are irreversible.

Lt
Think-Pair-Share

Pour some saturated salt solution into a shallow dish. Saturated salt
Place it near the window for a week. Check the dish after a week. solution

te
Questions:
What has happened to all the water?
What is left in the dish?

P
How can you change the set-up to collect the water as well?

on
When a salt solution is left exposed to the air, the water in
the solution can evaporate and become water vapour. Retrace our steps
The salt in the solution does not evaporate and is left

ti
behind in the dish. The size and appearance of the salt What factors affect
grains left behind depend on how quickly or slowly the the rate of water
ca
evaporation?
water in the solution evaporates. If the evaporation of
water occurs very slowly, large salt crystals may be formed.
du

Cold
E

surface

Salt solution Salt crystals

n

We can collect the water that has evaporated from the

to

solution by condensing the water vapour on a cold surface.

ls

Solve this!

Sophia accidentally spilled some sugar into a bowl

A

of water.

What can she do to get the sugar out of the water?

)
(c

Clues Crystal – A solidified substance with flat faces and sharp angles

Solute and Solvent 77

 Using the particle model to explain how solutes and solvents are separated

Now that we have learnt

how to separate the

d
solute and the solvent,
let's see what happens

Lt
to the particles in a
particle model!

te
Think-Pair-Share

What happens to the particles when the salt solution is left to evaporate?

P
Imagine that you and your classmates are particles in a salt solution.
Model the movement of salt and water particles in the solution during the
evaporation process.

on
Use the following questions to help you.
 What happens to the water particles in the solution?
What happens to the salt particles in the solution?

ti
ca
du

Water particle

Salt particle
E

During evaporation, the liquid water particles at the surface

n

of the salt solution gain energy from the surroundings and

to

move faster.

When the liquid water particles gain enough energy, they

ls

become gas particles. They can move very quickly and are
far apart from one another. The gas particles are the water
A

vapour that escapes into the air.

The solid salt particles remain in the

)

solution. When all the liquid water

(c

particles have become gas particles in

water vapour, the solid salt particles are
left behind.

78 Chapter 5
 Science in context

We use the evaporation process to help us

harvest sea salt from seawater. This is a salt
evaporation pond!
We can create shallow salt evaporation

d
ponds and pump saltwater into them. After

Lt
all the water has evaporated from these
ponds, we can collect the salt left behind.

Watch the following video to

te
see how sea salt is harvested!

P
on
We can use a solar still to obtain water from
the sea. In a solar still, the heat from the Sun
causes water in the seawater to evaporate.
ti
ca
Water vapour condenses on the cooler
surface inside the dome. We cannot drink seawater as it
du

contains a lot of salt! We need

The surface is shaped in a way so that water to process seawater first before
that has condensed will flow to the sides of we can drink it.
the dome and get collected.
E

Dome lets in Water vapour

n

sunlight and condenses on the dome

traps heat to form water droplets
to
ls

Water droplets
flow to the side
A
)
(c

Seawater
Water is collected
kboo
k

Solar still here or

Worksheet 3
W

Solute and Solvent 79

 Crack the case

in a
has Solvent

d
Solid Ability to dissolve

Lt
to dissolve
has Ability to act as a a

te
Liquid solvent Solute

P
involved in a

on
process called
____________ the mixture

ti
occurs faster Dissolving is
when
ca
Temperature is to form
____________
du

Solutions
have characteristics can become
including
E

Allows ____________ to No ____________ will be

n

pass through collected on the filter

paper if we filter a solution
to
ls
A

Homogenous Solute does

not float to the
surface or sink
)

f
to the bottom o
(c

a solution when
ft
the solution is le
aside to settle

80 Chapter 5
 Can be separated into ____________ and ____________

d
Lt
through processes
including

te
Evaporation Condensation

P
on
Reversible The solution contains the ____________
amount of solute dissolved in a solvent

ti
at a given temperature
ca
when

Saturated solutions
The added solids remain
du

____________ in the solvent

if we add more solids even after stirring
E
n

drinking? Tick (🗸).

What can Cyrus and Tim do to get water for
to

l.
Collect and drink the seawater using a bow
ls

l for drinking.
When it rains, collect the rainwater in a bow
A

r to remove the salt and

 oil the seawater. Then, use a T-shirt as filte
B
collect the water in a bowl for drinking.
w water vapour to condense
)

Boil the seawater. Then, hold the lid to allo

obtain water for drinking.
(c

and collect the water droplets in a bowl to

separate the water from the
 eave the seawater exposed to the air to
L
salt to obtain water for drinking. kboo
k
Consolidation worksheet
or
W

Solute and Solvent 81

 CHAPTER 6
Forces

The children are planning to

give Vera a birthday
surprise. They are planning

d
to drop Vera's gift
from a height. They want the
gift to fall slowly in

Lt
the air and land in front of Ve
ra when she passes
the building.

I am going to drop

te
the stuffed toy
from here. Here it
comes!

P
on
ti
ca
du

What can I use?

E
n
to
ls

What Will I Learn

A

✓ Identify different types of forces.

✓
)

Describe that an object may have multiple forces acting upon it.
(c

✓ Draw force diagrams to show the name and direction of each force
acting on an object.

What forces act

on the stuffed Which force is needed in great
toy as it falls in amount to help the stuffed toy
the air? fall slowly in the air?
82 Chapter 6
 Why do objects fall to the ground when we drop them in the air?

Think-Pair-Share

Drop a plastic ball and a tennis ball from the Retrace our steps

d
same height.
What happens to the balls when you let go of them? What is gravity?

Lt
What causes the balls to fall? Which ball reaches
the ground first?

te
Gravity
A ball falls towards the ground when we release it from a height.

P
Gravity pulls the ball towards the centre of the Earth. Gravity affects
how fast it takes for an object to reach the ground.

on
ti
Watch out!

The tennis ball is heavier. Why did

ca
Plastic ball Tennis ball
it not reach the ground first?
du

On Earth, the gravity acting on any object

is the same. When objects are dropped
from the same height, they should reach
the ground at the same time. So, the
tennis ball and the plastic ball will reach
E

Gravity Gravity
the ground at the same time.
n
to

What are the forces acting on an object at rest on a surface?

Normal force
ls

If gravity always pulls an object

towards the centre of the Earth, why
A

does the book not fall through the

table and onto the ground?
)
(c

Forces 83
 An object resting on a surface is in contact with the surface. The surface exerts
a normal force on the object. The normal force acting on the object is always
at a right angle to the surface it is in contact with.
Normal force

d
The arrow indicates the
We use a force
direction of a force. The length
diagram to represent

Lt
of the arrow indicates the size
forces acting on
of a force. The label of the
an object.
arrow indicates the type of
force acting on
the object.

te
P
Gravity

on
A force diagram showing the forces
acting on a box resting on a table

ti
For an object resting on a flat, horizontal surface, the normal force acts in the
ca
opposite direction of gravity. It balances the gravity acting on the object. We
say that the forces acting on the object are equal and balanced. This is why
the object does not fall through the table and onto the ground. It remains at
du

rest on the table surface.

We can label the arrow We can also put
E

25 N with the size of the force if we Normal force markings on the

have the information. The size arrow to indicate the
of each force here is 25 N. size of the force.
n
to

25 N Gravity
ls
A

Other types of forces diagrams

Normal force
The forces acting on the
ball resting on the floor are
)

balanced. So, the ball does

(c

not fall through the floor.

Gravity
A force diagram showing the forces
acting on a ball resting on the floor
84 Chapter 6
 Think-Pair-Share

Will normal force still act on the ball when it is rolling

down the slope? Discuss with your classmates.

What is the direction of the normal force acting on

d
the ball? Draw an arrow on the diagram to represent
the normal force.

Lt
Gravity

te
Solve this!

A ball is resting on a structure shown on the right.

P
Draw a force diagram to indicate the forces acting

on
on the ball.

kboo
k
or
Worksheet 1

ti
What force causes an object at rest to start moving?

W
Applied force
ca
Retrace our steps
When we apply a force to a ball at rest, the forces
acting on the ball become unbalanced. The effect of What will happen if
du

we apply a force to
the unbalanced forces causes the ball to move in the a ball resting on a
direction of the applied force. surface?
E

What forces can cause a moving object to slow down?

Friction
n
to

Let’s investigate!
1
distance travelled by
ls

of friction affect s the

e amount
Aim: To find out how th m ov ing ob ject to stop moving.
taken for the
A

an object and the time

Retrace our steps
)

Materials:
What is friction?
(c

Wooden board Ruler Which type of

surface generates
Bottle cap Carpeted rug
the most amount of
Stack of books Smooth floor friction?
Stopwatch
Forces 85
 Instructions:
1 Set up your materials according to the diagram below.

Mark a start line on the wooden board.

d
This is where the bottle cap will be released from.

Lt
Wooden
board
Start the Stop the
stopwatch stopwatch
Books

te
Smooth floor

Distance travelled

P
on
2 Allow the bottle cap to slide down from the start line onto a smooth floor.
3 Start the stopwatch when the bottle cap touches the floor. Stop the
stopwatch when the bottle cap comes to a stop.
4

ti
Use a ruler to measure the distance travelled by the bottle cap on the floor.
ca
5 Replace the smooth floor with a carpeted rug. Repeat Steps 1 to 4.
6 Draw a table to record your results.
du
E
n
to
ls
A

Questions:
1 Which surface has a rough texture? __________
)

2 Which surface allows the bottle cap to move a greater distance?

(c

______________________________________________________________
3 On which surface does the bottle cap take a longer time to come to a stop?
______________________________________________________________

86 Chapter 6
 Conclusion:
A ________ surface generates a ________ amount of friction. A moving object

comes to a stop ________ when travelling over a ________ surface. So, the

d
distance travelled by the object over a ________ surface is __________.

Lt
Friction is a force that opposes motion. The amount of friction generated

te
depends on the type of surface that the object is in contact with.

P
on
Smooth floor Friction Carpeted rug Friction

ti
A carpeted rug has a rough surface. The sliding bottle cap experiences
a greater amount of friction when it slides over the carpeted rug.
ca
A rough surface generates a greater amount of friction Retrace our steps

than a smooth surface. So, a rough surface will cause the

du

What can we use

object travelling on it to slow down and come to a stop to help us reduce
faster than a smooth surface. As a result, the moving friction?
object travels a shorter distance on a rough surface.
E
n

Solve this!
to

The diagram below shows a box sliding across a surface towards the right.
ls

A B C
A
)
(c

Draw a force diagram to show all the forces acting on the sliding box.
The box stopped at B. If the floor is wet, predict the position (A, B or C) that the
box will stop at. Explain your answer.
kboo
k
or
Worksheet 2
W

Forces 87
 Air resistance

Let’s investigate!
2
s the
d ou t how the surface area of an object affect
Aim: To fin
e ground.

d
time it takes to reach th

Lt
Ball of Sheet of
paper
Materials: paper

Sheets of paper of the same size    Stopwatch

te
Instructions:
1 Scrunch up one sheet of paper into a ball.

P
2 Drop the ball of paper and a flat sheet of paper

from the same height at the same time. Observe

on
which object reaches the ground first.
3 Now, measure the time taken for each object to Stopwatch
reach the ground. Your classmate should start

ti
the stopwatch when you drop each object.
ca
4 First, drop the ball of paper. Next, drop the flat
sheet of paper from the same height. Your classmate should
stop the stopwatch when each object touches the ground.
du

Questions:
1 Which object reached the ground first? ________________
E

2 Which object took a longer time to reach the ground? ___________________

3 What are the forces acting on the objects as they fall? ___________________
n

4 Which object has a greater surface area in contact with the air as it falls?
to

________________________

 onclusion:
C
ls

An object with a __________ surface area takes a longer time to reach the ground.
A

Air resistance will __________ down the fall of an object in the air.
)
(c

88 Chapter 6
 An object moving through air is in contact with the Retrace our steps
gas particles in the air. There is friction between the
What is air resistance?
surface of the object and the gas particles. What effect does it have
on an object moving
This form of friction is known as air resistance.

d
through the air?
Air resistance is an opposing force that slows down

Lt
the fall of an object in the air.

te
Parachutes have a large surface
area to slow down the fall and allow Sheet of
the parachutist to land safely. paper

P
Air

on
resistance
Gravity

ti Ball of paper
ca
du

The sheet of paper falls Air

slower through the air than Gravity resistance
the ball of paper.
E

A sheet of paper has a larger surface area than a ball of paper. So, the sheet of
n

paper collides with more air particles and experiences a greater amount of air
resistance than the ball of paper.
to

The amount of air resistance acting on an object depends on the surface

ls

area of the object. An object with a greater surface area will collide with
more air particles. So, it experiences a greater amount of air resistance and
A

moves slower in the air.

High-speed trains and rockets have
Yay! I am winning!
)

pointed ends and less surface area

in contact with air. This reduces air
(c

resistance so that they can travel faster.

It is so difficult to go
fast with this car!

Forces 89
 Water resistance
Similar to objects moving through air, objects moving through water
experience friction too. This form of friction is known as water resistance. It is
also an opposing force. It is friction between the surface of the object and the

d
water particles.

Lt
Similar to air resistance, an object with a large surface area in contact with
water experiences a greater amount of water resistance. It is harder to

te
move such an object in the water as it requires a greater amount of force to
overcome the water resistance.

P
Let’s investigate!
3

on
e boat's front affects the amount of force
Aim: To find out if th
move through water.
needed for the boat to

Materials:
ti
ca
du

Modelling clay String Forcemeter

Instructions:
1 Shape two balls of modelling clay into boats. Make sure they have flat
E

bottoms so that they can float in water.

2 Then, shape the front of each boat according to the diagram below.
n
to
ls

Boat with a pointed front Boat with a flat front

3 Tie strings to one end of each 4 Place each boat in water. Drag the
A

boat. boat slowly across the water using a

forcemeter.
)
(c

90 Chapter 6
 Question:
Which boat is harder for you to drag through water? Which boat requires a
greater amount of force to move through water?
______________________________________________________________

d
Conclusion:

Lt
A boat with a ___________ front requires a smaller amount of force to move
through water.
A boat with a ___________ front requires a greater amount of force to move

te
through water.

P
When the ship is moving through water, some parts of the ship are above
water and some parts are in the water. The shape of the front of the ship in

on
contact with water affects how fast it can move through water.

We are nearing
the shore!

ti
ca
du

Pointed front of
the ship in contact
with water Water resistance
E

A ship with a narrow or pointed front has a smaller surface area in contact
with water. This type of ship experiences less water resistance when moving
n

through water. So, it moves faster in water.

to

We are nearing
the dock!
ls
A
)

Flat front of the ship

in contact with water Water resistance
(c

A ship with a flat front has a greater surface area in contact with water. This
type of ship experiences a greater amount of water resistance when moving
through water. So, it moves slower in water.
Forces 91
 Solve this!

Sports cars are designed to move fast.

d
1 The sports car experiences friction between the wheels and the ground

Lt
when it is moving. It also experiences another opposing force while it is
moving. What is this force?
2 Refer to the picture of the sports car. Describe the shape of the front part of

te
the sports car. Using particles, explain how the shape of its front helps the
car to move fast.

P
Think-Pair-Share

What are the forces acting on the children at the playground? Discuss.

on
Draw force diagrams to show the forces acting on each child.

ti
ca
du
E

What are the forces acting on an object in water?

n
to

Think-Pair-Share

What are the forces acting on an object resting on the

surface of water? Discuss.
ls

Push an inflated balloon into the water. Did you feel any
force resisting your push? Push the balloon down so that
A

the entire balloon is underwater. Was it easy to do so?

)
(c

92 Chapter 6
 Upthrust
When we try to push an object into water, we would feel a force pushing the
object up. This upward force is caused by upthrust exerted by the water on
the balloon.

d
It is difficult for us to push an inflated balloon completely into the water

Lt
because upthrust increases as we try to push more of the balloon into
the water.

te
P
on
Upthrust

ti
ca
Upthrust
du

Whether an object floats or sinks depends on the amount of upthrust and the
gravity acting on it. Upthrust acts in the opposite direction of gravity.
E

When the upthrust acting on an object At the surface of water, the amount
in water is greater than the gravity of upthrust acting on the object is
n

acting on the object, the object rises the same as the amount of gravity
to

to the surface of the water. acting on the object.

ls
A

Gravity Upthrust

Gravity Upthrust
)

Upthrust
(c

Forces acting on the balloon are unbalanced. Forces acting on the balloon are balanced.
The balloon rises and floats to the surface of The balloon remains at rest and floats on the
the water. surface of the water.

Forces 93
 When the amount of upthrust acting on an object
in water is less than the gravity acting on the
object, the object sinks.

d
Lt
Metal ball
Upthrust
Forces acting on the metal ball are
unbalanced. The metal ball sinks in water.
Gravity

te
Solve this!

Draw a force diagram to

P
show the forces acting on the
rubber duck.

on
ti
kboo
k
or
Worksheet 3

W
Science in context
ca
du

This rocket is Air

called Falcon 9! resistance Upward force
Watch the due to the push The amount of fuel in one
launch of generated from Falcon 9 rocket is about
E

Falcon 9 in the burning of fuel 147,000 kg! What are the

this video. effects on the environment if so
much fuel is burnt during a
n

rocket launch?
to
ls
A

Gravity

I am an aerospace
)

engineer. I need to
(c

understand the different It is not easy

forces acting on a rocket to launch a rocket! A rocket
during a launch so that needs to burn enough
I can build rockets that fuel to push itself upward
require less fuel against the downward
to launch. forces acting on it.

94 Chapter 6
 Crack the case
Forces

Forces acting on an object can be Types of forces

d
represented by a force diagram.

Lt
An ________
force causes the An object in water

te
forces acting on ________ is a force that will experience
an object at rest opposes the motion of an ________ exerted

P
to be unbalanced. object. It is generated when by the water.
This can cause two objects move against

on
the object to each other. It is larger when
Any object on Earth
move. the surfaces of the objects
will have ________
are _____________.
acting on it.
have different forms
ti
ca
An object at rest on a
_____________ is a _____________ is a surface will experience a
du

force that ________ force that ________ ________ force exerted

the motion of object the motion of object by the surface.
in air. in water.
E
n
to

What can Tim and Cyrus do to help the stuffed Scrunched-up ball
of paper
toy fall slowly in the air? Tick (🗸).
ls

 ecure it to a scrunched-up ball of paper

S
using strings. Plastic bag
A

Secure it to a plastic bag using strings.

)
(c

Secure it to a piece of cloth using strings. Cloth

kboo
k
or
Consolidation worksheet
W

Forces 95
 CHAPTER 7
Magnets
Tim is walking to school. He
has dropped his steel name
accident. He needs to retrie tag into a drain by
ve his name tag but the dra

d
What should Tim do to get his in cover is sealed.
name tag out of the drain qu
ickly?

Lt
Oh no! My teacher will
not be very happy with

te
me if I do not have my
name tag with me!

P
on
ti
ca
du
E
n
to
ls
A

agnetic
What Will I Learn Is steel a m
gnetic
or non-ma
Identify the differences between a magnet and a material?
)

magnetic material.
(c

What happens to a
Describe how forces act over a distance between magnets,
and between a magnet and a magnetic material. magnetic material
when a magnet is
State that magnets can have different magnetic strengths. brought near it?

96 Chapter 7
 What are the differences between a magnet and a
magnetic material?
Retrace our steps
A magnet has poles

d
What is a magnet?
Every magnet has a north pole and a south pole.
How do magnets

Lt
The opposite poles of magnets can exert forces interact with each
of attraction on each other over a distance. other?

te
P
on
Opposite poles of magnets attract.

ti
Why are magnets able
to exert forces without I wish I could
ca
touching each other? exert forces on my food
from a distance.
du
E
n
to

The same poles of magnets can exert forces of repulsion on each

ls

other over a distance.

A
)
(c

Same poles of magnets repel.

Magnets 97
 A magnet has magnetic fields
All magnets exert a magnetic force around them. The magnetic field is an area
surrounding a magnet where the force of the magnet can be experienced.
Magnetic fields are invisible to our eyes. We cannot see them but we can

d
observe their effects.

Lt
We can use magnetic
field lines to represent the

te
magnetic field around a
magnet. This is a useful way of
helping us to picture the

P
magnetic field!

on
Magnetic field lines always start from the north
pole and end at the south pole of the magnet.

ti
A magnet placed within the magnetic field of another magnet can experience
forces of attraction or repulsion.
ca
du
E

These are the magnetic field lines between These are the magnetic field lines between
n

magnets with opposite poles facing each magnets with the same poles facing each
other. These magnets attract each other. other. These magnets repel each other.
to

Magnetic fields can pass through thin materials such as paper. When a sheet
of paper is placed between two magnets, magnets can still attract or repel
ls

each other.
A

A sheet of paper A sheet of paper

)
(c

98 Chapter 7
 Watch out! Magnets are not sticky!
Look! This magnet can still attract
the other magnet even with a
sheet of paper between them!
Wow! My magnets It is the force of attraction that

d
can stick onto pulls them together.
each other!

Lt
Sheet
of paper

te
As a magnet moves away from the magnetic field of another magnet, the
force between the two magnets becomes weaker. At a certain distance, the
magnetic force becomes so weak that the magnets can no longer attract or

P
repel each other. We call this the maximum distance of the magnetic field of
the magnet. So, when the magnets are too far apart, the magnets will not exert

on
any force on each other.

Why is my magnet
not able to attract the
ring magnet behind ti
ca
Momo?
du

What should Coco do to attract the ring magnet on Momo?

E

Science in context

Engineers use their knowledge of magnetic interactions to develop the

n

magnetic levitation train.

Magnetic levitation train The magnetic levitation
to

train moves in the air so

Watch this video there is no friction between
to find out how the the train and the surface
ls

train moves using of the train tracks. It moves

magnets. much faster than a
A

normal train!
)
(c

The train uses the repulsion force of

magnets to levitate. It also uses the attraction
force of magnets to push the train forward.

Clues Levitate – To rise and float in the air, overcoming gravity without any support
Magnets 99
 A magnet can attract magnetic materials Retrace our steps

Think-Pair-Share What is a
magnetic
Predict which of the following are magnetic materials.
material?

d
Explain your predictions.
Use a bar magnet to test if your predictions are true.

Lt
te
What is similar among the magnetic materials?

P
Were there items made of metal that are not attracted to the bar magnet?

Magnetic materials generally contain iron. When a magnetic material is placed

on
near a magnet, it will be attracted to it. A magnet has a magnetic field. When
placed within the magnetic field, the magnetic material can experience the
attractive force of the magnet. This is how a magnet can exert a force on the
magnetic material over a distance.
ti
ca
This paper clip is made of steel.
du

What happens to the paper clip

when you move your magnet?
Using your knowledge of magnet
and its magnetic field, discuss
E

and explain your observations.

n

Iron filings are very fine pieces of iron metal. They will get attracted to a
to

magnet when placed within the magnetic field of the magnet. We can use iron
filings to help us see the magnetic field of the magnet.
ls

Think-Pair-Share
A

Place a piece of paper on top of a bar

magnet. Sprinkle some iron filings on
the paper. What do you observe? Draw.
)
(c

100 Chapter 7
 There are more iron filings near the poles of the
magnets. As we move away from the magnet,
the amount of iron filings decreases. This shows
that the magnetic force is stronger near the

d
magnet, but gets weaker as we move further
away. At the maximum distance, the magnetic

Lt
force becomes so weak that it can no longer
attract any magnetic materials.

te
Watch out!
I can stick the Remember that

P
paper clip to my I said that magnets are not
magnet! sticky? Look! The paper
clip can be attracted to the

on
magnet even when I put a
sheet of paper between
them!

ti
Bar magnet
Bar magnet Sheet of paper
ca
Paper clip Paper clip
made of steel made of steel
du

The magnetic field of a magnet can pass through the sheet of paper. The force of attraction
exerted by the magnet can pull the magnetic material towards the magnet even when a
sheet of paper is placed between them.
E

Can we tell if an object attracted to a magnet is a magnet or a

n

magnetic material?
to

Think-Pair-Share
My toy is
attracted to my bar
ls

Place your toy near

magnet. Does my toy
the other pole of the
contain a magnet or
bar magnet.
A

magnetic material?
How do I tell?
)
(c

What will Tim observe if his toy contains a magnet?

What will Tim observe if his toy contains a magnetic material?

Magnets 101
 We cannot tell whether an object is a magnet or a magnetic material
by observing the effect of forces of attraction between the magnet and
the object.

This is because a magnet can attract another magnet when their opposite

d
poles are facing each other. A magnet can also attract magnetic objects.

Lt
Therefore, we
can only tell that an
object is a magnet

te
If the object repels another magnet, the object is a magnet. if the object is able
to repel another
magnet.

P
A magnet repels the same pole of another magnet.

on
Solve this!

1 A coin made of steel is placed near a magnet.

ti
Draw an arrow to show what will happen to the coin.
ca
Complete the sentences.
The magnet has a _____________ around it. The coin is made of ___________
du

material. When the coin is placed near the magnet, a _______________ will
be acting on the coin, causing the coin to be _____________ to the magnet.
E

2 Another object is placed near a magnet. How do we tell if this object is also
a magnet? ______________________________________________________
n

What happens to a magnetic material when it is near a magnet?

to

A magnetic material becomes a temporary magnet when it is near a magnet

ls

or in contact with a magnet.

A temporary magnet has the properties of a magnet. Just like a magnet, it has
A

a north pole and a south pole.

The side of the temporary magnet that is near or in contact with the magnet
)

will have a pole opposite to the pole of the magnet.

(c

When the iron nail becomes a temporary

magnet, the side of the iron nail in contact
with the bar magnet becomes the north pole
of the temporary magnet.

102 Chapter 7
 Let’s investigate!
1
object into a temporary magnet by placing
tic
Aim: To change a magne

d
netic object.
a magnet near the mag

Lt
Materials:
Iron nail   Paper clip made of steel   Bar magnets

te
Instructions:
1 Place the iron nail and the paper clip near each other.

P
Did anything happen? _________________________
2 Bring a bar magnet near the iron nail.

on
What did you observe? ________________________
3 Bring another bar magnet near the other end of the iron nail. Position each

ti
pole of the bar magnet according to the diagrams shown below.
We can tell if an
ca
What did you observe? ____________ object is a magnet
by observing if
________________________________ there are forces of
du

repulsion.

What did you observe? ____________

________________________________
E

4 Bring the set-up in Step 2 near a paper clip.

n

What happens to the paper clip?

to

________________________________________________________________

Questions:
ls

1 What do you think happened to the iron nail in the experiment? Label the

magnetic poles of the temporary iron nail magnet in the diagram below.
A
)
(c

2 Explain how your observations in Step 3 tell you that the iron nail has
become a temporary magnet.
________________________________________________________________
________________________________________________________________
Magnets 103
 How a magnetic object becomes a temporary magnet
To understand how a magnetic object becomes a temporary magnet,
we need to look at the particles inside a magnet and a magnetic material.

d
S N

Lt
S N

te
Groups of particles inside a magnet Groups of particles inside a magnetic material

P
In a magnet, groups of particles are aligned and face the same direction.
In a magnetic material, groups of particles are not facing the same direction.

on
They are not aligned, unlike those in a magnet.

The groups of

ti
particles act like mini
magnets in the nail!
ca
du

Iron nail
E

When a magnetic material is near a magnet, the groups of particles in

the magnetic material become aligned and face the same direction. The
n

magnetic material becomes a temporary magnet.

to

A temporary magnet can

cause other magnetic S
ls

materials near it or in N
contact with it to become
temporary magnets too!
A

S
N
)

Paper clip made of steel

(c

The paper clips which are attracted to the temporary iron nail magnet become temporary
magnets. Each paper clip has opposite poles on its two ends when it becomes a temporary magnet.

kboo
k
or
Worksheet 1
W

104 Chapter 7
 Let’s investigate!
2
object into a temporary magnet by stroking
tic
Aim: To change a magne
ing a magnet.

d
the magnetic object us

Lt
Materials:
Iron nail   Paper clip made of steel   Bar magnet
Instructions:

te
1 Use a bar magnet to stroke an iron nail 20 times in the same direction as

shown below.

P
on
Bar magnet

ti
Iron nail
Repeat Step 1
if your iron nail
2 Bring the iron nail near a paper clip. Did the iron nail cannot attract the
ca
attract the paper clip? ________________________ paper clip.

3 Bring the iron nail near the poles of the bar magnet as shown below.
du

What did you observe? ____________

________________________________
E

What did you observe? _____________

n

_________________________________
to

Questions:
1 Describe the observation that tells you that the iron nail has become a
ls

temporary magnet.
________________________________________________________________
A

2 Draw the iron nail and label its poles.

)
(c

Magnets 105
 A magnetic material can become a temporary magnet when it is stroked
many times continuously in the same direction along its length by a magnet.
After stroking many times, the groups of particles in the magnetic material
become aligned to face the same direction. The end of the magnetic material

d
where the stroke finishes will have a magnetic pole opposite to the pole of the
magnet in contact with the magnetic material.

Lt
Before stroking After stroking many times

te
This end will
have a magnetic pole
opposite to the pole

P
of the magnet that is
touching the nail!

on
ti
S N
ca
Watch out!

After a magnetic material becomes a temporary magnet, the magnetic material behaves like a
magnet. However, this does not mean that the properties of a magnet were transferred to the
du

magnetic material. We use the magnet to align the groups of particles in the magnetic material
to face the same direction. When the groups of particles face the same direction, the properties
of the magnetic material change and it starts to behave like a magnet.
E

What can cause temporary magnets to lose their

magnetic properties?
n

Temporary magnets can lose their magnetic properties.

to

Some electrical
equipment can also cause
Temporary magnets can lose
ls

temporary magnets
their magnetic properties if we
to lose their magnetic
drop them many times on a
properties.
A

hard surface.
)
(c

kboo
k
or
Worksheet 2
W

106 Chapter 7
 Do all magnets have the same magnetic strength?
Magnetic strength is the ability of a magnet to exert forces on other magnets
or magnetic materials near it.

d
Lt
Let’s investigate!
3
magnetic strength.

te
nets have the same
Aim: To find out if all mag

P
Materials:
Magnets of different sizes, labelled A, B, C and D     Iron filings

on
Instructions:
1 Observe the shapes and sizes of the magnets. Record your observations below.

Magnet Shape
ti Size
ca
A
B
du

C
D

2 Predict which magnet is the strongest.

E

My prediction: _________________________
n

3 Bring each magnet near some iron filings. Observe.

to

Which magnet attracted the most amount of iron filings?

Which magnet attracted the least amount of iron filings?
ls

Questions:
A

1 Which magnet is the strongest? Why do you say so?

2 Which magnet is the weakest? Why do you say so?

3 Does the size of a magnet affect its strength? Why or why not?
)
(c

Conclusion:
Different magnets have ________ magnetic strengths.
The strength of a magnet ( is / is not ) related to the size of the magnet.

Magnets 107
 Different magnets have different strengths. A stronger magnet can attract
more iron filings than a weaker magnet. The strongest magnet is called a
neodymium magnet. It is a magnet made of neodymium, iron and boron.
We can find neodymium magnets in our mobile phones, televisions, laptops

d
or computers.

Lt
Will the strength of a magnet affect the maximum distance that it can exert its
magnetic force over?

te
Let’s investigate!
4
imum
magnet affects the max

P
t if th e stre ng th of a
Aim: To find ou
ce that it ca n ex ert its magnetic force over.
distan

on
Materials:
A strong magnet     A weak magnet    Paper clips made of steel
Instructions:
ti
ca
1 Attach a paper clip to a strong magnet. Place another paper clip right

below the first paper clip. Continue to place the paper clips one after
another to form a chain.
du
E

Magnet
n

Paper clip
to

2 Stop when the additional paper clip can no longer be attracted to

the chain. Record the number of paper clips in the chain.
ls

3 Repeat Steps 1 and 2 to get three records

A

for the strong magnet. Record your Why do we need to

get three records
results in the table on the next page. for each magnet?
)
(c

With three records,

we can find the average of the results.
To find the average, we add up the numbers
from the three records and divide the sum
by three. The average of the results
is more reliable.

108 Chapter 7
 4 Repeat Steps 1 to 3 for the weak magnet. Record your results below.

Number of paper clips in the chain

Magnet
1 record
st
2nd record 3rd record Average

d
Strong
Weak

Lt
Questions:
The length of the chain tells us the maximum distance the magnet can exert its

te
magnetic force on the paper clips.
1 Which magnet can attract more paper clips?

P
2 Which magnet can exert a magnetic force over a longer distance? Why do

you say so?

on
Conclusion:

ti
A stronger magnet can exert magnetic forces over a ( shorter / longer )
distance than a weak magnet.
ca
Strong magnets have strong magnetic fields. With a stronger magnetic field,
du

they can exert magnetic forces over a longer distance than weak magnets.
E

If I use a stronger Woah! What is

magnet, it can happening?
attract the magnet
n

on Momo's back!
to
ls

Solve this!

Jack brings two magnets, A and B, near a tray of steel pins. He records the
A

number of steel pins attracted to the north pole of each magnet.

)

Magnet Number of pins

A 10
(c

B 15

Which magnet is stronger? Explain your answer.

kboo
k
or
Worksheet 3
W

Magnets 109
 Crack the case

Can exert a ___________ on another magnet

Magnets

d
or magnetic material over a ___________

Lt
Beyond a ___________ distance, the

te
magnet will not exert any force Have magnetic properties

P
such as
Have a ________ pole

on
and a ________ pole

ti Have magnetic ___________

ca
Opposite poles Same poles around them where the
___________ ___________ force of the magnet can be
experienced
du
E

Draw the magnetic field

around this magnet!
n
to
ls
A
)
(c

The closer the magnet is to a magnetic material or another magnet,

the ___________ the magnetic force experienced. The further the
magnet is, the ___________ the magnetic force experienced.

110 Chapter 7
 Have different magnetic ___________

We can test if an object is a magnet by bringing it near another magnet.

If the object ___________ the magnet, the object is a magnet.

d
Lt
Attract magnetic materials
such as

which

te
Can cause a magnetic material to

P
become a ___________ magnet

on
by

___________ the magnetic material

Bringing a ___________ near
many times continuously in the
the magnetic material
ti
___________ direction using a
___________
ca
du
E
n
to

of the drain
What should Tim do to get his name tag out
ls

quickly? Tick (🗸).

the drain to
Tie a string to a pencil. Lower the pencil into
A


hook the name tag out.
t into the drain
Tie a string to a magnet. Lower the magne
)


to attract the name tag.
(c

name tag out.

Lower the bag into the drain to scoop the


kboo
k
or
Consolidation worksheet
W

Magnets 111
 CHAPTER 8
Digestive System
Tim just had a few of his tee
th extracted. His friends
would like to prepare a healt
hy lunch for him.

d
Fried chicken How should we

Lt
and baguettes may prepare the food
not keep you strong How much food
for him? does he need
and healthy, Tim!
to eat?

te
I am so hungry.
I want to eat fried

P
chicken drumsticks
and baguettes.

on
ti
ca
Will you be able
du

to eat your food

properly?
E
n
to
ls

What Will I Learn

A

Describe the human digestive system and the functions of the organs involved.
State that many vertebrates have a digestive system similar to that of ours.
)

Describe how an adequate and balanced diet is important to human health.

(c

How will the What types of food

e
What is th digestion of food should Tim eat to
f ur
o
function o be affected if have a balanced diet?
r
teeth in ou our teeth are What portions of food
system?
digestive extracted? should he eat?
112 Chapter 8
 How do the organs in our digestive system break down food?
Food needs to be broken down so that our body can absorb the
nutrients in food. The process of breaking down food is known as

d
digestion. In our body, a group of organs work together to digest our
food. These organs form the human digestive system.

Lt
Retrace our steps

te
Which organs help us to break
down our food?

P
on
ti
ca
du
E
n
to

1 Let ’s investigate!
ls

Aim: To model how the organs in the human digestive system digest food.
A

Materials:
Large bowl Water Stockings
)

Banana Lemon juice Crackers

(c

 Sealable plastic bag  Plastic tray Fork

Plastic bag Trash bin Paper towels
Newspapers

Digestive System 113

 Mouth
Instructions:
1 Lay a table with newspapers. Place a plastic tray

on the table.

d
2 Place a bowl on the plastic tray. Add and mix

Lt
crackers, a banana and water in the bowl. Use a
fork to mash and break down the food in the bowl.
Questions:

te
1 The bowl models the mouth in our digestive system.

a What does the fork model after? Circle. ( Teeth / Tongue / Saliva )

P
b What does the water model after? Circle. ( Teeth / Tongue / Saliva )

on
Oesophagus
Instructions:

ti
3 Transfer the contents in Step 2 into a stocking.

4 Squeeze the contents in the stocking to move them

ca
from one end of the stocking to the other end.
Question:
du

2 The stocking models the oesophagus in our digestive system.

Recall what you did to move the contents from one end of the stocking to
the other end. Predict the function of the oesophagus.
E

_______________________________________________________
n

Stomach
to

You are modelling

Instructions:
what is going on in my
5 Squeeze the contents from the stocking into stomach right now!
a sealable plastic bag.
ls

6 Add lemon juice to the mixture in the bag.

A

7 Squeeze the air out and seal the bag.

8 Squeeze the bag to mash the contents in it

)

for a few minutes.

(c

Question:
3 The sealable plastic bag models the stomach in our digestive system.

What does the lemon juice model after?

_______________________________________________________

114 Chapter 8
 Mouth

d
Lt
te
P
Oesophagus

on
ti
ca
du
E
n
to
ls
A

Stomach
)
(c

Digestive System 115

 Small intestine
Instructions:
9 Cut a small hole at the corner of

the sealable bag. Transfer the

d
contents into another stocking.

Lt
10 Squeeze the contents through
the stocking.

te
11 Collect the liquid that oozes
out of the stocking in the

P
plastic tray.

on
Question:
4 The second stocking models the small intestine in our digestive system.

ti
What does the liquid oozing out of the stocking model after?
ca
________________________________________________________________

Large intestine
du

Instructions:
12 Transfer the contents from the
E

stocking onto some paper towels.

n

13 Wrap the paper towels around the

to

contents. Squeeze the contents

gently to remove as much water
ls

from the contents as possible.

A

Question:
)

5 The paper towels model the large intestine in our digestive system.
(c

Based on your observations, what was removed from the digested food
in the large intestine?
________________________________________________________________

116 Chapter 8
 d
Lt
Small
intestine

te
P
Large

on
intestine

ti
ca
Rectum
du

Anus
E

Rectum and Anus

n

Instructions: That looks

to

like poop!
14 Transfer the contents from the paper

towels to a plastic bag.

ls

15 Cut a hole at the corner of the plastic bag

and squeeze the contents out into a trash

A

bin.

Question:
)

6 The plastic bag models the rectum in our digestive system.

(c

What do the contents that were squeezed out of the hole model after?
_____________________________________________________________

Digestive System 117

 Functions of organs in our digestive system

1  outh
M
Food enters the human body through the mouth. Food starts to break down in
the mouth.

d
Lt
Tongue Teeth
The tongue helps When we chew
to push food our food, our jaws

te
around, mixing move. Our teeth
food with the saliva. break down the

P
Saliva contains food into smaller
substances that can pieces.
break down food.

on
2 Oesophagus
ti 3  tomach
S
ca
The food is then The stomach is a stretchy
swallowed and and muscular bag. Food
pushed into the can stay here for more
du

oesophagus. The than two hours. It produces

oesophagus is a digestive juices which help
muscular tube. to break down food. The
The muscles in
E

digestive juices also help

the oesophagus to kill germs present in
contract and relax food. The stomach muscles
n

to push the food contract and relax to

down into the churn food, mixing it with
to

stomach. the digestive juices and

breaking food into much
smaller pieces.
ls
A
)
(c

Clues Saliva – The liquid produced in the mouth to keep the mouth wet and to digest food

118 Chapter 8
 4 Small intestine
After a few hours in the stomach, food is then pushed into the small intestine. The
small intestine produces and releases digestive juices to break down food further.

d
The muscles in the small intestine contract and relax to mix the food with the

Lt
digestive juices. The muscles also help to push the food into the large intestine.
In the small intestine, most of the nutrients from food are absorbed into the blood.

te
P
5 Large intestine
Undigested food enters the large

on
intestine. The large intestine
absorbs the remaining water and
mineral salts left in the undigested

ti
food. The muscles contract and
relax to move undigested food
ca
along the large intestine into the
rectum. The rectum is at the end
of the large intestine. In the large
du

intestine, the undigested food

forms waste called faeces. Faeces
are stored in the rectum before it
passes out of the body.
E
n

6 Anus
The anus is an opening at the
to

bottom end of the rectum. The

rectum contracts and relaxes
its muscles, pushing the faeces
ls

towards the anus. Undigested food

leaves the body as faeces through
A

the anus.
)
(c

Digestive System 119

 Watch out!

Some people may think that nutrients A few hours after our last meal, we can feel
from food are absorbed in the stomach. hungry as our stomach empties.
This is because we can feel our stomachs
becoming full right after a satisfying meal.

d
I am so full!

Lt
I am hungry!

te
What shall we
have for dinner?

P
It feels like the stomach is empty because the food has moved into the small intestine.
The nutrients in food are absorbed in the small intestine, not the stomach!

on
Think-Pair-Share

Make a model of the human digestive system using recycled materials.

ti
Draw and label your model on a poster. Present the poster and explain how your model
demonstrates the functions of each organ.
ca
How do animals digest their food?
du

Humans are classified as vertebrates, which are animals with backbones.

Many vertebrates such as koalas and horses have digestive systems that are
very similar to ours. Other vertebrates such as cows have digestive systems
E

that are slightly different from ours.

Large intestine Small intestine Stomach Oesophagus

n
to

Anus

Stomach
ls

Oesophagus
A

Stomach
Small
intestine
Large
)

Stomach Stomach
intestine
(c

Anus

Cows and many other grass-grazing vertebrates

Organs in the koala's digestive system have a stomach with four compartments. This helps
them to digest grass slowly as grass takes a long
time to break down. Unlike cows, our digestive system
cannot digest grass and other plants.
120 Chapter 8
 Solve this!

1 What is the function of the oesophagus in the human digestive system?

2 Name the organ that absorbs most of the nutrients in our food.

d
3 Name the organ that passes undigested food out of our body.

Lt
kboo
k
or
Worksheet 1

W
What do we need to eat and how much do we need to eat to be healthy?

te
Think-Pair-Share I am going to

P
have one portion
Keep a diary of what you eat in a week. Note the of spaghetti!
portions of the food eaten. One portion of food is the

on
amount you can fit onto the palm of your hand. If the food
has nutritional labels, paste them in your diary as well.

ti
Diet refers to the food we eat. In order for us to be healthy, we need to have an
adequate and balanced diet.
ca
Adequate diet
du

We need to have an adequate diet to survive. An adequate diet refers to the

right amounts of food required by our body to stay alive and carry out life
processes. We need to eat enough to obtain the energy needed to carry out
E

our daily activities. An adequate diet may or may not be balanced.

Cyrus has an
n

I do not eat vegetables adequate diet but his diet is

and meat. not balanced. He needs to eat
to

vegetables and meat too, so

that he has a balanced diet!
ls
A
)
(c

Digestive System 121

 Balanced diet
To stay alive and be healthy, we also need to have a balanced diet.
A balanced diet consists of different types of food in the right amounts. We
can use a food plate as a guide for the types and amounts of food we should

d
eat in a balanced meal.

Lt
Carbohydrates Fruits and
vegetables

te
P
on
Proteins
Dairy

ti
Oils and fats
Find out more
ca
Food group Functions about the Eatwell
Guide on this
Carbohydrates Give us energy This food plate shows website.
du

the recommended
daily portion for each
Help our body grow
Proteins food group in the
Help repair our body
Eatwell Guide from the
E

United Kingdom.
Oils and fats Give us energy
n

Dairy Help our bones grow

to

Help our body to fight Other countries may

diseases recommend different guides
Fruits and
Help us to pass for a balanced diet. Watch
vegetables
ls

undigested food out of this video to find out about

our body the food plate in Singapore's
health guide.
A

Water is important for

many processes that
)

keep us alive.
(c

A balanced diet includes water. We should

drink at least six to eight glasses of water
every day.

122 Chapter 8
 Salt and sugar in our food A teaspoon of salt
is about 6 g.
To stay healthy, we need to monitor the amount of salt and
sugar in our diet. The Eatwell Guide recommends that children
between 7 to 10 years old should not take more than 5 g of

d
salt a day. Adults and children who are 11 years old and above

Lt
should not take more than 6 g of salt a day.

Sugar occurs naturally in food such as fruits, milk and vegetables. Processed

te
food such as canned fruits may contain added sugar known as free sugar.

We should not have

P
more than 30 g of free
We should not have sugar a day.
more than 24 g of

on
free sugar a day.

ti
ca
du

Children from 7 to 10 years old 24 g Adults 30 g

The recommended amount of free sugar in our diet
E

We can monitor the amount of sugar and salt in our food by checking the
nutritional labels on food packaging.
n

Check the nutritional

to

labels you have

collected in your food
diary. Are you eating
food that contains too
ls

much sugar or salt?

A

Sodium is salt.
)
(c

Processed food – Food that has been cooked, canned, frozen, packaged or prepared in a
Clues way to improve its taste or to make the food last longer without spoiling

Digestive System 123

 Solve this!

The children are preparing these food for Tim on his

birthday:
Grilled chicken Broccoli

d
Rice Yoghurt

Lt
Orange Chocolate
On the plate on the right, mark and label the portions
of food Tim should eat in order to have a balanced diet.

te
P
What happens to our health if our diet is poor?
Think-Pair-Share

on
Using the Internet or books, research and find answers to the following questions.
What happens if our diet is inadequate?
What happens if our diet lacks any of the food groups recommended in the food plate?

ti
If we have a poor diet, what health problems will we have?
ca
Undereating
If we eat less than what is required by our body, we will not have enough
energy and nutrients to thrive and grow properly.
du

Food group What happens if we eat too little of this food group?

Carbohydrates Not enough energy

E

Proteins Cannot grow well

Oils and fats Not enough energy
n

Dairy Bones may be formed poorly

Fall sick easily
to

Fruit and vegetables

Hard for us to pass undigested food out of our body
ls

Overeating
A

We should not overeat.

If we eat more than what is
)

required by our body, we may

(c

gain weight unhealthily and

experience health problems.

124 Chapter 8
 Food group What happens if we eat too much of this food group?
Carbohydrates May develop diabetes
Proteins May damage kidneys
Oils and fats May develop heart problems and diseases

d
Dairy May cause bloating and diarrhoea
May develop diabetes if we eat fruits that contain a lot of sugar

Lt
Fruit and vegetables
May cause bloating if we eat too much vegetables

Too much salt or sugar

te
Think-Pair-Share

Using the Internet or books, research and find out what will happen to us if we eat food
containing too much salt or sugar.

P
Too much salt in our diet puts us at risk of developing heart diseases.

on
Too much sugar in our diet increases the risk of developing diabetes. Diabetes
is a disease that affects how our body processes sugar. This causes sugar
to remain in the blood. Over time, people with diabetes may develop other

ti
diseases, such as heart diseases and nerve disorders.
ca
Science in context
du

I am a dietitian. I help my patients to plan their meals and teach them how to prepare their
meals healthily. Patients suffering from certain diseases may be taking medicines that can be
affected by the type of food they eat. I help by planning special diets for them.
E
n
to

Watch this video to

ls

find out more about

a dietitian's job.
A

Watch out!

What about animals? Do they have the same diet as humans? Different animals have
)

different requirements for their diet. Some animals may not survive well if they follow our
food plate guide.
(c

What about me?

Do I need to have Do I need to eat
the same balanced like you?
diet as you?

Digestive System 125

 Solve this!

1 What will happen if we eat more than what our body requires?
2 What may happen to our health if we have too many portions of carbohydrates

d
in our diet?
What happens if we frequently eat foods that are high in salt?

Lt
3

kboo
k
or
Worksheet 2

W
Science in context

te
In the olden days, food was limited and machines were not invented yet.

P
Many people did hard labour work.
We eat a lot of
carbohydrates. It

on
gives us energy to
do work.

ti
ca
du

Today, we use machines to make our work easier. Most of our work does not
E

require much labour now. As such, we are not as active as people in the olden
days.
n
to
ls
A
)
(c

Many people work in offices these days. They We use machines to help
spend a large amount of time seated at their desks. us with labour work.

As our lifestyles change, the needs of our bodies change too. The diet of
humans in the past may not be adequate and healthy to us now.
126 Chapter 8
 Crack the case breaks make up
down Food Diet

Digestive Adequate should be Balanced

d
System Eat _________
Eat the _________

Lt
in amount of food types of food in
the right amounts
Many vertebrates

te
are similar to that
In order to be healthy
of ours

P
Human

on
Tim had some of his teeth extracted.
Mouth Which plate of food is suitable and
healthy for him? Tick (🗸).

ti
Breaks down food Blended
using _______ and broccoli and
saliva Mashed
ca
apple juice
potatoes
Carrot
_______________ soup
du

Soup with
Pushes food down soft pieces of Milk
into _______ chicken and Cheese
eggs Oil and dip
E

Stomach butter
Steamed
French fries broccoli and
Produces
n

carrots
_____________ to
Boiled
break down food Apple
to

potatoes
slices
_______________ Milk
Chicken
ls

Produces fillet Cheese slices

Rectum Oil and
_____________
butter
A

and absorbs Pushes faeces

_____________ towards anus Mashed
potatoes
)

_______________ _______________ Blended

broccoli
(c

Absorbs water and juice

Passes faeces out Soup with
forms _____________ soft pieces Milk
of chicken Cheese dip
Oil and
and eggs
butter
kboo
k
or
Consolidation worksheet
W

Digestive System 127

 CHAPTER 9
Adaptations of Animals
Tim and Cyrus are helping the
zoologist to welcome a new
to find an enclosure that is ve animal. They need
ry similar to the natural habit
house it. As the animal will be at of the animal to

d
sharing the same enclosure
Tim and Cyrus need to find ou with other animals,
t whether this animal is a pre
that this animal does not ea dator or prey, so

Lt
t other animals or get eaten
by other animals.

This animal has

te
It has thick, white blunt teeth and its eyes are
fur. What kind of at the sides of its head.
environment does this
animal live in?

P
on
ti
ca
du
E
n
to
ls

What Will I Learn

A

Describe how animals are adapted to environments that are

hot, cold, wet or dry.
Describe some adaptations of predators and prey.
)
(c

of How are the

What type What type of
ent eyes of a prey
environm food does the
with and a predator
do animals animal feed on if
e fur positioned?
thick, whit it has blunt teeth?
live in?
128 Chapter 9
 What are adaptations? Retrace our steps
Adaptations are characteristics of animals that What is the
allow the animals to thrive in an environment. difference
between thriving
To thrive in an environment, animals need to

d
and surviving?
have adaptations for the following:

Lt
To obtain and eat food
To escape from danger and avoid being eaten by other animals
To cope with extreme conditions

te
To reproduce to ensure their kinds do not become extinct

P
Think-Pair-Share

What is the most important adaptation for animals? Discuss.

on
What adaptations do animals have to obtain Retrace our steps

the food they eat? What is a

ti
predator and
Think-Pair-Share a prey?
ca
Oh no, the snake is
going to eat the bird!
du

What is in the
bird's mouth?
E
n

It is eating a grasshopper.
What helps the bird to
to

catch the grasshopper?

Which are prey? Which are predators? Can you identify the adaptations each
ls

predator has to help it catch its prey?

A

Can a predator be a
Watch out!
prey too? Can a prey be
a predator too?
)

Some animals can be both a predator and prey.

These animals have adaptations to help them catch other
(c

animals for food. They also have adaptations to help

them escape from other animals that feed on them.

Can you think of other examples of animals that are both

predator and prey?

Adaptations of Animals 129

 Let’s investigate!
1
.
imals as predator, prey, or predator and prey
Aim: To classify an

d
Materials:

Lt
Set of animal picture cards   Classification key   Two hula hoops

Instructions:

te
1 Place hula hoops on the floor according to the diagram below. Label the

groups within the hula hoops accordingly.

P
Predator

on
and prey

Prey Predator

ti
ca
du
E
n

2 Read the characteristics stated in the animal cards. Predict and classify the
to

animals on the cards into the different groups.

3 Check your classification using the classification key given to you.
ls

Questions:
A

1 Which animals are both predator and prey?

2 Compare the characteristics of the animals within each group.

)

a How are the characteristics of the animals in the predator group similar
(c

to one another?
b How are the characteristics of the animals in the prey group similar to

one another?

130 Chapter 9
 Animals have different adaptations to help them obtain the food they eat.
Adaptations for movement to catch prey

Think-Pair-Share

d
What adaptations does a cheetah have to move fast?

Lt
te
P
What does a
cheetah eat?

on
ti
Predators need to hunt other animals for food. They need to have adaptations
to help them respond and move quickly to catch their prey.
ca
The cheetah has The cheetah’s tail
long, strong legs balances its movement.
du

so that it can take It allows the cheetah to

big steps as it runs. turn fast without falling.

The cheetah has a narrow

E

Its claws act like body and a very flexible

running spikes backbone. A narrow body
to help it grip reduces air resistance. A
n

the ground as flexible backbone allows it to

it runs. bend its body and take big
to

steps when it runs.

The cheetah is the fastest land animal on Earth. It is an excellent hunter.

ls
A
)
(c

The lion has strong legs to run fast and catch its prey.

Adaptations of Animals 131

 Birds that hunt have strong wings to help them fly fast. They have different wing
shapes that suit their hunting style.

d
Lt
te
P
Feather with a finger-like tip

Birds with broad and flat wings can stay in Birds with long, narrow wings

on
the air for long hours. They have feathers can fly very fast. They can
with pointed, finger-like tips at the end change direction quickly too.

ti
of their wings. These feathers allow the
birds to change direction quickly.
ca
du

Adaptations to hold
onto prey
Predators have strong paws
E

and sharp claws to help

them grip onto their prey.
n

Predators with sharp

claws to grip onto their prey
to

Adaptations to sense prey

Predators usually have eyes at the front of their heads. This allows them to
ls

spot their prey easily and judge their distance to the prey accurately so that
they can catch their prey.
A
)
(c

Predators with eyes at the front of their head

132 Chapter 9
 Besides having eyes at the front of their head, predators that hunt at night
have large eyes. Both characteristics help the predator to spot and hunt its
prey in the dark.

d
Lt
te
P
on
Predators that hunt at night
The lions must
have heard the

ti
wildebeests!
Predators usually have Time to hunt!
a good sense of hearing
ca
and smell to help them
detect their prey that
du

are very far away.

Lions can hear prey that

E

are as far as 1.6 km away!

n

Adaptations to prevent predators from being spotted by their prey

to

Think-Pair-Share
ls

Can you spot the snow leopard in this

picture?
A

What helps the snow leopard to blend

into its surroundings?
)

How does that help the snow leopard

(c

in hunting?

Adaptations of Animals 133

 Some predators have an outer
covering that can help them to
blend into the surroundings of
their habitat. This is known as

d
camouflage.

Lt
The scorpionfish camouflages and waits
for its prey. It sucks the prey into its mouth
when the prey swims past it.

te
What adaptations do animals have to help them feed on food?

P
Think-Pair-Share

on
Birds have different types of beaks to help them feed on different types of food. Using the
Internet or books, research to find out about the beaks of birds that feed on the following:
Fruits Seeds
Nectar Insects, worms and other animals

ti
Draw the beaks of the birds and discuss how the different beaks help the birds to obtain the
ca
food they eat.
du

Birds have different beaks that are adapted to feed on different types of food.

Birds that feed mainly on fruits have Birds that feed mainly on seeds have
E

large beaks to help them crush fruits short and sharp beaks to help them
or pluck fruits off the plant. crack open seeds.
n
to
ls
A
)
(c

Birds that feed mainly on other animals usually

have sharp, hooked beaks. The beaks help
these birds to tear and rip the flesh of their prey.

134 Chapter 9
 Some birds are omnivores. They feed on
plants and other animals. The hummingbird
feeds on small insects and nectar in flowers.
They have long, thin, needle-like beaks to

d
help them reach into the flowers for nectar.
The needle-like beaks are also sharp to help

Lt
them reach and pierce small insects hiding in
narrow spaces.

te
P
Some birds that feed mainly on fish have
long, straight and sharp beaks. The beaks

on
help them to spear fish in the water.

ti
ca
Other birds that feed on fish have large, curved beaks. They help the birds to
scoop fish from the water.
du
E
n
to
ls

Retrace our steps

Think-Pair-Share
A

What are the

What types of teeth do carnivores, herbivores and omnivores have? three different
Draw and describe. types of
)

consumers?
(c

Watch the video to

see how the teeth
of different types
of consumers are
adapted for feeding!

Adaptations of Animals 135

 Herbivores have broad and blunt Carnivores have long and sharp
teeth to help them grind up plants. front teeth which help them catch
and tear the meat of their prey.

d
Lt
te
P
Omnivores have sharp teeth to help them tear meat and blunt teeth to help

on
them grind up plants.

ti
ca
Sharp tooth Blunt tooth
du

Blunt tooth
Sharp tooth
E

What adaptations do animals have to help them escape from danger?

n

While it is important to be able to obtain and feed on food, animals also have
adaptations to help them escape from danger and avoid being eaten by
to

predators.
ls

Adaptations to move and escape from predators

Animals need to be able to run fast so that they can escape from their predators.
A

Think-Pair-Share
)

What helps herbivores escape Watch this

(c

from their predators? video to

find out!

136 Chapter 9
 Large herbivores have thin, long
legs with strong muscles that allow
them to run fast and escape from
their predators. They also have

d
hooves that allow them to run

Lt
fast over long periods of time.
Hooves

Adaptations to defend themselves from predators

te
Many animals have adaptations that allow them to defend themselves.
Herbivores use their strong legs to kick their predators so that they would have

P
the chance to escape. Some have horns on their head that they can use to
attack their predators. They also travel in herds to help one another if a predator

on
tries to attack them. Some herbivores can even produce a special sound to warn
others in the group when they spot their predator.

ti
A school of fish looks like
a big fish from above! This
will scare predators such as
ca
birds away.
du
E

Wildebeests travelling in a large herd Small fishes travelling in a large group

n
to

Think-Pair-Share

Using the Internet or books, research to find out how octopuses, porcupines and pufferfish
defend themselves from their predators.
ls
A

Some animals defend themselves from their

predators by frightening or threatening them.
)
(c

The porcupine is covered with spikes called quills.

It will raise its quills when it senses danger. The quills
make it look more dangerous to its predators. The
porcupine may also stab its predators with its quills
to frighten them away.

Adaptations of Animals 137

 d
Lt
te
The octopus will release black ink to blind The pufferfish has spikes. It can puff up when
its predators so that it has time to escape. it senses danger. The spikes make it difficult for
the predator to eat the pufferfish.

P
Some animals have bright and colourful

on
outer covering to warn their predators.
These animals are usually poisonous.

ti
Poison dart frog
ca
Adaptations to hide from predators
du

Small animals that cannot run fast will need to find other ways to protect
themselves from predators.
Why is there a
E

hole here?
n
to
ls

Rabbits and some frogs dig burrows to hide from their predators.
A

Some animals hide in their shells when they

)

sense danger. The shells are usually hard. So, it

(c

is difficult for predators to eat these animals.

A tortoise hiding in its shell

138 Chapter 9
 Adaptations to avoid being spotted by predators
Some animals can camouflage to blend into their surroundings. This
makes it difficult for their predators to spot them.

d
Can you think of any
The dead leaf

Lt
other animals that have
butterfly has wings
that look like dead adaptations to help them
leaves which are camouflage and hide from
commonly found their predators?

te
in its habitat.

P
Adaptation of sight to spot predators
Some animals have their eyes at the sides of

on
their head. This feature allows the animals to
have a wider view of their surroundings so that
they can detect predators nearby.

ti
ca
Solve this!

Two animals are shown on the right. X Y

du

Which animal is a predator?

Describe an adaptation that helps this
animal to catch its prey.
E

Which animal is a prey? Describe an adaptation that helps this animal to

escape from its predator.
n

kboo
k
or
Worksheet 1
W
to

What adaptations do animals have to help them reproduce?

Animals have adaptations to attract a mate to reproduce. Some use colours
ls

and sounds to do so. Others use special movements.

A

Watch how
the frigate
bird attracts
its mate in
)

this video!
(c

A male frigate bird makes

special movements to attract
female frigate birds.

Adaptations of Animals 139

 What adaptations do animals living in a hot and dry environment have?

You will be surprised!

Some animals can thrive in
Watch out! environments with extreme

d
conditions. They have
adaptations to cope with

Lt
It is so hot here. There their surroundings.
is no water. Can any
living thing survive in
the desert? I do not see

te
any animals around.

P
We can find animals living in an environment that is very hot and dry such as
the desert. In a desert, animals have adaptations to help them obtain water,

on
reduce water loss and cope with the extreme heat.

ti
Think-Pair-Share

Using the Internet or books, research to find out about the animals that live in the desert.
ca
What adaptations do these animals have? Present your findings in a poster.
du

Adaptations to obtain water

Most animals in the desert obtain water from the food they eat. Animals such
as camels obtain water by eating plants such as cacti. Camels have a hard
E

covering inside their mouth to protect them from the spines of the cactus
that they eat.
n

Cactus Camel
to

Other animals such as the desert

beetle have bumps on its body to
ls

help collect water from the air. Water

droplets that have condensed on its
A

body can flow into its mouth.

OUCH!
)

Desert beetle
(c

140 Chapter 9
 Adaptations to reduce water loss
Since most water is lost through urine, many desert animals have adaptations
to produce less urine so that they lose less water from their body.

d
These animals also have adaptations to reabsorb a lot of water from the food
in the intestines during digestion. As a result, the faeces of these animals are

Lt
usually very dry. Camels have very long and large intestines that allow them to
reabsorb the water from the food they eat.

te
Some animals such as the cactus wren have special
adaptations inside their nose to help them condense water

P
vapour in the air that they breathe out into water droplets.
These water droplets will be taken into the body together with

on
the air that they breathe in.
Cactus wren

ti
Adaptations to cope with extreme heat
Animals such as the camel have adaptations
ca
Hump
to prevent overheating. Camels store most of
their fats in their humps. As fats trap heat, this
du

adaptation prevents the rest of the camel's body

from absorbing and retaining too much heat.

Some desert animals have adaptations to help

E

them avoid heat.

n

Cape ground squirrels dig and live in burrows

underground. This behaviour protects them from
to

Camel the heat and their predators.

ls
A

Animals such as the fennec fox

have very big ears that help to
remove excess heat from its
)

body on a hot day.

(c

Fennec fox

Cape ground
squirrel

Adaptations of Animals 141

 What adaptations do animals living in a cold environment have?

Watch out!

It is so cold in It is possible if the

d
the Arctic! Can animals have the
living things adaptations to cope

Lt
survive here? with the cold! Brrr...

te
Think-Pair-Share

P
Using the Internet or books, research to find out about the animals that live in the Arctic. What
adaptations do these animals have? Present your findings in a poster.

on
In places such as the Arctic, animals have adaptations to help them to cope

ti
with the extreme cold.
Adaptations to cope with the extreme cold
ca
Animals living in an extremely cold environment have adaptations to retain
heat and reduce heat loss to their surroundings.
du

Many animals such as polar bears have thick fur and a thick layer of fat
under their skin to keep them warm. Animals such as the bowhead whale and
ringed seal have thick layers of fat known as blubber to keep them warm in
E

cold waters.
n

Birds like the snowy owl have double layers of feathers to keep them warm.
Polar bears and Arctic foxes have small ears to reduce heat loss to their
to

surroundings.
ls

Ringed seal
A
)
(c

Bowhead whale

142 Chapter 9
 Some animals have adaptations to hide from the cold. For example,
the mother polar bear digs dens to house herself and her cubs to
protect them from the cold.

d
Lt
te
P
Snowy owl

on
Polar bear

ti
ca
du
E
n

Polar bear cubs

to

hiding in the den

ls

The polar bear has thick, The layers of snow

rough paws to help it move provide insulation and
fast and prevent it from keep the den warm.
A

slipping on the ice or snow.

)
(c

The Arctic fox has furry

feet to prevent it from
slipping on the ice.

Adaptations of Animals 143

 What adaptations do animals living in water have?

d
Why are we not
able to breathe I cannot hold my

Lt
underwater? breath for too long
underwater. I need to
come up to the surface
to breathe!

te
P
Think-Pair-Share

on
Using the Internet or books, research to find out
about the adaptations animals have so that they
can live in water. Present your findings in a poster.

Adaptations to breathe in water

ti
ca
Fish and most underwater animals have gills
to help them breathe and take in oxygen
du

underwater.
E
n

Gills
to
ls
A
)
(c

144 Chapter 9
 Blowhole
Some animals that live in water do not
breathe through gills. For example,

d
whales and dolphins are marine

Lt
mammals that breathe through their
lungs. These animals make frequent trips
to the water surface to take in air through
their blowholes.

te
P
Adaptations to move in water

on
It is difficult for animals to move in water
due to water resistance.
Bodies of animals living in water have a

ti
Retrace our steps
narrow front that reduces the surface
area in contact with water. We say that
ca
What is the force
these animals have a streamlined body. that acts against
our movement in
A streamlined body experiences less
du

water?
water resistance, allowing the animal to
move faster in water. Fin

Most animals who live in water have fins,

E

flippers and tails to help them balance Tail

and move in a straight line in water.
n
to

Flipper
ls

Can you find the

fins, flippers and
tails of the other
A

animals here?
)
(c

Adaptations of Animals 145

 Let’s investigate!
2
can be found in different environments.
als that
Aim: To predict the anim

d
Instructions:

Lt
1 Circle the words that can be used to describe each environment.

A B C

te
P
on
( Hot / Cold ) ( Hot / Cold ) ( Hot / Cold )
( Dry / Wet ) ( Dry / Wet ) ( Dry / Wet )

2
ti
The pictures below show animals that can be found in the different
ca
environments shown in Step 1.
Beluga whale Reindeer Kangaroo rat
du
E
n

Using the Internet or books, research to find out about the different habitats
to

these animals live in. Then, research the adaptations these animals have to
help them thrive in their habitats.
ls

You may use the headings of the table below to help you organise your findings.
A

Tick (🗸) the environmental Describe the adaptations of

Name of the animal condition(s) that the animal is the animal.
adapted to.
)

Hot
(c

Cold
Dry
Wet
Others: ______

146 Chapter 9
 Question:
Based on your findings, predict and match the animals to the environment
they are found in.
A Beluga whale

d
Lt
te
B
Reindeer

P
on
C
ti
ca
Kangaroo rat
du
E
n

Solve this!
to

Match the adaptations of each animal to the correct environmental conditions

that it can be found living in.
ls

Has big ears and

produces very little urine Cold
A

Has gills and a

Hot
)

streamlined body
(c

Has small ears and a thick

layer of fat under its skin Underwater

kboo
k
or
Worksheet 2
W

Adaptations of Animals 147

 Crack the case

Animals

d
Thrive as predator and/or prey have Reproduce

Lt
adaptations to
by
Prey have adaptations to
Using _________,

te
escape from predators
Predators have sounds and special
adaptations to ______________ to
such as

P
obtain food attract a mate
Avoid being _________
by predators
such as

on
Feed on food

by

ti
Having sharp or blunt ________________
ca
_________
du

from predators

Having sharp, short, needle-like

_________ itself
E

or long ______________
from predators
n

Spot predators so
that they escape
to

quickly
ls

_________ quickly
away from predators
A

_________ their
prey Avoid being
)

spotted by prey
(c

Hold onto their prey

Move quickly to catch their prey

148 Chapter 9
 Gills to___________
such as underwater
Water

d
have adaptations
to live in

Lt
________________ body to
_____________ quickly in water

Hot and dry

te
___________ fur
environment Cold
environment

P
such as
such as Thick layer of
___________

on
Cope with the under skin
lack of water by
obtaining water
from food and air ___________

ti
Reduce ___________
loss by producing from the cold
___________ urine or by digging dens
ca
Cope with extreme
heat by ___________ in reabsorbing water from
burrows, having big ears food in the intestines
du

or only storing fats in Small ears to reduce

some parts of the body ___________ loss
E
n

mal live in?

What kind of environment does the new ani
Is it a predator or prey? Tick (🗸).
to

ment.
It is a predator living in a hot and dry environ
ls

nt.
It is a prey living in a hot and dry environme

It is a predator living in a cold environment.

A

It is a prey living in a cold environment.

)

It is a predator that lives in water.

(c

It is a prey that lives in water.

kboo
k
or
Consolidation worksheet
W

Adaptations of Animals 149

 CHAPTER 10
Sound
Tim is playing his drum to pra
ctise for a school
performance. His mother co
mes in to tell him to

d
lower the volume as it is alrea
dy late at night.

Lt
te
My performance is

P
happening tomorrow!
What can I do to lower
the volume?

on
ti
ca
du
E
n
to
ls

How is soun
d
A

produced?
What Will I Learn
he
What is t
)

✓ Investigate how sounds are produced by vibrating sources.

fa
volume o
(c

✓ Describe sounds in terms of pitch and volume. sound?

✓ Investigate how the volume and pitch of sounds can be changed. What affects
the volume o
f
sound made
by
a drum?
150 Chapter 10
 How is sound produced? Retrace our steps

Think-Pair-Share How does an

object move when
it produces a
Place your fingers on your throat and make a sound.

d
sound?

Lt
Twinkle, twinkle I can make music
little star… with this!

te
P
What did your
fingers feel?
How does the rubber

on
band move when
you pluck it?

ti
ca
Sound is produced when an object
du

vibrates. When an object vibrates,

it moves back and forth quickly
and repeatedly. When an object
E

vibrates, it is a source of sound. We

refer to the vibrating object as the
n

vibrating source. The rubber band vibrates and makes a

sound when we pluck it. The rubber band is
to

a vibrating source.

Think-Pair-Share
ls

Find out how the following instruments make sounds.

A
)
(c

How does each instrument make vibrations?

Which instruments are similar to each other?
Classify the instruments into groups based on how they make vibrations.

Sound 151
 Musical instruments can be classified as string, wind or percussion instruments.

When we pluck the strings of a guitar or draw a bow across the strings of a
violin, the strings vibrate to produce sounds.

d
Lt
te
Guitar Violin

P
Examples of string instruments

When air is blown into a trumpet or a clarinet, air particles inside the

on
instrument vibrate to produce sounds.

ti
ca
du

Trumpet Clarinet
Examples of wind instruments

When we hit a drum using a drumstick or our hands, the drum skin vibrates
E

to produce sounds. When we hit a gong with a mallet, the gong vibrates to
produce sounds.
n
to
ls
A

Drum Metal gong

Examples of percussion instruments
)

Think-Pair-Share Tuning fork

(c

Hit a tuning fork against the palms of your hands. Do you hear a
sound? Dip the tuning fork into a cup of water. What happens to the
water surface? What causes this to happen? Water

152 Chapter 10
 How does sound travel to our ears?

Let’s investigate!
1 Retrace our steps

d
Lt
und travels. Which sense organ helps
Aim: To find out how so us to hear sounds?
What are some sources
of sound?
Materials:

te
Speaker     Metal container Metal spoon
Plastic film   Bowl      Rice grains

P
Instructions:
1 Stretch a plastic film over a bowl.

on
2 Place some rice grains on the plastic film.

3 Play some music through the speaker. Bring the speaker near the rice

ti
grains on the plastic film.
ca
Speaker
Rice
du

grain Plastic
Bowl film
E

What happens to the rice grains? ____________________________

4 Turn off the music. Make some sounds near the rice grains by hitting a
metal container with a metal spoon.
n

What happens to the rice grains? ______________________________

to

Questions:
ls

1 What are the vibrating sources in Steps 3 and 4?

________________________________________________________________
A

2 Using your knowledge of the particle model, infer what could have

happened to the air particles near the vibrating source to cause the effect
)

observed in the rice grains?

(c


___________ particles near the vibrating source start to vibrate and collide
with one another. The vibrating ___________ particles then collide with the
___________. This causes the ___________ to vibrate, which causes the rice
grains to ___________.
Sound 153
 Most of the sounds we hear travel through air. Air in our surroundings contains
air particles.

When an object vibrates, it collides with the surrounding air particles. This

d
causes the air particles to start to vibrate too.

Lt
Tuning fork vibrating

Watch the animation

te
below to find out how a
vibrating source affects its
surrounding air particles.

P
on
The vibrating tuning fork vibrates. Some groups of air

ti
particles are pushed close together, while other groups of air
particles are pulled apart.
ca
du

The air particles collide with even more air particles, causing them to vibrate
too. These vibrations travel in waves. We call them sound waves.
E

Sound does not move

between the air particles. It
n

is the air particles that are

moving and transferring
to

sound energy.
ls
A

The regular movement of air particles forward

and backward creates a sound wave.
)
(c

Sound waves travel away from the vibrating source. When the waves reach
our ears, we hear the sound.

154 Chapter 10
 If I go to space,
Sound needs particles to travel. The space no one can hear me!
containing particles where sound can travel through I can practise my
is called a medium. We say that sound needs a violin there!
medium to travel. The medium can be a solid, liquid

d
or gas.

Lt
In outer space, there are no particles. We say that
the outer space is a vacuum. Without particles,
sound cannot travel in outer space.

te
nd
, sou

P
Cyrus, how does a c e ay I can see you
this sound? In sp ravel aw g playing the
ot t tin
cann the vibra cymbals but
from ource!

on
s I cannot hear
them.

ti
ca
du
E
n

Can sound travel through solids and liquids?

to

Sound travelling through solids

ls

Think-Pair-Share

Place your ear on the surface of a table. Get your classmate to

A

scratch lightly on the table using their fingernail.

Do you hear any sound?
Why were you able
)

to hear the sound?

Discuss.
(c

Sounds can travel through solids too.

Sound 155
 How do sounds travel through solids?

Let’s investigate!
2
string affects how well

d
w the tightness of a
Aim: To find out ho

Lt
sound travels.

Materials:

te
Two paper cups   A piece of long string   Scissors

Instructions:

P
1 Make a hole at the base of each paper cup.

on
2 Thread one end of the string through the hole in
one of the cups. Thread the other end through the
other cup. Tie a knot at each end of the string on

ti
the inside of the cup.
ca
Get a classmate to hold one of the cups while
3

you hold the other. Move away from each other

such that the string between the two of you is
du

String
pulled
pulled tightly. tightly
Take turns to whisper into the cup and
E

listen through the cup. Can you hear

each other? _______
n

4 Now, move a few steps closer to each

to

other until the string is hanging loosely or

slack. Whisper into the cup again.
ls

Can you hear each other? _______

String hanging loosely
A

or slack
Conclusion:
Sound can travel through the string when the string between the cups is
)

_____________.
(c

Sound cannot travel well when the string between the cups is ______________.

156 Chapter 10
 I can hear Tim's
voice!

d
o!
oo
ello

Lt
H
o!
oo
Hello

te
P
When the string is pulled tightly, we can hear each other.

on
When we speak into the cup, the air particles vibrate. This causes the cup to
vibrate. The vibrations are then transferred from the cup, through the pulled
string to the other cup. The other cup vibrates and causes the surrounding air

ti
particles to vibrate too. These vibrations reach the ear of the listener, allowing
ca
the listener to hear the sound.
du

I cannot hear
Tim as much
anymore.
E

o!
oo
H ello
n
to
ls
A

When the string is hanging loosely or slack, we cannot hear each other well.
)

When the string is slack, vibrations cannot transfer well through the string.
(c

Less vibrations reach the ear of the listener. The listener cannot hear the
sound as well.

Sound 157
 Sound travelling through liquids

Under the sea...

Sounds can travel through liquids too. When Vera swings the Can you hear me?
bell, the vibrating bell collides with the liquid particles in the
water. The liquid particles collide with other liquid particles,

d
causing them to vibrate too. Just like in the air, these

Lt
vibrations travel as sound waves in liquids too.
When sound waves reach our ears, we can hear
sounds in water!

te
Air particles above water can collide with liquid particles in
water. When Ada sings on land, the vibrating air particles

P
collide with the liquid particles, causing liquid particles to
vibrate too. This is how sound waves from the air reach

on
Vera's ears in water. So, even in water, Vera can hear Ada's
singing from the land!

This is hard! I am
ti
My arms are
ca
so tired! aching!
du

I can hear Ada's

singing! I can hear a cat
meowing too!
E

Meooooowwwww...
Meooowwww...
n
to
ls
A
)
(c

158 Chapter 10
 Solve this!

Jenny hears a sound when she hits a metal cup with a metal spoon.
Describe how Jenny hears the sound.

d
Lt
te
How does our body help us make different sounds?

P
Think-Pair-Share

Place your fingers on your throat.

on
Make a low sound and a high sound.
What did your fingers feel?
Was there any difference between the

ti
low and the high sound?
ca
We use the vocal cords in our throat to make sounds.
When we speak or sing, air is pushed from our lungs to
du

our vocal cords. This makes our vocal cords vibrate,

which causes the surrounding air particles to vibrate
too. The vibrations of the surrounding air particles
E

produce the sounds we make when we speak or sing.

Vocal cords
n

Our vocal cords can move differently to produce different types of

to

vibrations. This is how we can make different sounds!

ls
A
)
(c

kboo
k
or
Worksheet 1
W

Sound 159
 How do we describe sounds?
Retrace our steps
Pitch
What are some
The pitch of a sound refers to how high or low a sound words we can
is. Sounds can be high or low, depending on how fast use to describe

d
the vibrations are. The faster the vibrations, the higher sounds?

the pitch of the sound. The slower the vibrations, the

Lt
lower the pitch of the sound.
Think-Pair-Share

te
Listen to a high note and a low note on a guitar.
Can you hear the difference between the two sounds?
Can you tell which is the higher and lower note?
Look at the strings that produce the different notes when

P
plucked. How are they different from each other?

on
The strings on a string instrument have different thickness.
The difference in thickness allows the strings to produce
sounds of different pitches. When a thicker string is plucked,

ti
it produces sounds of a lower pitch. When a thinner string is
plucked, it produces sounds of a higher pitch.
ca
Think-Pair-Share
du

A thick string on a guitar produces a low-pitched note.

What can we do to the same string on the guitar to make the pitch higher?
E

The length of the string plucked also affects the pitch of the
sound produced.
n
to
ls
A

When plucking a string that is long, When plucking a string that is short,
a low-pitched note is produced. a high-pitched note is produced.
)
(c

Long string Short string

On a guitar, we can use our fingers to press against the string to shorten
the length of the string that can vibrate when plucked.

160 Chapter 10
 Volume
Sounds can be loud or quiet. We call this the volume of a sound.
We can make loud sounds by shouting and quiet sounds by whispering.

d
We can also make loud and quiet sounds using musical instruments by
changing the way we play them.

Lt
I can make a louder
sound by hitting the I can make a

te
drums harder using the louder sound by blowing
drumsticks. harder into the trumpet.

P
I can make a louder sound
by drawing the bow harder
across the strings.

on
ti
ca
du
E

See how the piano can

n

produce quieter sounds

when I strike the piano
keys softly.
to
ls

Watch the video

to see how a piano
A

works!

Solve this!
)

Look at the rubber bands

(c

on the right. Which rubber

band will produce sounds
with a higher pitch? Circle. or
kboo
k
Worksheet 2
W

Sound 161
 How can we tell and
compare the differences in
the sounds we hear?
Let’s investigate!
3
a ranking scale to compare the pitch and
Aim: To use

d
volume of sounds.

Lt
Instructions:
1 We can compare the pitch and volume of sounds using a ranking scale.

te
Pitch Volume
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

P
Quiet Loud Low High

on
2 Your teacher will play a quiet sound and a loud sound. Label the volume of
the quiet sound as '1' and the volume of the loud sound as '10' on the scale
shown above.

ti
Now, your teacher will play another sound. Use the same scale to compare the
3
ca
loudness of the sound.
What is the volume of this sound according to your scale? ______
du

Compare with your classmates. Do you have the same number? ______
4 Your teacher will now play a low-pitched sound. The pitch of this sound is '1'.
Your teacher will play a high-pitched sound. The pitch of this sound is '10'.
E

Your teacher will now play another sound. Use the scale above to compare the
5
n

pitch of the sound.

What is the pitch of this sound according to your scale? _____
to

Compare with your classmates. Do you have the same number? _____
ls

6 The teacher will play four different sounds now. Refer to your scales and
choose a number for the pitch and the volume of each sound. Record in the
A

table below.

Sound Volume Pitch Questions:

)

1 Do loud sounds always have high

1
(c

2 pitches? ______
3 2 Are high-pitched sounds always

4 loud? ______

162 Chapter 10
 Let’s investigate!
4
.
fferent instruments to make different sounds
Aim: To create di

d
How do
Materials:

Lt
a string instrument and
a percussion instrument
Tin cans       Metal spoons    Plastic box
create sounds? What
Cardboard box    Elastic bands    Beans materials can you

te
use to make these
instruments?
Instructions:

P
1 Create a string or a percussion instrument using the materials provided.

2 Try playing your instrument. Make a loud sound and a quiet sound.

on
Compare your instrument with your classmates’ instruments.
Is there a difference in the sounds produced? ______

ti
3 Can your instrument make a high-pitched sound and a low-pitched sound?
______
ca
How can you make changes to your instrument to produce sounds of
different pitches? Write your suggestions below.
du
E
n
to
ls

4 Make changes to improve your instrument according to your suggestions.

Test your suggestions to see if they work!
A

Questions:
)

When playing your instrument, what would you do to:

(c

1 Change the loudness of the sounds

____________________________________________________________
2 Change the pitch of the sounds

____________________________________________________________
Sound 163
 Science in context

Loud noises can affect humans and animals.

d
When birds are near loud sounds, they can get frightened easily. If there is

Lt
too much loud noise in the surroundings, birds may not be able to hear and
sense their predators to escape in time.

te
P
on
We should avoid listening
to loud music on our
headphones.

ti
ca
Listening to loud noises for a Birds living in noisy cities
du

long period of time can harm our full of low-pitched noises

hearing and cause hearing loss. sing at a higher pitch so
that other birds can hear
E

their mating calls.

n
to
ls
A
)

Ships and human activities such as oil drilling can increase the
(c

noise levels in oceans. The loud noises can harm the hearing
of marine animals. It also makes it difficult for animals like
whales and dolphins to hear and communicate with their kind.

164 Chapter 10
 At the airport runway, loud sounds are produced when aeroplanes take off
and land.

d
Lt
te
P
Earmuff

on
ti
ca
Airport workers protect their hearing
du

by wearing earplugs or earmuffs.

E

I am an architect. I design airport buildings to make

n

sure that the people in the buildings are not affected

by the loud sounds produced by aeroplanes
to

during takeoffs and landings. I do this by adding

soundproofing materials into the building structure.
ls
A

Think-Pair-Share

What other problems do loud noises cause?

)
(c

Clues Soundproof – To make something in a way that less sound can travel through

Sound 165
 Crack the case

Sound

d
is

Lt
Produced by needs
___________

te
A ___________ containing
particles to travel

P
can be travels

on
Solids Liquids Gases

ti
ca
When an object ___________, it ___________ with the
surrounding air particles. This causes the air particles to
du

___________. The air particles ___________ with even more

air particles, causing them to ___________ too. These
vibrations travel in waves called ___________.
E
n
to
ls
A

When ______________ reach our ears, we hear the sound.

)
(c

166 Chapter 10
 Volume
Can be ___________ or
___________

d
can be affected by

Lt
The way we play an instrument
Pitch

Can be ___________ or

te
___________ Hitting the drum
such as
___________ or

P
___________ with the
can be drumsticks

on
affected by
Drawing the bow
Length of the ___________ or softly on the
string in a string
instrument ti violin strings
ca
___________ hard or softly
du

into a trumpet or clarinet

Thickness of the
string in a string
E

instrument
Striking ___________ or
n

softly on the piano keys

to
ls

(🗸).
What can Tim do to lower his volume? Tick
A

Change the wooden stick to a plastic stick.

Hit the drum harder.

)
(c

Hit the drum more softly.

Hit the drum faster.

Hit the drum slower.

kboo
k
or
Consolidation worksheet
W

Sound 167
 CHAPTER 11
Earth and Satellites
Tim is preparing for a
school trip that will bring

d
him to a country in the
What clothes
Southern Hemisphere. He should I pack?

Lt
lives in a country in the
Northern Hemisphere.
He will be leaving for the
trip the next day. What

te
clothes should he prepare
for his school trip?

P
on
ti
ca
du
E
n

What seaso
n is
Tim’s countr
to

y
experiencin
What Will I Learn g
now?
ls

Describe how the Earth orbits the Sun.

What season
Describe how Earth's tilt causes seasons in different parts
are countries
A

of the Earth. rn
in the Southe
ost
Describe what satellites are. Hemisphere m
ncing
likely experie
)

Describe Earth's atmosphere and identify gases found in it.

now?
(c

State that most water on Earth is not pure and contains

dissolved substances. What is the likely
temperature of
Describe the water cycle and its processes.
the country Tim
is going to? Will
it be high or low?
168 Chapter 11
 How does Earth orbit the Sun?
The Sun, which is a star, is at the centre of the Solar System. There are
planets, moons, comets and asteroids orbiting the Sun. Our planet
Earth orbits the Sun.

d
Lt
Let’s investigate!
1
odel.
To explore how Earth orbits the Sun using a m
Aim:

te
Instructions:
1 Get a classmate to represent the Sun, while you represent the Earth.

P
on
Movement
of clock Plastic cone
hands

ti
Look! I am moving in the
direction that is opposite
to the movement of the
ca
clock hands.

Anticlockwise
du

2 Model the Earth's orbit by following the path marked out by your
teacher. Move in an anticlockwise direction.
E

Questions:
n

1 Describe the shape of the path marked out by your teacher.

to

____________________________________________________________
2 As you move around your friend, what do you observe about the
ls

distance between your friend and you? You can use a measuring tape
to measure.
A

There are points in the path where I am _____________ to my friend

and points in the path where I am _____________ from my friend.
)

3 What do your observations tell you about the distance between the
(c

Earth and the Sun as the Earth orbits?

There are points in the Earth’s orbit where the Earth is _____________
to the Sun and there are points in the Earth’s orbit where the Earth is
_____________ from the Sun.
Earth and Satellites 169
 d
Lt
Earth orbits the Sun in an anticlockwise direction. The orbit has an oval-like

te
shape, called an ellipse. But, it is not perfectly elliptical. That is why we say the
orbit has a shape of a slight ellipse. At some points in its orbit, the Earth is

P
closer to the Sun. At other points in its orbit, the Earth is further from the Sun.
Think-Pair-Share

on
Do other objects in the Solar System orbit the Sun in a slightly elliptical path like the Earth? Do
they move in an anticlockwise direction around the Sun? Research and share your findings
with your classmates.

It takes the Earth 365 and a quarter days to orbit the Sun.
ti
ca
This is called a year.
Four quarter I thought there were only 365
days make up days in our calendar. Where is
du

one full day! the quarter day?

To make up for the quarter day in a year, the quarter day is

counted and added to the calendar as an extra day once every
E

four years. So, February 29th is added to the calendar every four
years in a leap year. We have 366 days instead of 365 days in a
n

leap year.
to

What causes the different seasons? Axis or

kboo
k
Worksheet 1
W

The Earth spins on an axis that is tilted 23.5°

ls

North
at about 23.5 degrees. Due to this tilt, the Pole Retrace our steps
amount of sunlight that each location
A

on Earth receives is different throughout What causes day and

the year. The amount of sunlight night? How long does
)

the Earth take to spin

received affects the temperature of the once on its own axis?
(c

location. So, temperatures at different South

Pole
parts of Earth will be different.

Clues Ellipse - An oval shape or a circle that has been flattened

170 Chapter 11
 Let’s investigate!
2
mod el to find out how different parts of Earth
Aim: Use a different times of the ye
ar.
re nt te mpe ratures at
experience diffe

d
Lt
Materials:
Globe   Stickers   Lamp
Instructions:

te
1 Paste the stickers labelled A, B and C on the globe. Place the globe and the

lamp on the table according to the diagram below.

P
2 Turn off all the other lights Position 1

in the room. This lamp on

on
the table represents the
Sun. At Position 1, which

ti
location (A or B) has
more light shining on it?
ca
________

3 Now, move the globe in an anticlockwise direction around the lamp in a

du

slight ellipse shape. As you move the globe, observe the amount of light
shining on locations A, B and C.
E

4 M
 ove the globe around the lamp once more while rotating it about its own
axis to model day and night.
n

Questions:
1 When a location is tilted towards the Sun, does it receive more or less
to

sunlight? _____________________________________________________
2 If a location on Earth receives more sunlight, will it be colder or warmer?
ls

_____________________________________________________________
A

Conclusions:
If the pole of the Earth is tilted towards the Sun, places located in this polar
region receive _____________ sunlight and are _____________.
)
(c

If the pole of the Earth is tilted away from the Sun, places located in this polar
region receive _____________ sunlight and are _____________.
Places that are located near or in the middle of the Earth receive the
_____________ amount of light throughout the year. It is generally
_____________ throughout the year. Earth and Satellites 171
 Different seasons on Earth

It is summer in
the Northern
Hemisphere now.
It is so hot!

d
Lt
The Equator
The imaginary line around the middle
of the Earth, called the Equator,
divides Earth into two halves called
the Northern Hemisphere and the

te
Southern Hemisphere. Some places Summer
in the Northern Hemisphere and
Southern Hemisphere experience

P
four seasons — spring, summer,
autumn and winter.
The upper half of
the Earth is called

on
Northern Hemisphere and the Northern
North
Hemisphere.
Southern Hemisphere

ti
In June, the Northern
Hemisphere is tilted towards
ca
the Sun. Places here receive
more direct sunlight and
experience days with longer
du

daytime. With more heat from

South
the Sun, the temperature in The lower half of
the Northern Hemisphere the Earth is called
E

is higher. These places will the Southern

experience summer during Hemisphere.
this time of the year.
n
to

In June, the Southern It is winter in

the Southern
Hemisphere is tilted away
Hemisphere now.
ls

from the Sun. Places here It is so cold!

receive less direct sunlight and
experience days with shorter
A

daytime. With less heat from

the Sun, the temperature in the
Southern Hemisphere is lower.
)

These places will experience

(c

winter during this time of Spring

Winter
the year.

172 Chapter 11
 It is spring in the When Ada is
Northern experiencing spring in the
Hemisphere now. Northern Hemisphere, it is
As the temperature autumn here in the Southern
becomes higher, Hemisphere. The temperature
we can see plants becomes lower and it can

d
growing and flowers get windy and rainy!
blooming!

Lt
In March, the
Northern
Spring Autumn Hemisphere

te
experiences spring
while the Southern
Hemisphere

P
experiences
Winter autumn.

on
In December, the Northern

ti
Hemisphere is tilted away from
the Sun and experiences winter.
ca
The Southern Hemisphere
is tilted towards the Sun and
experiences summer.
du

Summer
E

Autumn
Near the Equator
Places nearer to the Equator receive
n

the same amount of sunlight and heat

all year round. As such, these places
to

do not experience the four seasons

and it is usually warm all year round.
ls

In September, the Northern Think-Pair-Share

A

Hemisphere experiences Which places on Earth

autumn while the Southern have different seasons?
Hemisphere experiences spring. What are spring, summer,
)

autumn and winter like?

(c

kboo
k
or
Worksheet 2
W

Earth and Satellites 173

 What are satellites?
A satellite is an object in space that orbits a larger object such as another
planet or star. As Earth orbits the Sun, Earth is also called a satellite. Satellites

d
can be artificial or natural. Natural satellites are objects in space that orbit a
planet or star. Earth is the natural satellite of the Sun.

Lt
Moon

te
P
The Moon is a natural satellite Can you name
other natural
that orbits a planet. Planets, satellites that orbit

on
moons and asteroids which a planet or the Sun?
orbit the Sun are examples of
natural satellites.

ti
ca
du

Artificial satellites are objects launched into space to orbit

the Earth and other planets. These satellites collect and send
information back to the Earth. They are also able to take
E

pictures of the Sun and other planets.

n

Artificial satellite
that orbits Earth
to
ls
A

Artificial satellite
Artificial satellites can be used for telecommunication.
)

that orbits the Sun

They receive signals from one location on Earth and
(c

transmit signals to another location on Earth.

174 Chapter 11
 The International Space Station (ISS) is a large artificial satellite that orbits
the Earth. It is the home where astronauts live in when they are carrying out
experiments in space.

d
How are the conditions

Lt
in the outer space
different from the
conditions on Earth?

te
There is no air and water in space.

P
The ISS
Hence, astronauts have to wear
special suits and live in places such

on
as the ISS.

ti
What makes up Earth's atmosphere?
ca
Earth's atmosphere
The layer of air surrounding the Earth
du

is called the Earth's atmosphere. Air

in the atmosphere is a mixture of
different gases.
E

Think-Pair-Share

What are the gases that make up Earth’s atmosphere? What do we

n

use them for? What percentage of the atmosphere does each gas take
up? Using information from books or the Internet, research and present
to

your findings in a pie chart and a table.

ls

The Earth’s atmosphere is mainly made up of nitrogen gas and oxygen gas.
A

The remaining gases are mostly carbon dioxide, argon, water vapour and
other gases.
)

Earth is the only planet that living things can live on. Earth provides us with
(c

valuable resources such as air and water. Without clean air to breathe or
clean water to drink, we cannot survive.
kboo
k
or
Worksheet 3
W

Earth and Satellites 175

 Solve this!
1 The Northern Hemisphere is experiencing winter now.
a Draw to show the position of the Earth and

the Sun during this time.

d
What season is the Southern Hemisphere experiencing at this time of
b

Lt
the year? Explain your answer.
_____________________________________________________________
_____________________________________________________________

te
Which hemisphere will experience a longer length of daytime?
c

P
_____________________________________________________________
2 Name two satellites that orbit the Sun and two satellites that orbit the Earth.

on
________________________________________________________________
3 The Earth is surrounded by a layer of air called the _____________________.

ti
ca
Where can we find water on Earth?
More than 70% of the Earth’s surface is covered with water.
du

Most of the water can be found in oceans, seas, rivers and lakes.
Water also exists in the atmosphere as water vapour. Water can
be found frozen in ice caps too.
E

Water moves around the Earth continuously and changes from

one state to another. Water moves around the Earth in a cycle
n

known as the water cycle.

to

3 Let ’s investigate!
ls

Aim: To use a model to find out the processes involved in the water cycle.
A

Materials:
Transparent container with lid Pack of ice Table lamp
)

Sand Water
(c

Instructions:
1 Fill one side of the container with sand. Pour some water on the other side of

the container.

176 Chapter 11
 We can also use
Pack of ice Lamp
2 Cover the container with a warm water instead of
lid and place a pack of ice Lid heating the water with
the lamp!
on the lid.
Container
3 Using a lamp, shine light at

d
the water to heat it.

Lt
Observe what happens
after two hours. Sand Water
Questions:

te
1 What do the lamp, water and sand in the model represent?

_________________________________________________________________

P
2 What is formed on the underside of the lid after two hours? Name the
process that causes this to occur. ___________________________________

on
Water moves around the Earth using three main processes — evaporation,

ti
condensation and precipitation.
ca
Condensation
Water vapour loses energy to the cold air
and condenses to form tiny water droplets.
This process is called condensation. The tiny
du

water droplets gather and form clouds.

E

Evaporation
Precipitation The Sun heats up water on the surface of the
n

When the water droplets in the clouds Earth. Water particles gain energy from the
get bigger and become too heavy to Sun. There is a change in state from liquid
to

stay in the clouds, they fall as rain. This to gas. This process is called evaporation.
process is called precipitation. Water vapour rises up into the sky.
ls
A
)
(c

Solve this!

Name and describe the process in the water cycle that forms clouds.

Earth and Satellites 177

 Are all types of water on Earth pure?

Let’s investigate!
4
re.
of water on Earth are pu

d
d find out if all types
Aim: To explore an

Lt
Materials:
 Different types of water such as rainwater, Shallow dishes

te
seawater, river water, tap water and distilled water
Instructions:

P
1 Pour an equal amount of each type of water into a dish.

2 Observe the water in each dish. Which water looks transparent? Do you

on
think there are any substances dissolved in it?
3 Leave the dishes of water under the Sun for a day. Predict what will be left in

each dish after all the water has evaporated. Record your observations in
a table.
ti
ca
du
E

Land
Most of the water on Earth can be
Freshwater Can we drink
found in the ocean as saltwater. in lakes
saltwater without
n

and rivers
The remaining water that is processing it?
available is freshwater. Most of
to

the freshwater is frozen in ice

caps and only a small portion
ls

Freshwater
of freshwater is found in lakes frozen in ice caps
and rivers.
A

Saltwater in
oceans

Most of the water found on Earth is not pure. Freshwater

)

from lakes and rivers may be contaminated with sand, mud,

(c

dissolved substances or things that can cause diseases.

As such, the water may not be safe for drinking.

Clues Contaminated - Made dirty or not pure

178 Chapter 11
 Water that looks clear may contain some
dissolved substances such as minerals and
salts. It is not pure as well.

d
If solids are left behind after

Lt
water has evaporated, this
shows that the water is not
pure. Water from a tap looks clear and
transparent. Do you think it is pure?

te
To obtain pure water, we can filter and process water in scientific laboratories.

P
Watch out!
The water in this
Drinking water, such as bottled water, has been bottle is not pure.

on
treated to remove harmful substances. Some Can I drink it?
dissolved substances such as minerals that
are good for our health are kept in this type of
water. It is clean and safe for us to drink. So, clean
water is different from pure water because it still
contains some dissolved substances.
ti
ca
Is it safe to drink In some places, water is treated before it flows to
du

from the tap? the tap. So, it is safe to drink directly from the tap
in these places. However, not all places treat water
before sending it to the tap. It may not be safe to
E

drink directly from the tap in these other places.

n

kboo
k
or
Worksheet 4
W

Science in context
to

It is important for a country to have access to clean

water for drinking. Research on the Internet to find
ls

out how water is treated in your country. Draw a

A

poster to show the steps involved.

In places where people do not have access to water,
technology such as a fog net can be used to harvest
)

Watch the
water for watering crops. Fog nets help to trap fog video to find
(c

out how the

which is collected as water in the containers under fog net works!
the net.
Fog - Tiny water droplets that can form clouds near Earth's surface or around
Clues mountains that can make it hard for us to see through

Earth and Satellites 179

 Crack the case

Takes ____________ and

Sun
____________ days to orbit the

d
Earth

Lt
Orbits the Sun in an ____________
direction in a slight ____________ path is

te
P
Covered mostly in _______
Spins on an axis that is _______
at about 23.5° which is mostly not _______ and

on
contains dissolved substances
so

Amount of sunlight and

temperature are different at ti Water moves continuously
ca
around Earth in the water
different parts of Earth
cycle through processes —
du

which ___________, ___________

create and ___________
E

Different seasons
n

Summer
Autumn If the hemisphere is tilted _________ the Sun,
to

places there will receive ___________ sunlight and

experience days with _________ daytime.
ls

Spring These places will experience summer.

A

Winter
)

If the hemisphere is tilted ___________ from the

Sun, places there will receive ___________ sunlight
(c

and experience days with _________ daytime.

These places will experience winter.

180 Chapter 11
 ch contains air with gases
Surrounded by a layer of ____________ whi

d
is _____ and
such as n_______, o_______, c_______ d__
w_______ v_______

Lt
te
is a
which is
An object in space that _______
Satellite

P
a larger object

on
can be

ti
ca
Natural Artificial
du

such as such as
E

_____________ _____________ International Space

Station (ISS)
n
to
ls

ool trip? Tick (🗸).

What clothes should Tim prepare for his sch
A

ntry he is
He should prepare winter clothes as the cou
going to will be experiencing winter.
)

country he is
 e should prepare summer clothes as the
(c

H
going to will be experiencing summer.

kboo
k
or
Consolidation worksheet
W

Earth and Satellites 181

 CHAPTER 12
Pollution
I have not been feeling well
living here. My neighbourhood

d
used to be very quiet.

Lt
How are you? It has
been very cold this
week! Brrr...

te
P
on
Now, it is so crowded
I cannot even see what
and noisy. I no longer like
is in front of me clearly
my surroundings. I have

ti
when I am outside the
been coughing more and
house! What can I do?
more recently.
ca
du
E
n
to
ls
A

What Will I Learn

✓ Describe what pollution is.

)

✓ Identify types of pollution and give examples.

(c

What is making
using
What has What is ca it difficult for Tim
gh?
changed over Tim to cou to see the things
s the
the years in Tim’s Where doe around him? Where
e from?
neighbourhood? cause com does it come from?

182 Chapter 12
 What is pollution?
Living things need clean air, water and food to thrive and reproduce.

Think-Pair-Share

d
If air, water and food are not clean, how will it affect living things? Discuss with your
classmates.

Lt
However, the quality of air, water and food can be affected when
humans introduce substances that harm the environment. This is

te
called pollution. The harmful substances that are produced from
human activities are called man-made pollutants. Pollutants affect the

P
environment and the health of living things negatively.

on
There are three main types of pollution — land pollution, water pollution
and air pollution.

ti
ca
du

Land pollution Water pollution

E
n
to
ls

Air pollution
A

Think-Pair-Share

Using the Internet or books, research to find out more about a type of pollution. You may
use the guiding questions below.
)
(c

Guiding questions:
1  What are the pollutants that cause this pollution?
2  What effects does this pollution have on living things?

Use a poster to present your findings to your classmates.

Pollution 183
 What is land pollution?

Land pollution occurs when waste materials are dumped on land and these
materials release harmful chemicals that contaminate the soil.

Land pollution can be caused by landfills. The rubbish we throw usually ends

d
up in landfills. Factories may also get rid of their chemical wastes in landfills.

Lt
te
Objects made of We are running
materials like plastic out of space to bury
and glass take very our rubbish before

P
long to break down, so it gets broken down!
they stay on Earth for a We should try to
very long time! reduce our waste by

on
buying only what we
need.

We can help to recycle

ti
ca
waste by sorting and
throwing our trash into the
correct recycling bins. Look We bring the waste
du

out for the recycling symbol to the recycling plant.

on the items used. It tells us The recycling plant
if the item is recyclable. converts the waste into
new, clean and usable
E

materials.
n

We can reuse items instead

of throwing them away.
to

For example, we can use

aluminium cans to grow plants.
ls
A
)

Look around you,

which objects are
(c

made of recyclable
materials?

Water supply wells

184 Chapter 12
 Land pollution can also be caused by the use of chemical We should reduce the use
fertilisers and pesticides. These chemicals are poisonous of chemical pesticides to
and overusing them may kill animals living on the farm. prevent contaminating the
waters! We can use natural

d
fertilisers.

Lt
Chemicals in pesticides
or fertilisers are toxic. It
is harmful to breathe in
these chemicals.

te
P
on
To see how harmful chemicals can
get into plants, try placing a cut piece
of celery stem in a beaker of water

ti
with food colouring. What do you
observe in the stem?
ca
Think-Pair-Share

If the food colouring in the water represents harmful chemicals in the groundwater, what do you
think will happen to a plant growing in soil that takes in groundwater containing harmful chemicals?
du

What happens if chemicals from land pollution contaminate soil with plants growing on them?
What happens if we eat these plants?
E

River
n

Harmful chemicals released into the soil can enter the

groundwater. We use groundwater for drinking and farming.
to

Drinking contaminated water or eating food grown with

contaminated water can harm our health. Contaminated water
ls

may also affect plant health and cause the plants to die.
Harmful chemicals in the groundwater can enter rivers and
A

lakes, causing water pollution.

)
(c

Groundwater or
kboo
k
Worksheet 1
Harmful chemicals
W

Groundwater – Water found below the surface of the Earth, occupying the spaces in
Clues soil and in between rocks and sand

Pollution 185
 What is water pollution?

Water pollution can occur when harmful substances

such as sewage, microplastics, oil and toxic chemicals

d
contaminate water sources. We can pollute the

Lt
water too if we do not get rid of our waste properly.
Microplastics are found in some facial cleansers
and toothpastes. When we wash clothes made

te
of plastic, loose threads that get washed off
the clothes are microplastics as well. When
we use these products or wash these clothes,
microplastics get washed into the wastewater,

P
down the drain pipes and into the water bodies.

on
ti
ca
Microbeads in some toothpastes and facial cleansers are microplastics.
du

Think-Pair-Share

Look at the objects around your house. Are there objects that contain microplastics?
E

We should get rid of These microplastics may be eaten by

our waste properly. animals living in the water and cause
n

We should not litter! harm to their health.

to
ls
A

Animals may mistake waste or

litter in the water for food. Many
underwater animals die after
)

eating them. Some litter may Plastic waste in water can also break down
(c

into smaller pieces over time. Eventually, they

also injure marine animals. may become tiny microplastics.

Clues Microplastics – Very small pieces of plastic that are found in household products or
broken down from larger plastic objects

186 Chapter 12
 We try to reduce the
Factories may release toxic use of chemicals and
pesticides on the
chemicals and oil into rivers farm.
or lakes nearby.

d
Toxic chemicals and pesticides used by farmers can

Lt
contaminate groundwater. These toxic substances
can get washed into rivers and lakes.

te
Bring your own
reusable shopping bags when
you go shopping. This reduces the

P
amount of plastic being dumped
into the water.

on
Microplastics are too
small to be filtered
by the wastewater
treatment plants. We should sort and dispose

ti
of our waste properly into
the correct recycling bins.
ca
Oils from the ship or tanker may spill into
du

the sea when an accident occurs. Oil from

the spills may stick to sea animals.
E

Feathers of seabirds may

get coated with oil. They
n

cannot fly properly, causing

them to have problems
obtaining food and escaping
to

from danger.
ls

This water is
A

polluted! It is not
safe to drink!
)
(c

kboo
k
or
Worksheet 2
W

Polluted water becomes murky, blocking sunlight from

reaching underwater plants. Plants living in water may die
as there is not enough sunlight for them to make food.

Pollution 187
 What is air pollution?

Air pollution occurs when harmful gases, chemicals and smoke are
introduced into the air and atmosphere.
When we burn fossil fuels in vehicles or power stations, carbon dioxide and

d
other harmful gases are released into the air.

Lt
Sometimes, farmers burn trees and plants to clear the land quickly for
farming. During burning, a lot of pollutants are released into the air.

te
P
Hot and dry weather

on
conditions can sometimes
cause forest fires!

ti
ca
We should use renewable
sources of energy instead of
burning fossil fuels.
du

Solar
We should switch panels
off electrical appliances
when they are not in use. This
E

helps save electricity which

will help to cut down the
burning of fossil fuels.
n
to
ls
A

Sometimes, air pollution

can make it difficult for
us to see things that are
)

Harmful
gases in the air can far away from us!
(c

cause heart and lung

diseases.

188 Chapter 12
 Watch out!

Are all pollutants man-made?

In nature, harmful gases and ash can be produced from volcanic

d
eruptions and forest fires. These substances are called natural
pollutants as they are not produced by human activities.

Lt
The harmful gases released into the air can react with water and oxygen to
form acid. The acid mixes with water droplets in the clouds. When the clouds

te
get too heavy, the water droplets and the acid fall to the ground as acid rain.

P
on
ti Effects of acid rain on buildings and plants
ca
Acid rain kills plants which are food
producers. When plants die, food
du

supply for animals in the food chain

is affected.
E

To reduce air pollution, Acid rain can also damage buildings

we should take public
transport. A public bus can and structures.
n

carry more passengers than a

car. This reduces the number
to

of cars on the road.

ls
A
)
(c

When acid rain gets into rivers and seas, it can

kill animals and plants living in the water.

Pollution 189
 Let’s investigate!
1
.
e effect of acid rain on plant health
Aim: To find out about th

d
Materials: Lemon juice is a
type of acid.

Lt
Water    Lemon juice    Ruler
Six small potted plants of the same type and height
Measuring cylinder

te
P
Water Lemon juice

on
ti
Group A Group B
Instructions:
ca
1 Place the pots of plants near a window. Split them into Group A and Group B

according to the diagram above.

2 Water each plant in Group A with 20 ml of water daily. Water each plant in
du

Group B with 20 ml of lemon juice daily. Observe the health and the growth
of the plants after a week. Take note of the colour of the leaves and the
appearance of the stem.
E

3 Using a ruler, measure the height of each plant daily. Draw a table and

record your findings.

n
to
ls
A

Question:
Which group of plants looks unhealthier after a week? ____________
)
(c

Conclusion:
Just like lemon juice, acid rain contains acid too. What can your results tell us
about the effect of acid rain on plant health?
__________________________________________________________________

190 Chapter 12
 How can pollution occur on a global and local scale?
Pollution can be devastating because its effects can become widespread.

Air pollution can Air pollutants

d
occur on a global scale if can be carried and
there are large amounts move easily in the

Lt
of air pollutants in the air. They can spread
Earth’s atmosphere. This to many areas or
means that the entire countries!
planet can be affected!

te
P
on
Trapped heat More heat is
in the Earth’s trapped in
atmosphere the Earth’s
atmosphere

ti
ca
Earth's surface Earth's surface
du

Carbon dioxide and other gases in the Due to pollution, the amount of carbon
atmosphere trap heat from the Sun. This dioxide and other gases in the atmosphere
helps to keep the Earth warm. has been increasing. This causes more
heat to be trapped in Earth's atmosphere.
E

Pollution causes more heat to be trapped on Earth and our planet becomes
warmer. This results in global warming which can affect the entire Earth.
n
to

Pollution can
occur on a local scale
HELP!
ls

as well. For example,

land pollution caused
by landfills may only
A

contaminate soil
near the landfills.
)

Global warming can cause polar ice caps on

(c

Earth to melt more quickly. This can cause the

sea level to rise. As the sea level rises, low-lying
areas may be flooded. k
kboo
or
Worksheet 3
W

Clues Devastating – Causing a lot of damage or harm

Pollution 191
 Think-Pair-Share

What other types of pollution are there?

What effects do these
types of pollution have on
Other than land, us and other living things?

d
water and air pollution, what
other types of pollution

Lt
are there?

What are some

te
Science in context other ways to reduce the impact
of pollution on our planet? Research
or interview an environmental

P
scientist to find out!
I am an environmental
scientist. I collect samples

on
from the environment and
carry out experiments to
identify the pollutants in
them. I also think of ways

ti
to prevent and manage
environmental problems Watch the video to learn
caused by pollution.
ca
about a day in the life of an
environmental scientist.
du

Solve this!

Fill in the blanks.

1

_______________ occurs when humans introduce substances which are

E

harmful to the _______________ . These harmful substances are called

_______________ .
n

2 Name the correct type of pollution.

to
ls
A

Tick (🗸) the correct solution to each type of pollution.

)

3
(c

Type of pollution Solution Correct?

Air pollution Use electricity generated from renewable sources of energy

Land pollution Reduce the use of chemical pesticides and fertilisers in farming
Water pollution Switch off electrical appliances when they are not in use

192 Chapter 12
 Crack the case
Harmful ___________ pollutants
caused by which are introduced by humans
Pollution into the environment

d
caused by

Lt
Water pollutants Air pollutants Land pollutants

te
include include
include
____________________

P
_______, ____________, ________________, dumped on land and
_________ and ________________ ________________ used in

on
__________________ and _________ farming
can result in can result in can result in

 Poor water quality  Acid rain

ti Contaminated soil and
ca
 Underwater animals  Heart and groundwater, causing harm
and plants may die lung diseases to the health of living things
du

can be reduced by can be reduced by can be reduced by

E
n
to
ls

What can Tim do? Tick (🗸).

Tim should burn more firewood to
Tim can get an air purifier to help him
A

keep himself warm.

clean the polluted air in his house.
The poor air quality is making Tim
 im should close all his windows
T
cough. He should wear a mask when
)

to keep out the noise from his

he is outside.
(c

neighbourhood.

Tim should open all his windows to let

more fresh air in. or
kboo
k
Consolidation worksheet
W

Pollution 193
 Science keywords

Chapter 1 Page Chapter 7 Page

chlorophyll, flower, flowering plants 4 attraction, magnet, repulsion 97
non-flowering plants 5 magnetic force, magnetic field 98
anther, filament, male, petal, pollen grain, magnetic material 100

d
6
stamen
temporary magnet 102
carpel, female, fruit, ovary, sepal, stigma, style 7
magnetic strength

Lt
107
adult plant, seed, young plant 10
germination, leaves, root, shoot 11
reproduction, temperature 14 Chapter 8 Page
pollination 15 digestion, digestive system 113

te
fertilisation 16 mouth, oesophagus, stomach, teeth, tongue 118
anus, small intestine, large intestine, rectum 119
Chapter 2 Page

P
adequate diet 121
adaptation, environment, pollination, balanced diet 122
21
pollinator
seed dispersal 24

on
Chapter 9 Page
Chapter 3 Page adaptation, environment 129
carbon dioxide, gas, gaseous,
predator, prey 131

ti
hydrogen, liquid, nitrogen, oxygen, 35
matter, state, solid, water vapour camouflage 134
properties 38
ca
energy, particle 41
Chapter 10 Page
vibrate, vibrating source 151
Chapter 4 Page
du

particles, sound wave 154

water 47
medium 155
melting point 50
high, low, pitch 160
freezing point, properties 51
loud, quiet, volume 161
expand 54
E

boiling point 56
evaporation, particle 58
Chapter 11 Page
condensation 62
n

Earth, orbit, Sun 169

anticlockwise, leap year,
170
slight ellipse, tilt, year
to

Chapter 5 Page
autumn, Equator, Northern Hemisphere,
dissolve, homogenous, insoluble, soluble, seasons, Southern Hemisphere, spring, 172
67
solute, solution, solvent summer, winter
properties 69
ls

moon, planet, satellite 174

mixing 73 argon, atmosphere, carbon dioxide,
175
saturated 75 nitrogen, oxygen
A

evaporation, irreversible, reversible 77 water cycle 176

condensation, evaporation, precipitation 177
pure 178
Chapter 6 Page
)

gravity 83
balanced, direction, normal force, size
(c

84 Chapter 12 Page
applied force, unbalanced 85 man-made pollutant, pollution 183
friction 87 land pollution 184
air resistance 89 water pollution 186
water resistance 90 air pollution 188
float, sink, upthrust 93

194 Science keywords

 Credits
Let’s think and work like a scientist! — p.vi: Gustova Svetlana/Shutterstock.com (White flying dandelion); Sanneos/Shutterstock.com (Water hyacinth);
Scisetti Alfio/Shutterstock.com (Cactus); tkatasila/Shutterstock.com (Pine tree); Kseniia Perminova/Shutterstock.com (Branch of spruce tree)

d
Chapter 1 — p.4: Pasquale/Shutterstock.com (Flowers of tomato); Yuriy Korzhenevskyy/Shutterstock.com (Tomatoes); p.5: Makistock/Shutterstock.com
(Cherry blossom tree); Sai Tha/Shutterstock.com (Mango tree); Hanahstocks/Shutterstock.com (Moss); olivier Villard/Shutterstock.com (Fern); Chris

Lt
Redan/Shutterstock.com (Conifer); Jeff Holcombe/Shutterstock.com (Curly fern); vladdon/Shutterstock.com (Austrian pine); nadia_if/Shutterstock.com
(White beautiful flowers); p.7: Pozharskii Andrei/Shutterstock.com (Flower bud); p.8: Pelevina Ksinia/Shutterstock.com (White lily)

Chapter 2 — p.21: agap/Shutterstock.com (Desert with joshua tree); Victor Potasyev/Shutterstock.com (Trees in snow); Erik Steinebach/Shutterstock.
com (Water pond); p.22: mashurov/Shutterstock.com (Tulips); p.25: Nonnakrit/Shutterstock.com (Coconut); Brian A Jackson/Shutterstock.com (Seeds
of dandelion); Irina Bg/Shutterstock.com (Pea); Shi Yali/Shutterstock.com (Mango fruit on tree); SakSa/Shutterstock.com (Acorn on tree); Philip George

te
Jones/Shutterstock.com (Goosegrass); p.28: grey_and/Shutterstock.com (Aluminium foil); StanislauV/Shutterstock.com (Coloured paper); Ekaterina43/
Shutterstock.com (Velcro tape); Anton Starikov/Shutterstock.com (Tape); p.29: COULANGES/Shutterstock.com (Seed of Javan cucumber); Sunter
phakkawat99/Shutterstock.com (Sharp spines on the cactus); Dragon Claws/Shutterstock.com (Barrel cactus); Studio Barcelona/Shutterstock.com
(Pancake prickly pear cactus); LHBLLC/Shutterstock.com (Saguaro cactus); p.30: Photoongraphy/Shutterstock.com (Aloe vera); Stefano Benanti/
Shutterstock.com (Water lily); Victoria Tucholka/Shutterstock.com (Water hyacinth with purple flower); Bilanol/Shutterstock.com (Amazing winter

P
landscape); Sestra/Shutterstock.com (Branches of spruce); p.31: judesmart1/Unsplash.com (Aloe vera); Irk_lig/Shutterstock.com (Coniferous trees);
Mahirov9/Shutterstock.com (Branch of a coniferous tree)

Chapter 4 — p.47: Verina Marina Valerevna/Shutterstock.com (Snow-covered trees); tograff/Shutterstock.com (Ice surface with red boat); RnDmS/

on
Shutterstock.com (Lake); Anna Om/Shutterstock.com (Sailboat); p.48: Soonthorn Wongsaita/Shutterstock.com (Airplane); p.51: khwanchai/Shutterstock.
com (Melting ice cube on wooden table); Elena Berd (Icicles); p.54: Melissa King/Shutterstock.com (Iceberg in ocean); p.57: Carolyn Franks/Shutterstock.
com (Boiling pot of water); p.58: leungchopan/Shutterstock.com (Hot spring); p.63: Pascal Huot/Shutterstock.com (Condensation on window)

Chapter 5 — p.67: Svittlana/Shutterstock.com (White powder dissolved in water); Ihor Matsiievskyi/Shutterstock.com (Chemical beaker); Sylwia Brataniec/
Shutterstock.com (Red powder)

ti
Chapter 7 — p.122: BW Folsom/Shutterstock.com (Metal fork); All For You/Shutterstock.com (Metal clip); Winai Tepsuttinun/Shutterstock.com (Door keys);
KARTHIK SENNIYAPPPAN/Shutterstock.com (Gold bangles); grey_and/Shutterstock.com (Aluminium foil); Hayati Kayhan/Shutterstock.com (Marbles);
ca
SmileStudio/Shutterstock.com (Wooden ruler); images and videos/Shutterstock.com (Copper wires); Billion Photos/Shutterstock.com (Water bottles)

Chapter 8 — p.122: ifong/Shutterstock.com (Food plate); p.123: robuart/Shutterstock.com (Nutrition facts)

Chapter 9 — p.131: Danita Delimont/Shutterstock.com (Cheetah); Maggy Meyer/Shutterstock.com (Running Lion); p132: KGrif/Shutterstock.com (Hawk
du

flying); AlecTrusler2015/Shutterstock.com (Swallow); Suntisook.D/Shutterstock.com (Tiger claws); Vladimir Kogan Michael/Shutterstock.com (Osprey
catching fish); Lucasdm/Shutterstock.com (Close up of cheetah); Jolanda Aalbers/Shutterstock.com (Red European Fox); Matt_Williams/Shutterstock.
com (American Bald Eagle); p.133: marhus/Shutterstock.com (Raccoon); jadimages/Shutterstock.com (Great Horned Owl); Vasilev Evgenii/Shutterstock.
com (African Lion); PatP66/Shutterstock.com (Lion cubs walking); shivaram subramaniam/Shutterstock.com (Camouflaged snow leopard); p.134: John A.
Anderson/Shutterstock.com (Red scorpionfish); Luiz Antonio da Silva/Shutterstock.com (Toucan); kajornyot wildlife photography/Shutterstock.com (Male
Baya Weaver); marich/Shutterstock.com (Hawk with open beak); p.135: Vaclav Sebek/Shutterstock.com (Blue hummingbird); Joseph Scott Photography/
E

Shutterstock.com (Great Blue Heron fishing); Bill Roque/Shutterstock.com (Pelican bird); Rudmer Zwerver/Shutterstock.com (Puffin); p.136: Mara008/
Shutterstock.com (Zebra); Richard Constantinoff/Shutterstock.com (Tiger close up of face); photos martYmage/Shutterstock.com (Screaming macaque);
Okyela/Shutterstock.com (Male gorilla yawns); p.137: Montri Thipsorn/Shutterstock.com (Hoof); Jean Landry/Shutterstock.com (Fast running deer); Sergey
Uryadnikov/Shutterstock.com (Wildebeest migration); Gail Johnson/Shutterstock.com (Group of fish); teekayu/Shutterstock.com (Malayan porcupine);
p.138: Vittorio Bruno/Shutterstock.com (Octopus and black ink); Aries Sutanto/Shutterstock.com (Pufferfish); Dirk Ercken/Shutterstock.com (Poison dart
n

frog); Evoken/Shutterstock.com (Rabbit resting); Visionlabs/Shutterstock.com (Earthen frog); Mr. SUTTIPON YAKHAM/Shutterstock.com (Turtle); p.139:
Huaykwang/Shutterstock.com (Dead leaf butterfly); Muskoka Stock Photos/Shutterstock.com (Black chicken); Callipso/Shutterstock.com (Red horse);
Rudmer Zwerver/Shutterstock.com (Grey Wolf); Eivor Kuchta/Shutterstock.com (Male Bighorn Sheep); Frank Wasserfuehrer/Shutterstock.com (Male
to

Frigate Bird ); p.140: Laborant/Shutterstock.com (Camel side view); Anan Kaewkhammul/Shutterstock.com (Camel front); Macronatura.es/Shutterstock.
com (Desert beetle); p.141: Lyn Relph/Shutterstock.com (Cactus Wren); Alexandra Lande/Shutterstock.com (Camel); Rosa Jay/Shutterstock.com (Fennec
fox); Eric Isselee/Shutterstock.com (Cape Ground Squirrel); IELEWAUT/Shutterstock.com (Squirrel in the Namib desert); p.142: polarman/Shutterstock.com
(Ringed seal); p.143: Alexey Seafarer/Shutterstock.com (Polar bear); Elpisterra/Shutterstock.com (Paws of polar bear); Jim Cumming/Shutterstock.com
(Snowy owl); Glass and Nature/Shutterstock.com (Arctic fox); p.144: Vlad61/Shutterstock.com (Tropical fish and hard corals); Dany Kurniawan/Shutterstock.
ls

com (Fish gills); p.145: bozmp/Shutterstock.com (Humpback whale); Imagine Earth Photography/Shutterstock.com (Humpback whales); chonlasub
woravichan/Shutterstock.com (Coral reef); Sagittarius Pro/Shutterstock.com (Underwater background); p.146: Denis Burdin/Shutterstock.com (Ices and
icebergs); Kenneth Keifer/Shutterstock.com (Desert); yanik88/Shutterstock.com (Snow covered mountain peaks); svrid79/Shutterstock.com (Beluga
A

whale); Natalia Paklina/Shutterstock.com (Reindeer); Been there YB/Shutterstock.com (Desert kangaroo rat); p. 148: taviphoto/Shutterstock.com (Male
red deer)

Chapter 10 — p.151: Chromakey/Shutterstock.com (Clarinet); Vereshchagin Dmitry/Shutterstock.com (Trumpet); RemarkEliza/Shutterstock.com (Guitar);

elenovsky/Shutterstock.com (Red drum); AGCuesta/Shutterstock.com (Violin); p.152: Matva/Shutterstock.com (Girl playing the violin); LightField Studios/
)

Shutterstock.com (Man playing guitar); kazuya goto/Shutterstock.com (Girl playing trumpet); west_photo/Shutterstock.com (Woman playing clarinet);
Ricardo Alves 1975/Shutterstock.com (Boy playing drum); Peter Horrox/Shutterstock.com (Brass metal gong)
(c

Chapter 11 — p.170: Sahara Prince/Shutterstock.com (Earth); p.176: ixpert/Shutterstock.com (Earth water surface); p.178: Dr Morley Read/Shutterstock.com
(Brown water with sediment); p.179: Elena Elisseeva/Shutterstock.com (Filling a glass of water)

Chapter 12 — p.183: Nattaret Dechakanee/Shutterstock.com (Land with garbage); s0urav_diaz/Shutterstock.com (Water pollution); aapsky/Shutterstock.
com (Air pollution); p.184: mspoli/Shutterstock.com (Group of recycled cans); p.186: Alexandr Makarov/Shutterstock.com (Toothbrush with toothpaste);
KYTan/Shutterstock.com (Bottles of lotion containing microplastics); IgnacioFPV/Shutterstock.com (Microplastic fibres); p.189: Chris Hellyar/Shutterstock.
com (Acid rain damage); Axel Jung/Shutterstock.com (Forest damaged by acid rain); p.192: MikeDotta/Shutterstock.com (Landfill); Maksym Gorpenyuk/
Shutterstock.com (Water pollution of Bagmati River); NadyGinzburg/Shutterstock.com (Pollution from the exhaust of cars)
 d
Lt
Active Science

te
The series is developed hold discussions that precede the teaching of every key
to comprehensively cover all the learning objectives of concept. Learners will need to collaborate with their
the Cambridge Primary Science curriculum framework peers, infer concepts and draw conclusions. Learners
(0097). The series adopts an Active Learning approach, will solve the case by the end of the chapter. This is

P
which allows learners to actively build their own supplemented by colourful illustrations and easy-to-
understanding through exploration, discussion and read explanations to solidify their understanding. Well-
problem-solving. crafted exercises at various learning points help learners

on
to assess their learning and build process skills.
Learners will investigate science strands like Biology,
Chemistry, Physics and Earth and Space. Learners are Learners will also learn how to apply scientific knowledge
also taught to Think and Work Scientifically, which to the real world in Science in Context. With greater

ti
develops learners’ scientific enquiry skills and practical involvement in their learning, learners are challenged
skills. to think critically, reason logically and become effective
problem solvers. They will also develop a love for science
To encourage problem-based learning (PBL), each
ca
as they recognise its importance and relevance in their
chapter starts with a case problem. In each chapter, daily lives.
learners will explore anchor investigation activities and
du
E
n

The series • Textbook • Downloadable resources for teachers,

to

consists of: • Workbook including printables for hands-on

• Teacher’s Guide activities, worksheets and
• Digital Textbook, Workbook, test papers.
and Teacher’s Guide
ls
A
)
(c