Name:
_____________
_____________
Professor Vassen NACK - Head Curriculum Implementation,
Textbook Development and Evaluation
Panel Members
Dr Anwar RUMJAUN - Associate Professor
Dr (Mrs) Fawzia NAROD - Senior Lecturer
Mrs Vedwanti RAMSOONDUR - Former Principal School Inspector
Mr Francois JOLICOEUR - Deputy Head Master
Mr Jean-Nol MANIACARA - Educator (Primary)
Acknowledgements
Vetting Team
MINISTRY OF EDUCATION AND HUMAN RESOURCES, TERTIARY EDUCATION AND SCIENTIFIC RESEARCH
Mr Dahmiasdeho GOWRY - School Inspector
Mrs Taramatee NATHOO - School Inspector
Mrs Dineshwaree RUCHCHAN - School Inspector
Mr Rajkumar BEEDASSY - School Inspector
Mr Henrio Douglas POTI - Supervisor (The Arts)
Layout
Mr Evan LEE
GRAPHIC DESIGNER
Ms Galle LI TO LUN
Mrs Nishi MANIC
ISBN : 978-99949-40-70-7
Mauritius Institute of Education (2017)
ii
Foreword
We have the pleasure to offer you a brand new collection of textbooks as from 2016. These
textbooks have been written by a team of experts and supported by experienced Educators,
advised by Inspectors, Mentors and Deputy Head Masters. We have done our best to ensure
that children undergo a pleasant learning experience.
We have taken care to align the textbooks with very clearly defined learning outcomes and
objectives set for the subject. This present textbook provides clear indications of the diverse
skills that children should master at each stage. We would request teachers to use the
techniques and pedagogical approaches suggested in the teachers manual so that children
make optimal use of the textbook and materials provided.
We are extremely thankful to all those who have provided us with constructive feedback,
thereby enabling us to make this curriculum development endeavour come to fruition. We are
also thankful to the artists who carried out the illustrations, and to our graphic artists, who have
tried their best to create the right layout for the books. The authors and the curriculum team,
under the guidance of Professor Vassen Naeck, also deserve our thanks.
We hope that you enjoy this material and wish you lots of success.
Dr O. Nath Varma
Director
Mauritius Institute of Education.
iii
About the Teachers Book
The purpose of this Teachers Book is to help teachers organise pupils learning experiences in
science in a more effective way and to enhance the understanding and appreciation of science
by pupils. It provides basic information on each unit for teachers. It highlights the objectives,
teaching points, concepts to focus on and helpful hints. Additional notes on subject knowledge
are provided to the teacher for some concepts whenever required. The Teachers Book not being
exhaustive, teachers may need to search for additional information from other reliable sources.
It is to be noted that in keeping with the National Curriculum Framework (2015), the science
curriculum enables learners to develop conceptual knowledge and understanding of the
natural physical world around them. It taps upon their natural curiosity to build a spirit of inquiry
and enjoyment for the learning of science.
A successful implementation of the science curriculum will depend largely on the way it is taught
to pupils. The pedagogical plan for the units in the Pupils Book should consist of different types
of teaching/learning and assessment strategies. Teachers should consider the following, without,
however, limiting themselves to them:
iv
Cooperative (Peer) Learning
It is important for pupils to work together to gain and share knowledge and understand
the science around them. Discuss and Share is a component of the book that allows pupils
to work with their peers (in pairs or in groups) to learn and share. This component of the book
gives suggestions for classroom discussions, helps pupils to share and work with others and in
the process promotes peer learning, develops oral communication skills and reinforces learning
of concepts. Brainstorming, concept mapping, debates, games, visits to places of interests are
other means of learning cooperatively.
Inquiry is a method of teaching and learning that actively involves the learner and in the process
leads him/her to understand science concepts.
Passive teaching strategies like chalk and talk will not meet and promote the objectives of the
science curriculum. To achieve the aims listed above, science should be taught through active
and child-centred teaching/learning strategies. Pupils should be encouraged to learn by doing
and discovery. It is recommended that pupils be involved in all activities which include the
inquiry skills mentioned in the science curriculum. The Pupils Book for Standard V focusses on
inquiry skills and processes as per the science curriculum.
Pupils should be encouraged to manipulate materials, specimens and simple equipment safely.
The set of Activities in the book actively engages the pupils to construct subject knowledge,
explore and engage with the science content and develop inquiry skills, attitudes and values. A
range of illustrations are used to complement the writing and to give young learners various
opportunities to observe and in the process help visual learners as well.
The science curriculum can be made more interesting to pupils by providing them with situations
and problems that are challenging, thought-provoking, stimulating and that encourage them to
reflect on phenomena relevant to their daily life experiences. The Pupils Book strives to do that.
v
Did you know? triggers the interest and curiosity of pupils.
Think and Think! stretches the thinking of pupils and develops their creativity. Pupils should
also be encouraged to think, wherever possible, about the everyday applications of the basic
scientific principles they have learnt.
Find out prompts pupils to think and learn beyond the content of the book and underscores
the fact that the book should not be seen as the only source of knowledge. This activity is
meant to prompt pupils to develop the habit of looking for information on their own from relevant
sources. The emphasis is not only on finding the correct answer but also on properly exploring
the various sources of information available including the Internet.
The use of low-cost and readily available learning resources such as living and non-living
specimens, models, pictures, drawings, photographs, press and magazine cuttings is essential
to make the learning of science interesting to pupils.
The use of ICT tools to explore and discover science must be encouraged throughout the
book. ICT can help in broadening and deepening pupils learning. It is to be noted that digital
resources for science teaching and learning will be developed and made accessible to both
teachers and learners.
Pupils should be assessed in many ways to determine their understanding of science and the
development of inquiry skills. It is important to note that many exercises are inbuilt into the units
for formative purposes. It is recommended that assessment and evaluation be continuous and
comprehensive and aligned to how pupils learn and are taught.
For example, asking pupils questions about their prior knowledge (what they have learnt
in previous classes) will build on knowledge progressively. Speaking to pupils, asking them
questions about the activity to see what they learnt from it is a good way of assessing what
they know and understand from a particular activity.Concept maps and drawings are ways to
informally assess pupils in a group or individually to see what they can come up with.
vi
I check my progress represents a checklist of attained learning outcomes that the pupils can
read, understand and use to assess their own learning.
Words to learn focusses on key science vocabulary and promotes literacy development.
A unit is not complete without a way to assess the pupils to figure out what they gained from
their learning experiences in the classroom. At the end of each unit, pupils will be tested on
their knowledge and understanding. End-of-unit exercises check the progress of pupils
and consolidate knowledge and understanding. More authentic performance assessment
instruments to assess what the pupils know and understand must be developed by the teacher
related to content knowledge, understanding and skills development. Pupils must receive
timely feedback on what they need to work on in order to improve performance and reach the
next level.
It is sincerely hoped that the teaching of science will be effective and learning will be enjoyable to
all pupils.
vii
Table of contents
Unit 1
Unit 2
Unit 3
Unit 4
viii
Teachers note
Learning outcomes:
At the end of this unit, pupils should be able to:
Use a thermometer to measure temperature
List the properties of ice, water and water vapour
State the process for ice to change into water
State the process for water to change into water vapour
State the process for water vapour to change into liquid water
State the process for liquid water to change into ice
Identify and explain these changes in everyday life
This unit aims at enabling pupils to explore the interchangeable states of water through
experimentation, observation, discussion and inferences.
For all activities involving the use of the mercury thermometer, the mercury thermometer should be
handled with special care to avoid breakage. Teacher should take care that pupils do not handle
or manipulate the thermometers on their own without the teachers supervision. This is because
mercury is harmful and its vapour is toxic. In addition, broken glass pieces can also cause injury to
pupils.
Unit 1 - The three states of Water
Hey dad!
See how the
plant is wet.
3
Unit 1 - The three states of Water
Learning outcomes:
To distinguish between a mercury thermometer and an alcohol thermometer
To identify the bulb and markings on a thermometer
To find out that the markings on the thermometer are read as degrees Celcius (0C)
4
Unit 1 - The three states of Water
In Grade IV, we learnt that ice is a solid, water is a liquid and water vapour is a gas.
In this unit, we are going to explore the changing states of water through simple experiments.
10
9
8
7
In this activity, you will need a mercury thermometer and an alcohol thermometer.
Observe the liquid inside each thermometer. What colour is the liquid?
If it is shiny, the liquid inside is mercury.
If it is reddish in colour, the liquid inside is alcohol.
Identify the bulb and the markings on each thermometer.
Figure 1.1
Observe that the markings on the thermometer are read as degrees Celsius.
For example, 20 on the thermometer reads as 20 degrees Celsius or 20C.
Figure 1.2 5
Unit 1 - The three states of Water
In the space below, draw and label a thermometer with a bulb, mercury, 0 C, 25 C , 50 C, 100 C.
We use a thermometer to measure temperature. It tells us how cold or hot something is.
6
Unit 1 - The three states of Water
Learning outcome:
To read and record the temperature of cold, warm and hot water.
Resources:
Mercury thermometer, some cold water (from the fridge or tap water), some warm water, some
hot water and three transparent glasses labelled A, B and C.
This activity provides pupils with the opportunity to read the temperature of cold, warm and
hot water using the thermometer.
Teacher is required to set up the 3 glasses as suggested in the pupils book.
Under teachers supervision, each pupil will be given the opportunity to read the temperature
of the water in the different glasses and record the temperature in Table 1.1.
It is important for pupils to realize that the bulb must be placed in the water to measure the
temperature.
It is important for teacher to make pupils observe the movement of the mercury in water at
different temperatures and to infer that:
o At low temperature (in cold water), the mercury level goes down.
o At high temperature (in hot and warm water), the mercury level goes up.
Teacher must take into consideration safety aspects for the use of the mercury thermometer
and hot water.
7
Unit 1 - The three states of Water
10
9
temperature of water
0
In this activity, you will need a thermometer, some cold water, some warm water, some hot
water and three transparent glasses labelled A , B and C.
Half fill glass A with cold water, glass B with warm water and glass C with hot water.
Place the thermometer in glass B.
Read and record the temperature of the warm water in Table 1.1.
Table 1.1
A B C
Glass
Cold Warm Hot
Temperature C C C
Keywords to learn
8
Unit 1 - The three states of Water
Q uestions
_____________________________________________________________________
In which glass is the level of mercury/alcohol highest?
_____________________________________________________________________
If you want to make the level of mercury/alcohol in glass B rise, what should you do?
_____________________________________________________________________
If you want to make the level of mercury/alcohol in glass B fall, what should you do?
_____________________________________________________________________
I infer
On observing the figures (numbers) shown in Table 1.1, we note that the movement of
the mercury/alcohol depends on the temperature of the water.
If a thermometer is removed from warm water and is quickly placed in cold water, the
mercury or alcohol level falls. The temperature is low.
As the water becomes hot, the mercury or alcohol level rises. The temperature is high.
9
Unit 1 - The three states of Water
Learning outcome:
To use the thermometer to measure and record air temperature at different places.
The activity provides further opportunity for pupils to measure and record temperature using
the thermometer.
When taking the air temperature, proper holding of the thermometer is advised. Teacher/
pupils must not hold the bulb of the thermometer.
In this activity, the pupils will measure the air temperature at different places as given in Figure
1.4 A: Shady place; B: In sunlight; C: in the fridge.
Pupils will record the different temperatures in the boxes given in Figure 1.4
Pupils will infer that the temperature is lowest in the fridge because it is coldest and that the
temperature is highest in the sunny place due to heat from the sun.
As previously highlighted, safety aspects must be taken into consideration regarding use of the
mercury thermometer.
In the last part of the activity, teacher is strongly advised to encourage pupils to listen to
weather forecast and to pay attention to terms such as temperature, degrees Celsius, hot,
cool, highlands, lowlands.
Teacher can also bring pupils for a field trip at the meteorological station so that they can
observe the thermometers used there to monitor temperature.
10
Unit 1 - The three states of Water
temperature
1
0
A B C
Observe, measure and record the temperature in the appropriate boxes in Figure 1.4
I remember
11
Unit 1 - The three states of Water
Q uestions
12
Unit 1 - The three states of Water
Learning outcomes:
To explore the properties of ice and find out that ice is cold, slippery and hard.
To discuss some uses of ice.
This activity provides pupils with an opportunity to explore the properties of ice.
Pupils will be allowed to handle ice cubes and to discuss about its temperature, texture and
hardness. They will then record their observations in Table 1.2
Teacher can also encourage them to discuss about what happens to the ice cubes when held
in their hands.
13
Unit 1 - The three states of Water
10
9
8
Do you still remember the experiment we carried out with ice in Standard IV?
Table 1.2
Slippery or non
Hot or cold Hard or soft
slippery
Ice
I infer
Ice is a ________________ solid. It is cold and _________________.
14
Unit 1 - The three states of Water
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
15
Unit 1 - The three states of Water
16
Unit 1 - The three states of Water
Learning outcomes:
To explore the condition needed to change ice into liquid water.
To find out that when the temperature increases, ice melts and changes into liquid water.
Resources: Clean transparent glass filled with pieces of ice and a mercury thermometer
This activity deals with finding the temperature at which solid ice changes into liquid water.
Under teachers supervision, pupils will work in groups and carefully place the thermometer in
contact with the ice and read the temperature.
They will read and record the temperature at intervals of two minutes (under guidance of
teacher) in Table 1.3.
After completing Table 1.3, pupils will discuss their results and infer that solid ice melts to liquid
water.
(The thermometer reads 0C until all the ice has melted into liquid water).
17
Unit 1 - The three states of Water
10
9
8
7
6
We learnt in Grade IV that when ice is heated, it changes into liquid water. We said that on
warming solid ice melts to water.
When you held ice in your hand for some time, it became warm and it melted. Where did the heat
come from?
Discuss and share the answer with your friends.
Can we find the temperature of melting ice? Let us find out.
In this activity, you will need a clean transparent glass half filled with pieces of ice and a mercury
thermometer.
Place the thermometer inside the glass of crushed ice as in Figure 1.7.
Read and record the temperature shown on the thermometer at regular time intervals in Table 1.3.
Figure 1.7
Temperature C C C C
18
Unit 1 - The three states of Water
I infer
Solid ice melts to liquid water.
19
Unit 1 - The three states of Water
Learning outcomes:
To explore how liquid water changes into water vapour.
To state that liquid water evaporates to form water vapour which cannot be seen because it
is a colourless gas.
20
Unit 1 - The three states of Water
10
9
8
7
6
5
Figure 1.8 A
Figure 1.8 B
21
Unit 1 - The three states of Water
I infer
When the sun heats water, the latter becomes an invisible gas called water
vapour.
The water vapour then rises into the air.
Find Figure 1.9 shows some water spilled on the floor. After some time
out the water disappears. Explain what has happened to the water.
water
In the salt pans there is sea water. What happens to the water when left in the sun for a long
time? (Activity 1.6 can help you to answer this question)
__________________________________________________________________________
__________________________________________________________________________
When all the water has evaporated, salt is left behind. This is how salt is obtained in salt pans.
Find Use your atlas to locate a place in Mauritius where salt is made. What
out is the climate there? Ask your teacher to arrange for a visit to that place.
Note the high temperature prevailing there.
23
Unit 1 - The three states of Water
A pupil stirred some salt in water until all the salt dissolved. She now wants to get the
salt back .
How can you help her get back the salt very quickly?
_____________________________________________________________________
_____________________________________________________________________
I infer
The process by which water changes into water vapour is called evaporation.
24
Unit 1 - The three states of Water
Learning outcomes:
To explore the change of water vapour to liquid water.
To infer that on cooling, water vapour changes into liquid water
To demonstrate an understanding of the term condensation.
Resources: Two transparent dry glasses, tap water and ice-cold coloured water
This activity aims at showing pupils that water vapour from air condenses into liquid water when
it is cold.
It is important for using clean and dry glasses for this activity.
Teacher is also advised to ensure that pupils are given the opportunity to rub their fingers on the
outside surface of the glass before the experiment to show that there is no water on the glass.
After adding tap water to glass X and cold coloured water to glass Y, it is very important for
teacher to allow all pupils to carefully observe the changes occurring.
All pupils must also rub their fingers on the outside of both glasses after some time to feel
whether they are wet or dry.
Pupils can also be asked to illustrate their observations through drawing.
After completing the above observation, pupils will work and discuss in groups to answer the
questions given on page 26.
Through whole-class discussion, the teacher will highlight the following:
o The presence of water vapour in air.
o Water vapour is in fact water in the gas state.
o When water vapour in the air comes into contact with the cold surface of
glass Y, it cools down and changes into liquid water.
o Thus, on cooling, water vapour changes from gas state to liquid state. This
process is called condensation. Condensation is the process when a gas
changes into liquid state.
o This explains the presence of water droplets on the outer surface of glass Y.
25
Unit 1 - The three states of Water
10
9
8
7
We learnt in the previous activity that liquid water on heating changes into water vapour.
We said that when water is heated, it evaporates.
Is it possible to obtain water back from water vapour? Let us find out.
In this activity, you will need: Two transparent dry glasses labelled X and Y, some tap water and
some ice cold coloured water.
Rub a finger on the outer surface of the glasses. Are they dry or wet?
Pour the tap water in glass X and the ice cold coloured water in glass Y.
Leave the glasses to stand for some time as shown in Figure 1.11.
Tap water X Y
Coloured water
Figure 1.11
Now let us compare the two glasses.
Rub a finger on glass X. Is it wet or dry? _______________________
Rub a finger on glass Y. Is it wet or dry? _______________________
These are water droplets which is water in the liquid state.
When water vapour in the air is in contact with a cold surface, it cools down to form
water droplets. This process is called condensation.
Can you say why there are no water droplets on the outer surface of glass X?
26
Unit 1 - The three states of Water
Q
Observe Figure 1.12 and answer the questions.
uestions
1. A father and daughter are jogging on a summer day in the early morning. Study
their conversation. What according to you makes the grass wet?
____________________________________________________________________
____________________________________________________________________
2. Where does the water come from?(Hint: Think of water vapour in the air)
____________________________________________________________________
____________________________________________________________________
Will the dew (water) disappear after some time? Explain why.
____________________________________________________________________
____________________________________________________________________
I infer
During summer at night when it is cold, water vapour in the air condenses into water
droplets. These water droplets deposit on the grass as dew.
27
Unit 1 - The three states of Water
Learning outcomes:
To explore the change of liquid water to ice.
To infer that on cooling, liquid water changes into solid ice.
To demonstrate an understanding of the term freezing.
This activity aims at showing pupils that on cooling, liquid water changes into solid ice.
It is important for pupils to record the temperature of the tap water in the glass before putting
the glass in the freezer.
Teacher can also discuss about the following with the pupils:
o The temperature inside the freezer.
o Compare air temperature with that in the freezer. (They may relate to Activity 1.3)
The temperature of the water in the glass will be taken every 30 minutes.
Pupils will record their readings in Table 1.4. They will also observe that after some time, the
liquid water will change into solid ice.
After all the water has changed into solid ice, the pupils will work and discuss in groups to
answer the questions given on page 30.
Through whole-class discussion, the teacher will highlight that when placed in the freezer, the
temperature of the water gradually decreases (the water becomes colder and colder) until a
point is reached when the liquid water changes state to form solid ice.
Additional information for teachers:
- Freezing is the process when a liquid changes into solid.
- Liquid water changes to solid ice at 0C, i.e., water freezes at 0C.
(Note: different liquids freeze at different temperatures)
- The temperature of solid ice is below 0C.
28
Unit 1 - The three states of Water
10
9
8
7
We learnt in the previous activity that on cooling, water vapour condenses into water.
Table 1.4
Temperature C C C C
In this activity, you will need some water and a plastic cup.
You will have to make use of a freezer.
Half fill the cup with water.
Take the temperature of the water. Record it in the first column in Table 1.4. Now place the cup of
water in the freezer.
After every 30 minutes remove the cup from the freezer, quickly insert the thermometer in the cup,
read and record the temperature of the water. Then remove the thermometer from the cup and put
it back in the freezer.
After you have filled in the above table, study it and answer the questions that follow:
29
Unit 1 - The three states of Water
Q uestions
I infer
As water becomes cooler and cooler, it changes into solid ice.
In the previous lesson, we have learnt that water changes into water vapour on heating. That is, it
evaporates. On cooling, water vapour changes into droplets of water. That is, it condenses.
We will now learn about the water cycle.
30
Unit 1 - The three states of Water
Learning outcomes:
To infer how clouds are formed.
To discuss the different steps occurring in the water cycle.
To illustrate what happens during the water cycle through drawings.
To infer that the water cycle is a continuous process that never stops.
This activity aims at showing pupils how clouds are formed through the process of condensation.
The experiment will be carried out by the teacher for safety reasons.
Teacher should ensure that all pupils are able to observe carefully and closely follow the
changes occurring in the set-up.
After their observation, pupils can work and discuss in groups to tick the correct word at the
end of sentences 1 to 5 given on page 32.
After completing page 32, teacher can introduce the water cycle by discussing the following
questions:
o Where does rain water come from?
o Where does rain water go?
31
Unit 1 - The three states of Water
10
9
8
You will need an ice cube, some hot water and an empty glass bottle.
Steps:
1. Place the empty bottle in the refrigerator.
2. Take out the bottle after a few hours (3 to 4 hours).
3. Pour some hot water carefully into the cold bottle and immediately place the ice cube at the
mouth of the bottle.
Ice cube
Cloud
Cold bottle
Hot water
1. When removed from the refrigerator, the bottle feels warm. Yes No
2. The water vapour rising from the hot water touches the ice cube. Yes No
3. The water vapour rising from the hot water touches the cold walls of the bottle. Yes No
4. You can see a cloud like formation inside the bottle. Yes No
5. You can also see droplets of water on the inner walls of the bottle. Yes No
I infer
When the warm water vapour touches the ice cube and the cold walls of the bottle, it
condenses; it becomes droplets of water.
32
Unit 1 - The three states of Water
condensation
B
precipitation C
A evaporation
Water
That water keeps going round and round in what we call the Water Cycle.
Evaporation
Evaporation is when the sun heats up water in rivers or lakes or the ocean and turns it into
vapour. The water vapour leaves the river, lake or ocean and goes into the air. Plants also release
a lot of water vapour in the air.
lake
Condensation
As the water vapour in the air rises, it gets cooler and cooler until it changes into tiny water
droplets, forming clouds. This is called condensation.
Cold Clouds
Precipitation (rain)
When the clouds become heavy, water falls back to earth as rain (precipitation).
Rain falls in the oceans, lakes and rivers and on land. When rain falls on land, it will soak into the
soil, become part of ground water , run under the soil and collect in the oceans, lakes or rivers.
When the sun heats the water, the cycle starts all over again.
34
Unit 1 - The three states of Water
The sun heats water found on the surface of the earth and in rivers, lakes, ponds and the seas.
When this water is heated, it evaporates and changes into water vapour.
Water vapour rises in the air. When it reaches a height where it is cold, it condenses to form
tiny droplets of water.
The droplets of water join together to form clouds . When these droplets become too heavy, they
fall as rain. Most of the rain water flows to rivers, lakes and to the sea and the cycle restarts.
Keywords to learn
35
Unit 1 - The three states of Water
End-of-Unit Exercises
(ii) If we want to change water into ice, we must ___________________ (increase, decrease)
the temperature.
(iii) On top of very high mountains, it is so cold that water exists in the ___________________
2. Study the diagram below and answer the questions that follow:
Warm water
(i) A metal lid is held over warm water. Name the gas which rises at X.
________________________________________________________________________
(ii) What will appear at A after some time?.
________________________________________________________________________
(iv) Explain the process occurring when gas X comes into contact with the lid.
________________________________________________________________________
36
Unit 1 - The three states of Water
(ii) What will happen to the solid if left on a table for some time?
________________________________________________________________________
5. Complete the diagram using the following words:
Condensation, rain(precipitation), evaporation, sun
37
Unit 1 - The three states of Water
I check my progress
38
Unit 2 - The Unit
Variety
2 - of
Plants
Plants
around
around
usus
39
Unit 2 - Plants around us
UNIT 2
Learning outcomes:
Describe how a seed can grow into a plant
Draw a simple diagram to show the life cycle of a plant (from a seed to a plant)
Carry out simple experiments to explore the conditions necessary for a seed to germinate
List the conditions necessary for a seed to germinate and a plant to grow
Explore a variety of plants by finding out the characteristics of their different parts
Aim
The aim of these activities is to introduce pupils to seeds and germination.
Learning outcomes:
Activity 2.1 is based on inquiry learning that will encourage pupils to answer the following questions:
Where does a plant come from? and How can you obtain a plant from a seed?
The 2 questions will set off the inquiry learning process.
It is important for the teacher to give children time to discuss in groups. Each group will then
share their answer.
In fact, the main emphasis of Activity 2.1 is to allow pupils to discuss and share their ideas in
groups.
In the next part of this activity, teacher will ask pupils to propose an experiment that can be
carried out to show how a plant can be obtained from seeds, based on their answers.
Pupils should be encouraged to write down their answers and to illustrate their ideas by drawing.
The teacher can also use this activity as a basis for differentiation- Higher ability pupils will be
asked to write down their answers, while lower ability pupils will be asked to give their answers
through illustrations.
Activity 2.1 sets the scene to help children realize that plants are obtained from seeds.
40
Unit 2 - Plants around us
In this activity, pupils are expected to identify the changes which occur when a seed germinates
to form a seedling. The activity is based on careful observation of Figure 2.1 which illustrates
the sequential changes which occur during germination.
Teacher must give pupils time to observe Figure 2.1 carefully and discuss with their friends
to answer the given questions. It is important for pupils to develop an understanding of the
following changes that occur during germination:
The root comes first, then a small shoot. The seed provides the food required for the
process of germination. That is why the seed starts to disintegrate as it germinates.
The seed continues to supply food to the developing roots and shoots until the first full
leaf appears. This leaf will grow towards sunlight and will carry out photosynthesis and
supply food to the growing plant (seedling).
i. Carrying out an actual experiment using seeds. (You may refer to the following
links to carry out the experiment: http://www.sciencekids.co.nz/experiments/
seedgermination.html
http://www.turtlediary.com/kids-science-experiments/plant-growth-experiment.html)
While carrying out the experiment on germination, the teacher must encourage pupils to give
illustrations to represent their observations. This will allow them to record the changes occurring at
the different stages of germination.
ii. Using relevant animations and/or short videos that can help to consolidate
understanding of the process of germination. For example, the following link can be
accessed https://www.youtube.com/watch?v=N6liX7JAL4
After completing the activity, pupils must be given time to discuss and answer the questions on
page 46.
41
Unit 2 - Plants around us
In Standard IV, you learnt about the parts and the functions of some parts of a flowering plant.
Now you will explore how a seed becomes a plant and the conditions necessary for that. You
will also learn to recognise the variety of plants around us.
But first of all, you will learn how to obtain a plant from a seed. To do this, you will carry out the
activity which follows.
obtain a plant
1
0
This activity will help you to think about an experiment to show how to obtain a plant from a
seed (you can use methi or bean seeds). You will discuss and share your ideas with your friends.
Finally, you will write or draw your ideas for the experiment in the space provided.
Q uestions
To help you in thinking and writing your experiment, answer the following
questions:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
42
Unit 2 - Plants around us
Discuss and share your ideas with your friends. Then, describe and
write an experiment to show how to obtain a plant from a seed.
Write down your ideas in the box below. You can also draw to
explain your ideas.
43
Unit 2 - Plants around us
A seed gives a small plant when it is placed in soil or a suitable material and watered.
This small plant is called a seedling.
A seed develops into a small plant or seedling under certain conditions.
44
Unit 2 - Plants around us
Let us now find out how a seed germinates into a new plant.
10
9
8
7
This activity will help you to observe carefully the process of germination, identify the
changes which take place with the seed and infer.
Observe Fig 2.1 carefully, discuss and share ideas with your friends.
1 2 3 4 5 6 7 8
45
Unit 2 - Plants around us
Give the number at which the following parts of a plant come out from the seed.
Root
Shoot
Leaf
Which part of a plant comes out first from the seed? The root or the shoot?
_____________________________________________________________________
_____________________________________________________________________
Why does the seed become soft when the shoot and the leaves appear?
_____________________________________________________________________
_____________________________________________________________________
Why does the new plant get rid of the seed after the appearance of the leaf?
_____________________________________________________________________
_____________________________________________________________________
I infer
When a seed germinates, a _________________ appears first and grows in the soil.
The _________________ will then come out.
Then the first _________________ will appear.
The _________________ will become smaller and smaller because
the _________________ found inside the seed is used up by the growing
_________________ and growing shoot.
46
Unit 2 - Plants around us
When leaves appear, the plant will make its own food. Therefore, the new plant which is
called a seedling will no longer need the seed and it comes off.
The seedling will grow to form the stem, other leaves, roots, flowers and the fruits. The
fruits will contain the seeds. The seeds will germinate again. This process is known as
the life cycle of a plant.
47
Unit 2 - Plants around us
Learning outcomes:
To infer that water, and a suitable temperature are essential for seeds to germinate.
To state that air (oxygen) must also be present for seeds to germinate.
This activity requires a lot of planning from both the teacher and the pupils.
Teacher must ensure that all the materials are available and that the cups are placed in
appropriate places so that the experiments are not disturbed, except for observing and
measuring.
Teacher ensures that pupils read and understand instructions carefully so that they can perform
the experiment.
This activity allows pupils to investigate 3 conditions which are necessary for germination,
namely, water, air (oxygen) and suitable temperature. Thus, pupils will investigate whether
seeds will germinate under each of the following conditions:
The experiment will be carried as a whole class activity. However, teachers can have 5 groups
of students. Each group can be assigned to be responsible for each one of the above. NOTE:
it is important for each group to report their findings & measurements to the whole class after
each interval so that they can complete Table 2.1.
Teacher must also advise pupils not to tamper and disturb the cups.
The following results will be obtained:
A. Germination will occur only in condition A as there are water, air and a
suitable temperature (Need to measure length of shoot and count
number of leaves).
B. No germination as there is no suitable temperature.
C. No germination as there is no air.
D. No germination as there is no water.
E. No germination as there are no water, air and suitable temperature.
Seed germinates in the presence of water, air (oxygen) and at a suitable temperature
Activity 2.4: Finding out the conditions for the seedlings to grow well
Learning outcomes:
To infer that water, light, air and soil are essential for plants to grow well.
Teacher will be required to have five seedlings for the activity 2.4
The seedlings are placed under the five different conditions as mentioned on page 52.
It was found that seedlings grow well when they are provided with water, light, air and soil.
(Note: The soil is a suitable medium/ material for plants to grow. But they can also grow in other
suitable medium/ materials)
48
Unit 2 - Plants around us
Now you will find out the conditions which enable a plant to grow. For this, you will carry out
an experiment with the help of your teacher.
This activity will help you to observe, compare findings and infer.
Robin and Rita wanted to know the conditions required for bean seeds to germinate. Let us
help them to find out the conditions:
We will need the following resources: 5 plastic cups, dry soil, seeds (either bean, methi or
mustard), water.
(2) We place some dry soil in all the plastic cups (1-5).
Keywords to learn
life cycle germination stem shoot root
49
Unit 2 - Plants around us
(4) We place the plastic cups under the conditions which are described below.
Condition A
Plastic cup 1
Add water and put it in a warm room (at a
suitable temperature) to get air.
Condition B
Plastic cup 2
Add water and put it in a very cold room/ place
(not a suitable temperature) to get air.
Condition C
Plastic cup 3
Add water and put it in a sealed box (no air) in a
warm room (at a suitable temperature).
Condition D
Plastic cup 4
Do not add water and leave it in a warm
room (at a suitable temperature) to get air.
Condition E
Plastic cup 5
Do not add water and put it in a sealed box
(no air) in a very cold room/ place (not a
suitable temperature)
50
Unit 2 - Plants around us
(5) We observe the plastic cups and after 15 days, we make the observations shown in table 2.1.
Q uestions
Write down your observations for each condition (A, B, C, D and E).
A:____________________________________________________________________
B:____________________________________________________________________
C:____________________________________________________________________
D:____________________________________________________________________
E:____________________________________________________________________
____________________________________________________________________
What can you say about the conditions required for a seed to germinate?
_____________________________________________________________________
51
Unit 2 - Plants around us
Condition 1 3 cm 4 leaves
Condition 2 1 cm 2 leaves
Condition 3 2 cm 2 leaves
Condition 4 2 cm 2 leaves
Condition 5 1 cm 1 leaf
_____________________________________________________________________
I infer
Seedlings or plants grow well when they are provided with the following four conditions:
Seeds germinate when they are provided with the following three conditions:
52
Unit 2 - Plants around us
Seed germinates to produce a seedling which then grows to form a new plant.
This new plant will have a stem, roots, leaves, flowers and fruits. In the fruits there will be
seeds. This process is called the life cycle of a flowering plant.
Seeds need water, air and a suitable temperature to germinate.
Plants need water, air, light and soil to grow well.
We can grow plants without soil. They are just placed in water (containing important
nutrients) and in the presence of light. These plants are called hydroponic plants.
Find Find out from your parents or family some examples of fruits and
out vegetables which are obtained from hydroponic plants and which
are available on the market.
You have learnt about the germination of a seed. You have also conducted an experiment to
show the conditions needed for a plant to grow well.
Box 2
53
Unit 2 - Plants around us
These seeds germinate and grow into different types of plants which are shown in Box 3.
Box 3
Cotomili seeds develop into the Cotomili plants and not pumpkin plants. Each seed
develops into one type of plant. The four seeds developed into four different plants.
In the activities which follow you will learn about variety of plants in the environment.
54
Unit 2 - Plants around us
Learning outcomes:
To demonstrate an awareness of the variety of plants in your environment.
To infer that plants can vary in terms of their size, stems and the types of flowers they produce
Activities 2.5 and 2.6 aim at developing pupils awareness of the variety of plants in their
environment. These activities will also enable pupils to infer that different types of plants can
differ in terms of their size, stems and the types of flowers they produce.
In Activity 2.5, pupils will be required to observe several plants (Figure 2.3) in terms of their size
and their stem. During the observation, it is important for the teacher to encourage pupils to
find out the differences between these plants through questioning.
On the other hand, in Activity 2.6 pupils will be required to observe the flowers of different
plants (given in Figure 2.4) in terms of their size, colour and shape.
For both activities, it is advisable for the teacher to bring pupils in the school yard to observe
real plants in their environment. In addition, pupils can also be encouraged to bring different
types of flowers from home for Activity 2.6.
Note: Pupils are not supposed to learn the names of plants. The emphasis is to make them
appreciate the different characteristics of the parts of plants which explain the different varieties.
55
Unit 2 - Plants around us
10
9
8
7
6
This activity will help you to observe plants in the environment, compare plants, take some
measurements, record and infer.
Look around and observe plants which are found in the place where you live.You will see that
some plants, like trees, are big, and others are small. Some plants have flowers and others do
not. Therefore, plants are different.
You will now observe some plants to find out how they are different from one another.Observe
the plants which are shown in Figure 2.3.
56
Unit 2 - Plants around us
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
I infer
Plants are of different sizes. Some are big and some are small.
The stem can be green or not green. Some stems can be hard or soft.
Plants in our environment are of different sizes. If the stem is big, the plant is big and tall.
If the stem is short, the plant is small. The stem can be hard like the mango tree. Stems
can also be green and soft, like the Balsam plant. Some plants have a juicy stem, like the
sugar cane.
Think of grasses. Do they have a stem? Have you seen the stem of
a bamboo tree? How does it look like?
Now you will observe more differences among plants in your environment.
For this you will find out other parts of plants which are different.
10
9
8
7
6
This activity will help you to observe flowers and classify flowers of different plants.
Observe the plants A to D shown in Figure 2.4.
A B
C D
58
Unit 2 - Plants around us
Q uestions
Do all plants in Figure 2.4 have a flower? Which plants (A to D) have no flower?
_____________________________________________________________________
_____________________________________________________________________
Do all the flowers of the plants have the same colour, shape and size?
_____________________________________________________________________
_____________________________________________________________________
Size:
Shape:
I infer
Flowers of plants in the environment are different by their colour, shape and size.
Therefore, flowers of different plants are different.
59
Unit 2 - Plants around us
Plants also differ from one another by the types of flowers they have.
The flowers can be of different:
colour
shape
size
Perfumes are made from some flowers. Can you name some?
Find Most flowers are very colourful and have a pleasant smell. Can
out you find out why?
60
Unit 2 - Plants around us
Learning outcome:
To identify some parts of a flower petal, stamen (male part) and pistil (female part).
Activity 2.7 aims at enabling pupils to identify some parts of a flower, namely, petal, stamen
(including pollen) and pistil.
Teacher will guide pupils to carefully dissect and open a Hibiscus flower and to identify the
different parts.
Teacher should ensure that the pupils draw and label the main parts of the Hibiscus flower.
In the pupils book, the pistil and the stamen will be referred to as the female part and the male
part respectively.
Pupils will not be required to use the terms pistil and stamen.
Learning outcome:
To compare the flowers of different plants.
Activity 2.8 aims at consolidating learners understanding of the main parts of flowers.
Teacher is advised to give time for pupils to observe carefully the two flowers A and B.
This activity can be carried out as a group work during which each group will work together to
discuss and complete Table 2.2.
The groups will be instructed to closely observe the respective characteristics of each flower,
such as number and colours of petals, to be able to complete Table 2.2. You may also
encourage them to look at the shape and size of the petal.
In Table 2.2, the pupils will also draw one petal for each flower.
The activity can be consolidated by asking pupils to bring different flowers and observe them
closely and follow the same procedure as they did for flowers A and B.
61
Unit 2 - Plants around us
This activity will help you to observe a flower, identify and draw and name some of its parts.
For this activity you can bring a flower or you can also look at the flower in Figure 2.5 below.
62
Unit 2 - Plants around us
Q uestions
Observe the flower carefully and identify the different parts of the flower.
Draw a diagram of the flower in the box below and show its different parts.
I infer
A flower is made up of different parts. These parts are the ________________ , male
part and the ____________________ part.
63
Unit 2 - Plants around us
Male part
Keywords to learn
64
Unit 2 - Plants around us
Now you are going to learn how plants differ by the number and the different parts in their flowers.
10
This activity will help you to carry out an experiment, collect and record observations in a
table and infer.
Observe the flowers, A and B shown in Figure 2.6 and complete Table 2.2.
Flower A Flower B
65
Unit 2 - Plants around us
A Number:
Colour:
B Number:
Colour:
66
Unit 2 - Plants around us
Q uestions
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
I infer
The two flowers come from two plants. Each flower has a different number of
petals.
I learn
Did you know that some plants do not produce flowers? These plants are called
non-flowering plants.
Find Find out from the internet some examples of non-flowering plants
out in Mauritius.
67
Unit 2 - Plants around us
Learning outcome:
To prepare an album of different plants
Exercise 2
Exercise 2 is based on what students learn in Activity 2.4.
Germination takes place in P as it contains water, air and has a suitable temperature. There is no
germination in Q, R, S and T (students must be able to give reason for their answers).
Exercise 3:
Teacher is advised to suggest to pupils that each marking corresponds to two seeds. So if they
want to shade for 1 seed, they will shade up till half the first marking. If they want to show two
seeds, they will shade completely till the first marking and so on. There is no germination in B, C, D
and E because of lack of necessary condition/ s (air, water and a suitable temperature).
68
Unit 2 - Plants around us
Now you will identify some flowering plants of your own choice which you can easily obtain
in your locality and you will find out how they differ from each other by observing their leaves
and seeds. You will construct a small album for these flowering plants.
10
9
8
7
6
In this activity you will be able to observe, draw, classify leaves and seeds and infer.
You will need a copy book, some plastic bags, seeds and leaves of different common plants
in your environment.
Look for and collect five to ten flowering plants at the place where you live.
Collect the following parts from each plant you have chosen
leaf
seed
Stick all leaves on one page of your copy book which will be your album of plants.
Do the same thing for the seeds.
Observe each leaf carefully and draw it in your album.
Observe each seed carefully and draw it in your album.
69
Unit 2 - Plants around us
Q uestions
_____________________________________________________________________
_____________________________________________________________________
Is the number of seeds obtained from each plant equal?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
I infer
Leaves differ in shape, size and colour from one plant to another. The number, size
and shape of seeds is diferent from one plant to another. Different plants have different
leaves and types of seeds.
The leaves of plants vary in shape, size and colour. Seeds also differ from
plant to plant. Seeds can be small, round, oval, flat and hard.
We can classify plants by comparing their different parts.
Each part of a plant varies from one plant to another. But each part has the same
function in all plants.
70
Unit 2 - Plants around us
End-of-Unit Exercises
1. Study the diagrams below. They show the steps for the germination of a seed. These
diagrams are not in the correct order.
1
2
3
4
Use numbers 1- 4 to give the correct order for the germination of a seed. You should also cut
and paste the steps in the right order in your science copybook.
71
Unit 2 - Plants around us
72
Unit 2 - Plants around us
2. An experiment is carried out to find out the conditions needed for a seed to germinate.
The observations are summarized in Figure 2.9
P
Seed in soil with water
and air at a suitable
temperature
S
Seed in soil with water,
air and at a very cold
temperature
T
Seed in soil with water,
no air and at a
suitable temperature
R
Seed in soil with no
water, air and a
suitable temperature
Q
Seed with no water,
no air and
a very cold temperature
73
Unit 2 - Plants around us
74
Unit 2 - Plants around us
3. You will need: 1 tomato, 1 pea fruit (pod), 1 bean pod, 1 litchi, 1 grape, 1 lemon.
Remove all the seeds and place on a piece of paper.
Count the number of seeds you obtain.
Record your number on the figure given below.
Shade the figure below for each fruit to show the number of seeds obtained from each.
Number
of seeds
in each
fruit
Fruits name
What you do notice? Is the number of seeds equal for all fruits and vegetables?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
The number of seeds vary in each fruit. Therefore, plants differ from one another by
the number of seeds contained in their fruits. The size, shape and colour can also be
different.
75
Unit 2 - Plants around us
I check my progress
Describe the parts of a flower (as petal, male and female parts).
76
Unit 3 - Plants in their Habitats
Teachers note pg 79
Learning outcomes
Plants are found everywhere. We are surrounded with plants; plants in our gardens, plants along
the roads, plants in the forests, plants at the seashore, plants in the rivers, seas, ponds, plants high
up on the mountains, etc.
Can you think of a place where you will not see any kind of plants? Most probably no.
Plants grow in many places. Different plants are adapted to grow in different types of habitats.
Some examples are given below:
A plant called crowfoot grows in the glaciers in the Alps region.
Another plant called yucca grows in the hot dry Arizona desert.
Seaweeds grow under water.
Lotuses and water lilies grow in water.
Lichens and moss grow near the poles.
Different plants need specific conditions to grow well in certain places. For example:
Moss grows best in damp places, in marshland and near springs and ponds.
Mangrove trees, bulrush and papyrus grow best in swamps or wetlands or marshy land. The roots
of the mangrove trees are always above the surface of the water.
Several types of plants such as the aloe plant, many different types of cactuses and the yucca
manage to survive in the desert.
Trees such as the fir, the spruce and the pine grow best in the cold forests of the Northern
hemisphere.
77
Unit 3 - Plants in their Habitats
78
Unit 3 - Plants in their Habitats
In this unit, you will find out where plants live and grow. You will learn about the different types
of plant habitats. You will observe, identify and name land and water habitats.
79
Unit 3 - Plants in their Habitats
Teachers note pg 81
Aim: To develop pupils awareness of the large variety of plants found in their environment.
Learning outcomes:
To observe plants found in their immediate environment.
To classify the plants in terms of their height, stem and presence/absence of flowers.
To classify the plants in terms of where they grow.
Notes to teacher:
Teacher can relate this activity to what they have learnt in Unit 2 (especially Activities 2.5 and
2.6).
Teacher then starts the activity by bringing pupils to the school yard and guides them to observe
the plants and classify them to fill in Table 3.1.
It is important at this moment for the teacher to emphasize the need of carefully observing the
plants in the school yard so that they carry out the same excercise with their parents at home or
on their way to school.
Pupils might not know the names of many plants or trees; let them write down the names of trees
that are common such as coconut trees, mango trees, sugarcane plants, flame (Flamboyant)
trees, different types of fruits and decorative trees, grass, shrubs, bamboos, vegetable plants.
Teacher must also advise the pupils about safety aspects and ask them to be careful when
observing the plants; for example when handling thorny plants.
Part of the table will be filled at school and part of the table will be filled at home by the pupils.
In the next Science lesson, teacher can ask pupils to share their answers to the whole class.
Through the sharing activity, pupils will infer that there is a large variety of plants. They vary in size,
in height, and also in terms of their flowers.
At this stage, it is also important for teachers to emphasize on the fact that plants grow in different
places, for example on land or in water.
The figures on page 83 in pupil's book illustrate some plants which grow on land and some plants
which grow in water.
80
Unit 3 - Plants in their Habitats
10
9
8
7
6
Think
and think Where do you live? What do you need to live in your habitat?
A plant is a living thing. For a plant to grow well, it must get what it needs. We will observe and
identify the land and water habitats where plants grow.
To discover more about the wonderful world of plants, just look around you. Ask yourself this
question: where do plants grow and live?
Observe where plants grow and live:
(a) around your house and garden
(b) on your way to school
(c) in your school
Name some of the plants that you know in the Table 3.1. Then tick the correct column for the
place where the plant grows.
Mango tree
Aim: To introduce pupils to some plants living on land and those living in water
Learning outcomes:
To identify some plants living on land
To identify some plants living in water.
Notes to teachers:
Teacher encourages pupils to carefully observe the plants given on page 83 in pupil's book.
Teacher can also promote discussion by asking pupils whether they know these plants or where
they have seen these plants.
Pupils discuss in pairs to complete Table 3.2 to classify these plants based on where they live.
82
Unit 3 - Plants in their Habitats
10
9
8
7
6
Let us now observe some common plants around us. We will classify them as plants living on
land or in water.
Write down the name of the plant and TICK the correct column in Table 3.2.
Find The taro plants (leaves) grow on both land and in water.
out
84
Unit 3 - Plants in their Habitats
Aim: To develop an understanding of the different types of land habitats for plants.
Learning outcomes:
To infer the different types of land habitats where plants can live.
To identify some plants living in these habitats.
Notes to teachers:
For this activity, pupils must be given enough time to carefully observe the pictures and infer the
specific habitat of some land plants.
Through discussion, teacher brings pupils to realize that there are different types of land habitats
eg soil, sand, humid/damp places, rocks etc.
Pupils list the types of land habitats on page 88 in pupil's book.
Teacher allows pupils to discuss in groups to complete Table 3.3.
The activity can be enriched by asking pupils to bring pictures of other land plants in their habitats.
Pupils can also work in groups to make posters classifying plants in the different land habitats.
The habitats in which plants can live include:
soil, sand, trees, the forest, stones and rocks, grasslands, deserts, and mountains.
85
Unit 3 - Plants in their Habitats
Forest floor contains decomposing leaves and fruits, animal droppings, dead trees; all of these
decay on the floor of the forest and form new soil which provides nutrients to the plants. The
forest floor or ground supports ferns, grasses, wild flowers, moss, mushrooms, shrubs and seedlings.
Trees grow in forests without being disturbed. There is no pruning or cutting of excess branches.
They get space to grow and develop. They grow up in height and diameter. They grow tall, their
branches spread across on all sides. Most trees have very stiff stems called bark or trunk. The
roots go deep in the ground.
Forests provide nutrients to trees. Besides providing nutrients, decomposing parts of plants and
humus found in forest floor retain water which roots of trees use to make food.
86
Unit 3 - Plants in their Habitats
10
9
8
7
6
Observe the pictures below which show plants in different land habitats.
grassland
desert mountain
Make a list of the types of land habitats that you have observed.
1. ________________ 2. _______________ 3. ________________4. ________________
5. _______________ 6. _________________ 7. ________________ 8.________________
Find out and name one other plant growing in each of the habitats mentioned above.
Table 3.3: Plants in land habitats
The Forest
Have you walked through a forest? It can be cool, warm or hot. Different types of plants grow in
forests as they usually get a lot of rain. You can find different types of trees, shrubs and herbs.
Trees can become very tall. The stems (called trunks) of these huge trees are usually very hard
and stiff. Their roots go deep in the ground. Big trees often have other plants growing on them.
We will find out later that trees are often the habitat of plants like ferns and mosses.
The Desert
In Mauritius, we do not have deserts. Deserts can be hot or cold. They get very little rainfall.
But they are a very important type of habitat for some plants such as the cactus.
Many different types of flowering plants, grasses and weeds grow well in rivers,
lakes, ponds, the sea and oceans.
88
Unit 3 - Plants in their Habitats
Learning outcomes:
To infer the different types of water habitats where plants can live.
To identify some plants living in these water habitats.
Notes to teachers:
Pupils will be required to observe the figures given on page 90 in pupil's book.
Through observation and discussion with their friends, the pupils will then make a list of the different
water habitats they have observed and complete the table given on page 91 in pupil's book.
Lotus, water hyacinth, waterlily and water lettuce in ponds and lakes;
Sea weeds and sea lettuce in oceans and seas.
Teacher discusses with pupils and brings them to realize that different water plants can live in the
sea, rivers, lakes and ponds.
Teacher can also bring pictures of other plants living in these habitats and ask pupils to work in
groups and make a poster of plants living in the sea, rivers, lakes and ponds.
89
Unit 3 - Plants in their Habitats
10
9
8
7
6
90
Unit 3 - Plants in their Habitats
Using the words given below, fill in the table below to show in what types of water habitats
these plants live and grow.
lakes rivers fresh-water ponds oceans or sea
Table 3.4: Plants in water habitats
Aquatic Habitats
Habitats that are mainly made up of water are called aquatic habitats.
A pond is an aquatic habitat. The plants growing in the pond are called aquatic plants.
Think
I remember Water contains air.
and think
Aquatic plants get the air they need from the air found in water. Their roots grow into the soil
at the bottom of the pond.
Salt water covers most of the Earth and is found in seas and oceans.
The largest plant habitat is the sea and ocean.
Keywords to learn
Desert spines cactus
91
Unit 3 - Plants in their Habitats
Learning outcomes:
To recall what are wetlands.
To identify some plants living in wetlands.
Notes to teachers:
Teacher can start the activity with a brainstorming session about wetlands to help pupils recall
what wetlands are.
This activity will help pupils to identify three plants living in wetlands mangroves, taro and bulrush.
Additional notes:
Wetlands in Mauritius
What are wetlands?
Wetlands are damp areas where the soil is under water or soaked with water sometimes or always,
The water can be brackish, saline or fresh.
Brackish water or briny water is water that has more salinity than fresh water but not as much as sea
water. This may result from mixing of fresh water and sea water as at the mouth of rivers or estuaries.
Saline water is found in the sea , oceans and salty lakes
There are different types of wetlands. Some are found inlands , others are found along the coast.
Sarcelles, in the North East of Mauritius, has been decreed Nature Reserve in August 2002 and is an
example of a coastal wetland.
Coastal Wetlands are important because they protect our shores from wave actions, reduce the
impact of floods, filter out and recycle water, provide habitat to plants and animals
Mangrove grows best in coastal wetlands
92
Unit 3 - Plants in their Habitats
10
9
8
7
6
In Part I, you learnt what a wetland is. Wetlands are important habitats for many plants.
A wetland is a damp (wet) area where the soil is sometimes or always under water. The water
can be brackish, fresh or salty.
Some wetlands are located inland, whereas others are found along the coast.
mangroves bulrush
taro
Figure 3.4: Plants in wetlands
93
Unit 3 - Plants in their Habitats
____________________________________________________________________
Picture A Picture B
1.__________________ 2. _________________________
Mushrooms are neither plants nor animals. But they are living things.
94
Unit 3 - Plants in their Habitats
Activities 3.6 to 3.8: Observing the cactus, the water lily and the fern
Aim: To help pupils understand that different plants have special features which help them to
survive in different habitats
Learning outcomes:
To find out why cactus can live in deserts.
To infer how the water lily is adapted to live in water.
To find out how ferns are adapted to live in damp shady places.
To infer that plants have special features which help them survive in their habitats.
Notes to teachers:
For the 3 activities, pupils will need to carefully observe the pictures provided for the cactus,
water lily and ferns.
Teacher must encourage pupils to observe the spikes and stem of the cactus (Activity 3.6). Pupils
can discuss in groups about these features and answer the questions given.
Then whole-class discussion will follow. Teacher will highlight how these features help the cactus
to survive in deserts.
Teacher will follow same procedure to complete Activities 3.7 and 3.8.
It is important for teacher to enrich these activities by bringing pictures of other plants which live
in such habitats. Pupils can classify these pictures depending on their habitats and write about the
features which help them to adapt to these habitats.
Additional notes:
Plants can grow in hot and dry regions and deserts.
Deserts are regions which receive very little rainfall and are very dry. In addition, evaporation
of water from the ground in deserts also occur rapidly. Thus even if it rains, the water is rapidly
evaporated in deserts. Thus deserts are very dry regions. Yet many plants manage to survive in
such dry habitats.
Plants living in deserts have special features which enable them to adapt to dry habitats. These
features are:
Long roots which spread far below the ground. These roots can absorb water which sinks deep
in the ground.
Their stems are thick and store water.
They do not have leaves, but spines or prickly thorns. This prevents evaporation of water, which
would have occurred if the plants had leaves.
Different types of cactuses, aloes and the yucca are some plants that grow in deserts.
95
Unit 3 - Plants in their Habitats
Water lilies and lotuses have their roots in the mud at the bottom of the ponds or lakes. Their
leaves are spread over the surface of the water with a tall stem so as to get sunlight to make
food.
Many plants grow with their roots and part of their stems under water. Plants like bulrushes and
papyrus have tough roots to allow them to grip in the mud.
Water plants tend to have less rigid stems because the water supports them. Under water leaves
and stem are flexible to move with water currents and to withstand the pressure of moving
water. Some plants have air spaces in their stems to hold the plant up in the water.
Water hyacinth, water cabbage and duckweeds are other plants that grow in water.
Some plants can live only in the salty water of the sea and ocean. Under water plants need
sunlight too; hence they live in rather shallow water where sunlight can reach them. Even under
water plants are not all green yet they all contain chlorophyll. Most under water plants belong
to the group of plants called algae. The largest algae are the seaweeds. Sea lettuce, coralline
and eel grass are all under water plants.
96
Unit 3 - Plants in their Habitats
10
9
8
7
6
What help plants grow well in their habitat? Let us observe the cactus in its natural habitat.
(iv) The arrow shows the stem of the cactus plant. Is it big or small? ______________________
(vii)Discuss with your friends the type of stems and leaves which help the cactus to grow well
in this type of habitat.
_________________________________________________________________________
97
Unit 3 - Plants in their Habitats
________________________________
98
Unit 3 - Plants in their Habitats
(v) Discuss with your friends the type of stem and leaves which help the water lily to grow
well in this type of habitat.
Leaves:
__________________________________________________________________________
__________________________________________________________________________
Stems:
__________________________________________________________________________
__________________________________________________________________________
The roots of the water lily are in muddy soil at the bottom of the pond or lake.
The stem grows till the leaves reach the surface of the water.
The leaves are large and flat and they can float on water.
99
Unit 3 - Plants in their Habitats
10
9
8
7
6
5
__________________________________________________________________________
(ii) Describe the habitat. Tick the correct words that describe the habitat.
(iii) Discuss with your friends what help the ferns to grow well in this habitat.
__________________________________________________________________________
__________________________________________________________________________
100
Unit 3 - Plants in their Habitats
Keywords to learn
damp desert ferns spines moss cactus spongy trunk
Study the picture below. Write THREE sentences to describe the types of plant
habitats that you see.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
101
Unit 3 - Plants in their Habitats
Picture A Picture B
(a) Look at picture A. The vegetables are green and healthy. Someone must be taking good
care of these plants.
(i) Many people take care of plants. Do you or another member of your family take care of
plants at home? __________________
(ii) Find out the name of some of the plants you take care of.__________________________
(ii) You are in charge of garden B. List few things you will do to make it look beautiful.
In Unit 2, you learnt how to sow seeds and grow plants. For a plant to grow well, it needs:
Find Find out the name of the tallest tree of the world.
out Bring a picture of it to share with the class.
102
Unit 3 - Plants in their Habitats
Think
and think Can people change a water habitat?
Sometimes people cause big changes to plant habitats and then plants cannot find what they need.
103
Unit 3 - Plants in their Habitats
Mauritius and Rodrigues were once covered with dense natural forests. Forests are important
habitats for a variety of plants. Today, most of our forests have been cleared for different pur-
poses.
In Mauritius, natural forests have been declared nature reserves and are protected by law.
For example, the Black River Gorges National Park has been set up to help preserve and
protect natural habitats of plants.
Find out from the internet what the Government and Non-
Find
out Governmental Organisations (NGOs) are doing to protect plants
in our country.
104
Unit 3 - Plants in their Habitats
Exercise 1
1A 2 D 3 C 4 D 5 A 6 B 7 C 8D
Exercise 2
1 B 2 C 3 D 4 D 5B
Exercise 3
Exercise 4
Exercise 5
Exercise 6
Exercise 7
Picture A
Duckweeds are small flowering plants which float on or just beneath the surface of still or slow
moving bodies of fresh water or wetlands
Duckweeds get air from the atmosphere
Picture B
Sea weeds when under water take air which is dissolved in water
Plants living in that water will die
105
Unit 3 - Plants in their Habitats
Exercise 8
Yes, because the oil can prevent plants from absorbing water. The oil spills contain substances
which can be harmful or toxic to the plants.
Exercise 9
(i) Moss
(ii) Ferns
(iii) Grasses
(iv) Trees
They get air and water
The cactus grows well and best in dry hot regions and in deserts
Exercise 10
106
Unit 3 - Plants in their Habitats
Exercise 1
For each item, there is ONE correct answer. Circle the correct answer.
2. Which one of the following plants does not live in the same habitat as the others?
A pointed leaves B flat square leaves C short stems D flat round leaves
8. Mushrooms___________________.
107
Unit 3 - Plants in their Habitats
Exercise 2
For each item, there is ONE correct answer. Circle the correct answer.
Exercise 3
Complete the sentences below by choosing the correct word from the list.
2. An area where the land is most of the time covered with water is called a ___________.
108
Unit 3 - Plants in their Habitats
Exercise 4
109
Unit 3 - Plants in their Habitats
Exercise 5
110
Unit 3 - Plants in their Habitats
Exercise 6
Observe the picture above which shows plants living in the environment. Answer the
questions below:
(1) List and name FIVE different places where you see plants growing.
(2) State TWO things that plants need to live in these different places.
a.____________________ b. _________________________
(3) One important thing that plants need is missing in this picture. Name and draw it.
___________
(4) From where do the plants living on land get the water they need?______________________
111
Unit 3 - Plants in their Habitats
Exercise 7
Study the pictures below and answer the questions:
Picture A Picture B
1. Name the plant shown in Picture A. In what type of water does it grow?
__________________________________________________________________
2. Name the plant shown in Picture B. In what type of water does it grow?
__________________________________________________________________
Picture A: _________________________________________________________
Picture B: _________________________________________________________
________________________________________________________________________
Exercise 8
________________________________________________________________________
2. Explain how.
_______________________________________________________________________
_______________________________________________________________________
112
Unit 3 - Plants in their Habitats
Exercise 9
(b) Give one reason why such plants grow well here?
___________________________________________________________________________
(c) You cannot find a cactus in this environment. Can you say why?
___________________________________________________________________________
Exercise 10
Complete the puzzle below. It is about the different habitats of plants.
w l
h b t
e c
s l
c
d
n
113
Unit 3 - Plants in their Habitats
I check my progress
infer that plants have special parts that help them grow
best in certain habitats.
explain that plants live in habitats to which they are best suited.
114
Unit 4 - Animals in their habitat
Teachers note
Learning outcomes:
This unit aims at enabling pupils to explore the habitats of animals through observation, discussion
and inferences. Though direct observation of habitats is most appropriate for contextual learning,
this may not be possible always. Thus it is important for the teacher to make use of relevant pictures
and videos. In addition, teacher must encourage pupils to find out additional information from
other sources like books, encyclopedias and internet amongst others, under the guidance of their
parents.
Pupils will also be made aware of endangered animals in Mauritius and Rodrigues, the reasons why
they are endangered and the steps taken by the government and NGOs to remedy this situation.
Groups of pupils will be involved in a project consisting of making a book, each group working on
specific habitats and the animals therein. Opportunities are given for every pupil to participate
and contribute to the project, according to his/ her abilities and skills.
Prerequisites - ask pupils to bring pictures of animals, from magazines, newspapers, etc
Group activity and project work - Pupils to work in groups to make flip books, or posters about
different habitats example marine, forest, deserts, arctic, and writing about the different habitats.
Activity to be on-going during whole unit, with a span of several weeks.
Integration with Arts - pupils can also draw the habitats and the animals, according to their skills.
115
Unit 4 - Animals in their habitat
State what is being done to protect rare animals and their habitats
116
Unit 4 - Animals in their habitat
Learning outcomes:
To infer that different animals live in different places.
To identify the places where some animals live.
To classify animals depending on the places where they live.
This activity aims at developing an awareness of the fact that different animals live in different
places.
The activity can be reinforced through use of more pictures brought by teacher and/or students
and video viewing on animals (eg. https://www.youtube.com/watch?v=7Klscf43X4w).
The activity will also spark the thinking process of pupils, especially the questions asked at the
end of the activity. For example, finding reasons why some animals live in specific places.
Teacher can encourage pupils to think about what enables animals to live in these specific
places (eg. Fish have gills to breathe air dissolved in water.)
Teacher can also refer to Unit 3 of the Standard IV textbook to help pupils recall some facts
about animals in Mauritius and Rodrigues.
Teacher can ask pupils to complete a project work in groups as follows:
o Each group can work on one place where animals live (eg. on land, in water,
underground, deserts) to find out more about these places and the different animals
living in each of these places. Each group can then prepare either a poster or a big
book on each of these places to include pictures and names of animals living there.
Pupils can add information to the big book or poster, as and when they learn more in the
other activities of the unit.
117
Unit 4 - Animals in their habitat
I remember
Our environment is everything that is around us.
There is a variety of animals in our environment. Many of us have seen fish in rivers and the
sea. Birds build their nests in trees. Forests are full of many different animals.
Where else can we find animals in our environment? Let us find out.
10
9
8
7
6
This activity will help you classify animals depending on the place or places where they live.
I remember
When you classify, you group objects or things together.
Animals live in many different places. Animals live in fresh water (ponds, lakes, rivers), salt
water (lagoons, oceans), forests, trees, the soil and in the sand. A habitat is the place where
an organism lives.
The list below gives the names of some common animals that
we see in different places in the environment. Discuss with your
friends and find out where these animals live.
118
Unit 4 - Animals in their habitat
Q uestions
The monkey lives on trees. It moves from one branch to another very easily.
How does it do this?
Give a reason why the fish lives in water and not on land.
I infer
Animals live in different . For example, the deer lives on land, the bird lives
on the branches of trees and the fish lives in water.
119
Unit 4 - Animals in their habitat
Learning outcomes:
To infer that different animals have different habitats.
To conclude that the place they live provides shelter and protection to the animals.
Activity 4.2
Activity 1.2 aims at developing an awareness that different animals have different habitats.
Pupils will need to observe carefully Figure 4.1 about the place that the animals live and fill in
Table 4.2.
Activity 4.3
Activity 4.3 aims at helping pupils realize that animals obtain protection and shelter in the
place they live.
Pupils will be required to observe carefully Figure 4.2 and discuss with their friends to learn
about how animals obtain shelter and protection. Under teachers guidance, pupils can be
encouraged to discuss about ways for the animals shown to hide from enemies or find shelter
during rain and storms.
For example, animals can hide in caves, under leaves, in holes, in trees or in the ground.
Some animals also use camouflage techniques to blend with their habitats so that their
predators cannot find them easily. The habitats also provide animals with a safe place
to protect their young ones.
Both activities 4.2 and 4.3 can be reinforced by use of additional pictures brought by teacher and
pupils. Furthermore, teacher can also consolidate pupils learning about animals shelter by using
the videos available on the following links:
o https://www.youtube.com/watch?v=7N58Z8uIVS0 (5 minutes)
o https://www.youtube.com/watch?v=-MQLqalP1yo (9 minutes)
After completing Activities 4.1 to 4.3, teacher will emphasize on what is a habitat and its
importance for the animals.
The What should I do ? section on page 135 will help pupils develop the relevant values and
attitudes when dealing with animals and also visiting nature reserves in Mauritius - for example
a visit to Macchabe forest. At this point, it is important for teacher to stress on the precautions
to be taken during such visits so as not to affect the habitats of animals.
120
10
9
8
7
Unit 4 - Animals in their habitat
I remember
Observe Figure 4.1 which shows the place where some animals live and complete Table 1.2.
121
Unit 4 - Animals in their habitat
I infer
Animals live in different . For example, deers live on land, birds live on the
branches of trees and fishes live in water.
122
Unit 4 - Animals in their habitat
A spider lives on a web. It eats insects that get stuck in the web.
Some animals such as frogs or toads live mainly on land but produce their eggs and
develop into adult form in water. They are known as amphibians.
The desert is also a place where animals live. The snake, camel, lizard and fox live in the desert.
Find
out Visit the internet and name and draw two animals living in the desert.
Keywords to learn
web spider desert place soil forest pond land wetland
123
Unit 4 - Animals in their habitat
10
shelter to them
1
0
This activity will help you find out how the place where animals live gives shelter. It also
gives protection to the animals.
Discuss about how each animal finds shelter in the place where it
lives.
Figure 4.2: Animals find shelter in the place where they live.
124
Unit 4 - Animals in their habitat
Give one way in which the hole provides protection to the earthworm.
Discuss how the camel, snake and fox find shelter in the desert.
Keywords to learn
125
Unit 4 - Animals in their habitat
Learning outcomes:
To demonstrate an understanding of the term endemic animals.
To identify and name some endemic animals found in Mauritius and Rodrigues.
Teacher starts by encouraging pupils to recall about the dodo and its fate (History & Geography
Standard IV book, Unit 5).
Teacher then helps pupils to develop an understanding of endemic animals and gives them
some examples of endemic animals.
Teacher also needs to encourage pupils to find out why many of these endemic animals have
become rare and some have already been extinct.
In the Find out section on page 129, teacher must ensure that all pupils will find information
about other endemic animals in Mauritius and Rodrigues. Pupils should also bring pictures of
these endemic animals and work in groups to prepare a poster on endemic animals which can
be displayed in the classroom.
Learning outcomes:
To discuss about the changes that have occurred in our forest areas.
To demonstrate an awareness of the decrease of our forest areas over the years.
To realize that deforestation causes destruction of the habitats of endemic animals.
This activity aims at developing an awareness of the drastic decrease of our forest areas over
the years (as illustrated in Figure 4.4) and that deforestation has destroyed the habitats of
our endemic animals. Thus, cutting down of forests destroys habitats, especially, those of our
endemic animals which are also endangered.
Through discussion with the pupils, teacher explains the reasons which have lead to the
decrease in our forest areas clearing of forest areas for building houses, building roads,
agriculture and for other infrastructures like airport and shopping centres amongst others.
Teacher must help pupils to realize the importance of protecting our forest areas as a means to
protect the habitats of our animals, some of which are endemic and in danger of extinction.
126
Unit 4 - Animals in their habitat
10
9
8
7
6
This activity will help you to recognise and name some endemic animals in Mauritius
and Rodrigues.
127
Unit 4 - Animals in their habitat
An endemic animal is an animal that lives nowhere else except in a particular place. Some
endemic animals, unique to Mauritius, are the Pink Pigeon, the Mauritius Kestrel, the Echo
Parakeet, the coloured lizard and the boa of Round Island. In Rodrigues, the Cardinal Jaune
Lizard (Gecko)
Forest.
Machabe Forest
The animals in figures 4.3A and 4.3B are endemic to Mauritius. This means that they are
only found in Mauritius and nowhere else in the world.
Find
Use your Atlas to find out and locate Round Island and Serpent Island.
out
Name two endemic animals in Mauritius and Rodrigues.
Long ago a variety of endemic animals lived in our forests but now
Keywords to learn
129
Unit 4 - Animals in their habitat
10
9
8
7
I remember
Observe and compare the maps in Figure 4.4 and say what has happened to the
natural forests of the island of Mauritius over many years.
130
Unit 4 - Animals in their habitat
Write down what you see about our natural forests from 1773 to 1997.
Give two reasons why our natural forests have decreased over the years:
(i)
(ii)
Discuss and share how our natural forest will change over the next
25 years.
Using Figure 4.4 as a guide draw the natural forest of Mauritius after 25 years that is, in 2040.
131
Unit 4 - Animals in their habitat
Learning outcomes:
To identify some nature reserves in Mauritius.
To identify some endemic animals living in these nature reserves.
To recognize the Mauritius Wildlife Foundation as an organization, which is responsible to
protect our endemic animals.
Teacher starts this activity by discussing about some nature reserves in Mauritius. Some nature
reserves and nature parks in Mauritius include:
Black River Gorges National Park, Bras-dEau National Park and the Islets National Park, comprising
the islands of Ile DAmbre, Pigeon Rock, Rocher des Oiseaux, le aux Fous, le aux Vacoas, le
aux Fouquets, lot Flamant et les aux Oiseaux. These are managed by the National Parks and
Conservation Service. Ile aux Aigrettes is a nature reserve, administred by the government and
Mauritius Wildlife Foundation (MWF).
Teacher must make use of relevant pictures showing these nature reserves and of maps to
show their geographic location in Mauritius.
It is also important for the teacher to highlight the endemic animals living in each of these
nature reserves.
Teacher must help pupils understand that the Government has passed laws to protect our
endangered animals. For example, the endemic birds such as the Mauritius Parakeet and
the Pink Pigeon are protected by law. Thus, different places in Mauritius have been declared
nature reserves. It is forbidden to cut down trees and hunt in these places.
Teacher introduces the work done by the MWF, which is involved in protecting our endemic
animals which are in danger of extinction.
It is also important for teachers to know that the MWF also organizes guided, educational visits to
islets, especially Ile aux Aigrettes, where children learn about ways to care for the environment
in general. Pupils can learn more about the MWF on the link http://www.mauritian-wildlife.org/
application/
132
Unit 4 - Animals in their habitat
10
9
8
7
This activity will help you to understand how we protect our endemic animals.
Ile Ronde
Today most of our endemic animals have become rare. In order to protect our rare animals, the
Government of the Republic of Mauritius has declared the remaining natural forests as nature
reserves. A few islets such as Ile aux Aigrettes and Ile Ronde (Round Island) are also nature
reserves.
133
Unit 4 - Animals in their habitat
Find out from your parents the names of a few endemic animals living in the habitats shown
in Table 4.4.
Table 4.4
Habitat Animal
Macchabe Forest.
Ile Ronde
Today our endemic animals are being looked after by the Mauritius Wildlife Foundation
Scientists visit the animals in their habitat and sometimes breed them in captivity before
134
Unit 4 - Animals in their habitat
Q uestions
The Government of Mauritius has passed laws to protect rare endemic birds. Some of these are:
3. The natural forests which are the habitats of rare birds are protected areas and must be
preserved.
What I should do
Follow trails and be quiet so that I can see or hear the animals living there;
Discuss and share how far these laws are observed in Mauritius.
Find
out Find out the name of an island in the west of Rodrigues which has been
declared as a bird sanctuary.
(i) Always follow necessary instructions provided Do not pluck flowers/ break leaves or branches
by the Officer/Guide of the nature reserve;
follow the pathway advised by sign posts;
record important information about your visit
in a note book
(ii) Keep a flyer/pamphlet with you (provides Do not throw litter
information about the nature reserve)
(iii) Wear appropriate clothes and shoes; apply Do not make noise
insect repellent creams
3. (i) Exotic ; (ii) Endemic ; (iii) Extinct ; (iv) Endemic ; (v) Exotic ; (vi) Exotic ; (vii) Endemic
(viii) Endemic ; (ix) Endemic
4. (i) land ; (ii) ponds/rivers; (iii) trees ; (iv) trees/rocks ; (v) soil ; (vi) soil ; (vii) forest ; (viii) sea
(You may give any other relevant answer for the animals mentioned in Ex 5)
136
Unit 4 - Animals in their habitat
End-of-Unit Exercises
(i) (ii)
(i) (ii)
(b) Give three reasons why trees have been cut down in:
Mauritius
(i)
(ii)
(iii)
Rodrigues
(i)
(ii)
(iii)
137
Unit 4 - Animals in their habitat
(i)
(ii)
(iii)
(d) Write three things that you should do and should not do, while visiting nature reserves in
Mauritius.
(i)
(ii)
(iii)
A pigeon _______________________________
138
Unit 4 - Animals in their habitat
Land snail
Frog
Butterfly
Earthworm
Tenrec (tang)
Sea turtle
(iii) Describe the work done at the Conservation Services at Grande Riviere Noire to
protect rare birds.
139
Unit 4 - Animals in their habitat
I check my progress
1 Define habitat
140
Mauritius Institute of Education 2017