Review Copy - SAP Education

iii

Preface

You and Your

Surroundings

UNIT1

This unit is about living things – humans, animals,

and plants – and their characteristics. It tackles

about the basic needs of living things that require

them to depend on other organisms and nonliving

components of the environment.

Living things of the same kind have their own unique

features, but still they share certain similarities with

all organisms – they need nourishment, they move,

grow, and reproduce.

Humans live because plants and animals provide

them with what they need. And because of this,

humans should be responsible enough in taking

care of the available resources.

In this unit, each lesson is a progression of topics

to make the pupils learn and discover, appreciate,

and apply the concepts they learn to everyday life.

Read to the class the Unit 1 opener.

4 UNIT 1 • You and Your Surroundings

1

Learning Goal

At the end of the lesson, the pupils should be able to distinguish the characteristics of living things

Teaching Notes

A Key Concepts

Living things have distinct characteristics:• They need food, water, and air.• They move by themselves.• They grow.• They reproduce.• They respond to changes in their surroundings.

B Vocabulary

characteristic, nutrient, grow, reproduce, embryo, stimulus/stimuli

Materials/ Resources

Pet bird in a cage, Mimosa or makahiya plant in a pot of soil, photo/drawing of a child eating a nutritious meal set on a table, photos/drawings of parent and baby animals, jumbled for a matching game, photos of some starved or malnourished children, and sheets of Manila paper, marking pens, masking tape, and glue

Characteristics of Living ThingsTime Allotment: 4 sessionsTextbook Page Numbers: 2 – 13

Power-Up Science Series Teacher’s Manual is designed for science teachers. This series is based on the science curriculum framework in Singapore and is designed to help students understand basic science concepts and develop skills, values, and attitudes through inquiry-based learning.

This Teacher’s Manual will help science teachers guide their students in learning science with the help of the following features:

Unit Opener gives an overview of the topics discussed in the unit. It also establishes connections among the concepts discussed in the unit.

Learning Goals states the competencies students must acquire at the end of the lesson.

Teaching Notes presents a summary of science concepts to be discussed in the lesson.

Vocabulary lists important keywords that students encounter in the lesson.

Materials lists the things to be used in the discussions and activities in the lesson.

Weblink lists the weblinks to be used to enhance the presentation of lessons.

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Review Copy

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CHAPTER 1 • Living Things and Nonliving Things 5

Learning Instruction

Engagement

1 Elicit the meaning of living and nonliving things from the pupils.

2 Present the question in Explore! on page 2 of the textbook. Have

the pupils write their answers on the board or on a sheet of Manila

paper. Go back to this list each time you are done discussing one

characteristic of living things. Encircle key words and let the class

read aloud these words.

Exploration

3 Divide the class into groups having four to five pupils each and let

every group perform Science at Work on pages 10 and 11.

4 Provide time for each group to check the seeds and draw their

observations.

5 After a week, have a representative from each group to present in

class. Talk about the needs of the plant for its growth.

Explanation

6 Present to the class the pet bird in a cage. Guide the pupils to

describe a bird as a living thing. Put some food pellets and water for

the bird to take. Have the pupils tell what the bird does.

Ask: Suppose, we do not provide food and water to this bird for

several days. What would happen to it?

7 Show a photo of a child having a healthy meal. Have volunteers

describe what is shown in the picture.

8 Discuss that living things need food to stay alive. Emphasize that

food provides the nutrients that living things need to function or work

well. Unlock the word nutrient. (It is the material in food that gives

living things energy, strength, and capability to grow and function.)

9 Say: Nutrients cannot reach different parts of the body without water.

This is why living things cannot live by having food alone. We have

to drink 8 to 10 glasses of water a day.

10 Bring the class outside the classroom, preferably to the school

garden. Have the pupils do some breathing exercises. Ask them how

they feel after inhaling and exhaling fresh air. Then have them hold

their breath for a little while. Lead them to appreciate the importance

of air to living things.

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CHAPTER 4 • lants around You

Learning Instructions

Engagement1 Bring the class to the school garden or to a nearby park to observe

some plants.2 Have them answer the question in Explore! on page 138 of the

textbook. Have them prepare a list of plant characteristics based on

what they have observed from their short visit to the school garden

or park.Exploration3 Organize the students into four to five groups. Have each group do

the Science at Work activity on page 144 of the textbook.

4 Give each group enough time to observe the growth of the bean

seeds each day for five days. Have them fill out the table at the end

of the activity.Explanation5 Organize the students into five groups. Assign to each group one of

the following characteristics to be drawn on a sheet of cartolina.

Group 1: Plants need soil, water, air, sunlight, and food.

Group 2: Plants make new plants.Group 3: Plants grow.Group 4: Plants move by themselves.Group 5: Plants react to the changes in their surroundings.

6 Have each group present their outputs to the class. Discuss their

outputs.7 Use the presentation of each group as a springboard for a discussion

on the characteristics of plants.(a) In simple terms, discuss photosynthesis. Explain how plants give

out oxygen and take in carbon dioxide in the process. Unlock

oxygen and carbon dioxide by describing these words as “clean

gas needed by people and animals” and “dirty gas given off by

humans and animals,” respectively. Discuss the information in

Science Bank on page 138 of the textbook.(b) From a previous activity, recall how mongo seeds developed

into plants. Explain that not all plants develop from seeds. Show

a katakataka plant (you may show the picture of a katakataka

on page 140 of the textbook). Explain that leaf or stem cuttings

from some plants can be planted to become new plants.

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Engagement describes the teacher’s role in capturing the students’ interest. This includes questions and activities designed to assess students’ prior knowledge and to awaken curiosity.

Exploration helps the teacher facilitate the investigation by providing materials, guiding students’ focus, and asking questions to ensure understanding of the lesson.

Explanation provides opportunities for the teacher to directly introduce a concept, process, or skill, and for the students to demonstrate their understanding of the said concept, process, or skill.

Elaboration allows the teacher to challenge and extend students’ conceptual understanding and skills. It provides learning opportunities for students to apply their knowledge and to gain a deeper understanding of the lesson.

Evaluation enables the teacher to diagnose students’ progress toward achieving the learning goals.


(c) Explain some indications of growth in plants, such as seed sprouting, emergence of young leaves, increase in height, bearing of flowers and fruits, etc.

(d) Have the pupils study the pictures on page 141 of the textbook. Explain that when a plant grows, its parts move downward (roots), upward (stem), or sideward (leaves and stems). Unlock the words downward, upward, and sideward using gestures and body movements.

(e) Show a picture of a Venus flytrap. Have the students watch a video of the plant engulfing a fly in this link: “Venus fly trap in action”, http://www.youtube.com/watch?v=qF9QjIvM9nU. Process the students reactions to the video. Discuss the information in Science Bank on page 143 of the textbook. Discuss other examples cited on pages 142 to 143 of the textbook.

8 Have the students review the concept summarized in Looking Over on page 143 of the textbook.

Elaboration

9 Post pictures of the following plants on the board: bromeliad, cactus, rose, and orchid,. Explain that the plants need water and sunlight to grow. However, their water requirements vary. Bromeliad and orchid grow best in partially shaded areas. Exposure to full sunlight would dry them out. On the other hand, cactus and rose grow best under full sunlight. Cactus has the ability to store water in its stems and can survive in extremely dry and warm conditions.

10 Have the students draw and color different kinds of plants. Tell them to label their drawings with the names of the plants.

Evaluation

11 Have the students do the Enhance Your Skills exercises (A and B) on page 145 of the textbook.

12 Let the pupils name indications of plant movement. Their answers may vary but all of them should be able to identify the examples given on page 141.

Suggested Activity

Have the groups that performed the activity in Science at Work on page 144 of the textbook draw their observations on the growth of the bean seeds. Have them draw in detail the appearance of the first leaves, the diminishing size of the seed as the leaves grow, etc.


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Evaluation

22 Test the pupils understanding of the topic. Let them answer Enhance

Your Skills on pages 12 13 of the te tbook.

23 Ask them to answer the uestion in Everyday Science on page 13 of

the te tbook. iscuss their answers.

Suggested Activity

1 As homework, ask the students to make a list of living and nonliving

things that they can see in their homes. Let them describe the

characteristics of each one.

2 ass around pictures showing malnourished children. Let the

students e press their reactions. Lead them to understand that the

children in the pictures do not have enough food to eat and clean

water to drink. robably, they also live in an environment where the

air is polluted.

3 Lead the students to appreciate what their parents do for them. Say:

You live healthy because your parents give you the things you need

such as food and water. They let you live in clean surroundings for

you to breathe fresh air. Show your love and appreciation to them.


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Quiz

Name: ate: rade Section: Score:

raw a - on the blank if the sentence tells about the characteristics of living things. f not, draw a /.

1 A dog barks. 2 ind blows away the papers on the table. 3 irds fly. 4 A phone rings. 5 A boy drinks fresh orange uice. 6 ees fly from one flower to another. 7 The computer lets me use the nternet. 8 The water in the river flows. 9 ig fish eat small fish. 10 Some trees bear fruits.


Answer Key

A Textbook

Explore!

page 138All plants need soil, water, air, sunlight, and food; they reproduce; they grow; they move by themselves; and they react to their surroundings.

page 146Plants grow in various places. They grow on land, in a forest, and in a desert. They grow in both freshwater and salt water.

page 153The parts of a plant include the roots, stem, leaves, flowers, and fruits.

page 164Plants provide food, clothing, shelter, and medicines to people. They provide oxygen that makes the surrounding air cool and fresh. They also make our surroundings beautiful.

page 170Answers may vary.Sample answer. Yes. We provide the plant what it needs to grow, such as water and fertilizer. We put them in places where they get the right amount of air and sunlight.

Science at Work

page 144Answers may vary.

page 150So that air, which contains carbon dioxide and oxygen, can come in and out of the cups. Plants need carbon dioxide in their food-making process. They give out oxygen during the process.

Test Item Bank

Circle the letter that corresponds to the correct answer. 1 In which part of a plant can you find the seed?A fruitsB leavesC roots

2 Which of the following is an indication of plant growth?A Increase in heightB Roots becoming brownC Leaves becoming yellow3 The sunflower follows the movement of the Sun in the sky. What does this show?A It is growing.

B It is blooming.C It is reacting to its surroundings.4 What is the food-making process in plants?

A adaptationB growthC photosynthesis5 What part holds a plant firmly to the ground?

A leafB rootC stem

6 What part enables a plant to stand upright?A leavesB rootsC trunk

7 When the stems are too soft, how does a plant adapt?A It crawls.B It stands.C It walks.

8 What makes the leaves green?A chlorophyllB lack of soilC lack of water

9 What things are contained in fruits that can grow into new plants.A FlowersB RootsC Seeds

10 What plant can be used to make expensive cloth?A appleB coconutC pineapple

11 What gas do plants produce for humans and animals?A carbon dioxideB oxygenC phosphorus

12 What unfriendly plants take away water and minerals from your plant?A cactusesB sabilaC weeds

115CHAPTER 4 • lants around You


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Suggested Activities includes activities other than those present in the textbook to promote deeper understanding and independent learning.

Test Item Bank enables teachers to evaluate the students’ understanding of concepts presented in the lesson.

Quiz enables teachers to evaluate the students’ understanding of concepts presented in the lesson.

Answer Key provides answers to questions presented in the following components in the textbook and teacher’s manual: Explore!, Science at Work, Enhance Your Skills, Everyday Science, Chapter Test, and Quiz.

Worksheet provides exercises to enrich the students’ understanding and mastery of the concepts presented in the lesson.


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Unit 1 You and Your Surroundings

Lesson 1 Characteristics of Living Things .........................3Lesson 2 Nonliving Things .................................................8Answer Key ........................................................................12Test Item Bank ...................................................................16

Lesson 1 Your Sense Organs ..........................................18Lesson 2 Sense Organs That Work Together .................29Lesson 3 The Basic Needs of Your Body ........................33Lesson 4 Changes as You Grow .....................................37Lesson 5 Keep Your Body Healthy and Strong ...............42Answer Key ........................................................................46Test Item Bank ...................................................................58

Lesson 1 Characteristics of Animals ................................60Lesson 2 Where Animals Live .........................................65Lesson 3 Useful and Harmful Animals .............................70Lesson 4 Taking Care of Animals ....................................74Answer Key ........................................................................78Test Item Bank ...................................................................84

Chapter 2 Your Body

Chapter 3 Animals around You

Table of Contents

Chapter 1 Living Things and Nonliving Things

Lesson 1 Characteristics of Plants ...................................86Lesson 2 Where Plants Grow ..........................................90Lesson 3 Parts of a Plant .................................................95Lesson 4 Uses of Plants ..................................................99Lesson 5 Taking Care of Plants .....................................103Answer Key ......................................................................108Test Item Bank .................................................................115

Unit 2 Materials Around You

Lesson 1 What Is Matter? .............................................119Lesson 2 Forms of Matter ..............................................124Answer Key ......................................................................129Test Item Bank .................................................................132

Unit 3 Force, Motion, and Energy

Lesson 1 What Is Force? ...............................................135Lesson 2 Moving Objects ...............................................140Answer Key ......................................................................145Test Item Bank .................................................................148

Chapter 4 Plants around You

Chapter 5 Matter

Chapter 6 Force and Motion


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Unit 1 You and Your Surroundings

Lesson 1 Characteristics of Living Things .........................3Lesson 2 Nonliving Things .................................................8Answer Key ........................................................................12Test Item Bank ...................................................................16

Lesson 1 Your Sense Organs ..........................................18Lesson 2 Sense Organs That Work Together .................29Lesson 3 The Basic Needs of Your Body ........................33Lesson 4 Changes as You Grow .....................................37Lesson 5 Keep Your Body Healthy and Strong ...............42Answer Key ........................................................................46Test Item Bank ...................................................................58

Lesson 1 Characteristics of Animals ................................60Lesson 2 Where Animals Live .........................................65Lesson 3 Useful and Harmful Animals .............................70Lesson 4 Taking Care of Animals ....................................74Answer Key ........................................................................78Test Item Bank ...................................................................84

Chapter 2 Your Body

Chapter 3 Animals around You

Table of Contents

Chapter 1 Living Things and Nonliving Things

Lesson 1 Characteristics of Plants ...................................86Lesson 2 Where Plants Grow ..........................................90Lesson 3 Parts of a Plant .................................................95Lesson 4 Uses of Plants ..................................................99Lesson 5 Taking Care of Plants .....................................103Answer Key ......................................................................108Test Item Bank .................................................................115

Unit 2 Materials Around You

Lesson 1 What Is Matter? .............................................119Lesson 2 Forms of Matter ..............................................124Answer Key ......................................................................129Test Item Bank .................................................................132

Unit 3 Force, Motion, and Energy

Lesson 1 What Is Force? ...............................................135Lesson 2 Moving Objects ...............................................140Answer Key ......................................................................145Test Item Bank .................................................................148

Chapter 4 Plants around You

Chapter 5 Matter

Chapter 6 Force and Motion


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Lesson 1 Sources of Light .............................................150Lesson 2 Uses of Light ..................................................154Answer Key ......................................................................160Test Item Bank .................................................................164

Lesson 1 Producing Sounds ..........................................166Lesson 2 Kinds of Sounds .............................................170Answer Key ......................................................................174Test Item Bank .................................................................178

Unit 4 About the Weather

Lesson 1 What Is Weather? ...........................................181Lesson 2 How Does the Weather Affect You? ...............185Answer Key ......................................................................191Test Item Bank .................................................................194

Chapter 7 Light

Chapter 8 Sounds

Chapter 9 Weather


Review Copy


You and Your Surroundings

UNIT1

This unit is about living things animals, people, and plants and their characteristics. t discusses about the basic needs of living things that re uire them to depend on other living things and nonliving components of the environment.

Living things of the same kind have their own uni ue features, but they share certain similarities with all organisms they need food and water, they move on their own, grow, and reproduce.

eople live because animals and plants provide them with what they need. t is for this reason that people should take care of animals and plants, and the environment that serves as the habitat of animals and plants.

n this unit, these concepts are taken up in a progressive manner to make the students discover, learn, appreciate, and apply science concepts to everyday life.

PUS 2 TM_Chapter 1_PR_Rev4-1_Trish_08302017.indd 1 8/30/2017 2:21:56 PM

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Living Things and Nonliving ThingsCHAPTER 1

Overview

The surroundings is made up of living and nonliving things, which have distinct characteristics. sually, you cannot mistake one from the other. espite the uni ueness of each one, they are interrelated and e ist for different purposes.

Adopt a teaching approach that will emphasi e the concept of harmonious co e istence between living and nonliving things, in the conte t of their habitat we call the environment. You do not have to introduce many difficult words and comple concepts at this stage. evelop the students awareness and lead them to appreciate this interrelationship through a learning approach based on observation and direct e perience.

Lessons

1 haracteristics of Living Things2 Nonliving Things

Learning Goals

1 istinguish the characteristics of living things.2 plain that living things need nonliving things to stay alive.



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1

Learning Goal

At the end of the lesson, the students should be able to identify the characteristics of living things.

Teaching Notes

Key Concepts

Living things have distinct characteristics:1 They need food, water, and air.2 They move by themselves.3 They grow.4 They reproduce.5 They respond to changes in their surroundings.

Vocabulary

characteristic, nutrient, grow, reproduce, embryo, stimulus stimuli

Materials

bird in a cage, imosa or makahiya plant in a pot of soil, picture of a child eating a nutritious meal set on a table, pictures of parent and baby animals umbled for a matching game , pictures of malnourished children, sheets of anila paper, marking pens, masking tape, glue


Engagement

1 licit from the students the meaning of the terms living things and nonliving things.

Characteristics of Living ThingsTe tbook age Numbers: 2 13Time Allotment: 4 sessions


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2 ose the uestion in Explore! on page 2 of the te tbook. Have the students write their answers on a sheet of anila paper posted on the board. o back to the list each time you are done discussing one characteristic of living things. ircle key words and let the students read aloud the words.

Exploration

3 rgani e the students into groups with four to five members each. Have each group do the Science at Work activity on pages 10 and 11 of the te tbook.

4 rovide time for each group to e amine the seeds and write their observations.

5 After a week, have a representative from each group present in class. Talk about the needs of a plant for growth.

Explanation

6 resent to the students the bird in a cage. uide the students to describe the bird as a living thing. ut some food and water for the bird to eat and drink. Have the students tell what the bird does. Ask them: Suppose we do not provide food and water to the bird for several days. hat would happen to it iscuss their answers.

7 Show a picture of a child having a healthy meal. Have some students describe what is shown in the picture.

8 plain that living things need food to stay alive. mphasi e that food provides the nutrients that living things need to function or work properly. nlock the word nutrient. plain that nutrient is the material in food that gives living things energy, strength, and capability to grow and function.

9 plain that nutrients cannot reach different parts of the body without water. This is why living things cannot live by having food alone.

eople, for e ample, have to drink 8 to 10 glasses of water daily. 10 ring the class outside the classroom, preferably to the school

garden. Have the students do some breathing e ercises. Ask them: How do you feel after inhaling and e haling fresh air iscuss their answers.

11 Then have them hold their breath for a little while. Lead them to appreciate the importance of fresh air to living things.

12 iscuss Science Bank on page 3 of the te tbook. plain that plants make their own food by putting together certain materials from air, sunlight, and water. They also get nutrients from the soil through their roots.


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13 Have the students answer the uestion on page 3 of the te tbook: hat happens to a plant if you do not water it iscuss their answers.

14 Ask the students to stand up and walk around the classroom for a minute. Let them reali e that they can move around, and so can animals. plain that living things can move by themselves.

15 resent the imosa plant to the students. Let a volunteer touch it and have the students take note what happens. The leaves fold and droop. Then e plain how plants move by themselves, as discussed on page 5 of the te tbook.

16 Let the students look closely at the pictures on page 7 of the te tbook. licit their observations. uide them to match the pictures of parent

and baby animals. iscuss how living things reproduce, as shown in the pictures on page 8 of the te tbook. nlock the words reproduce and embryo.

17 ose the uestion: hat happens when you hear a deafening sound nstinctively, you cover your ears with your hands. plain that this is a normal reaction. t means that your body reacts to the loud sound. licit from the students situations showing how living things react to changes in their surroundings, such as when a goldfish swims rapidly when the water in the a uarium is disturbed.

nlock the word stimulus plural: stimuli . or a better understanding of the word, name the stimulus in the previous e ample water disturbance and from the e ample given on page 9 of the te tbook.

18 heck with the students the results of the group activity. Let them observe how the mongo seeds have become seedlings. iscuss page 6 of the te tbook. Ask the students: hat changes happen as living things grow iscuss their answers.

19 onclude the lesson by asking the students to read aloud the contents in Looking Over on page 12 of the te tbook.

Elaboration

20 As homework, have each student cut out two pictures from old maga ines showing the characteristics of living things. nstruct them to bring these pictures to class the following day.

21 ost five sheets of anila paper on one side of the classroom. rite one characteristic of living things on each sheet. all on students to say something about the pictures that they brought. Help them post these pictures on the right sheet.


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Evaluation

22 Test the students understanding of the topic. Let them do the Enhance Your Skills e ercise on pages 12 and 13 of the te tbook.

iscuss their outputs. 23 Ask them to answer the uestion in Everyday Science on page 13 of

the te tbook. iscuss their answers.

Suggested Activities

1 As homework, ask the students to make a list of living and nonliving things that they can see in their homes. Let them describe the characteristics of each one.

2 ass around pictures showing malnourished children. Let the students e press their reactions. Lead them to understand that the children in the pictures do not have enough food to eat and clean water to drink. robably, they also live in an environment where the air is polluted.

3 Lead the students to appreciate what their parents do for them. Say: You live healthy because your parents give you the things you need such as food and water. They let you live in clean surroundings for you to breathe fresh air. Show your love and appreciation to them.


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Quiz


raw a happy face - in the bo before the number if the sentence tells about the characteristics of living things. f not, draw a sad face / .

1 A dog barks.

2 ind blows away the papers on the table.

3 irds fly.

4 A phone rings.

5 A boy drinks fresh orange uice.

6 ees fly from one flower to another.

7 The computer lets me use the nternet.

8 The water in the river flows.

9 ig fish eat small fish.

10 Some trees bear fruits.


Review Copy


Learning Goal

At the end of the lesson, the students should be able to understand that living things need nonliving things to stay alive.

Teaching Notes

Key Concepts

Living things need some nonliving components in the environment to stay alive. These essential components include water, sunlight, soil, and air, which is composed of o ygen, carbon dio ide, and other gases.

Vocabulary

environment, atmosphere, gases, o ygen, carbon dio ide, photosynthesis

Materials

photos of the following: skyline with smog, smoke belching vehicles, pristine river, and dirty creek


Engagement

1 ose the uestion in Explore! on page 14 of the te tbook. Ask some students to e plain their answers. rocess reactions and feedbacks from the students.

2 Have the students do the activity on page 14 of the te tbook. iscuss their outputs.

Nonliving ThingsTe tbook age Numbers: 14 21Time Allotment: 2 sessions

2


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Exploration

3 Have the students do the Science at Work activity on pages 18 and 19 of the te tbook as homework.

4 iscuss the students answers to the uestions at the end of the activity the following day.

Explanation

5 plain the differences between living and nonliving things.6 licit the importance of fresh air to living things. iscuss Science

Bank on page 15 of the te tbook. all on students to draw the atmosphere on the board. nlock this word as defined on page 15 of the te tbook and by using the drawing on the board.

7 mphasi e that air is made up of different gases. Two of the most important gases, which are essential to life, are oxygen and carbon dioxide. plain, as illustrated on page 16 of the te tbook, how animals and people provide plants with carbon dio ide, and how o ygen from plants are taken in by animals and people.

8 nlock new words by citing familiar situations. or e ample, imagine how a balloon bursts because gas inside it comes out. You can feel the gas coming out from a small opening but you cannot see it.

9 Have the students recall the importance of water in the movement of nutrients to various parts of living things discussed in Lesson 1 .

10 ring the students outside the classroom to feel the warmth of the Sun. Ask them: hy do living things need sunlight iscuss their answers. plain that sunlight provides the heat and light that are essential to living things.

11 iscuss briefly photosynthesis, or the food making activity of plants with the help of sunlight. plain that sunlight provides some materials that plants absorb. lants combine these materials with carbon dio ide and water to make their food. As a result, plants give off o ygen, the gas that animals and people need to stay alive.

12 ecall the mongo seeds e periment in Lesson 1. licit the materials that plants need for growth. iscuss the importance of soil to plant growth.

13 Have the students read aloud the contents in Looking Over on page 19 of the te tbook.

14 iscuss the interrelationship of the concepts in Linking Together on page 21 of the te tbook.


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Elaboration

1 Show a picture of a skyline with smog or that of smoke belching vehicles. Let the students narrate their e perience when there is heavy traffic and they inhale the smoke from vehicles. mphasi e that clean air is usually colorless and has no smell, while dirty air, ust like the smoke from some vehicles, is blackish and smells a bit like gasoline. plain that smoke from vehicles makes the air dirty.

irty air is not good for living things. 2 rovide a similar discussion for water, using the analogy of pristine

river water and water from a polluted creek. se pictures to facilitate the discussion. Lead the students to conclude that there are no living fish in a polluted creek because the dirty water in the creek cannot keep them alive.

3 Ask the students: hen you were younger, did you dream to be an astronaut rocess the students answers then have them look at the picture on page 24 of the te tbook. iscuss why astronauts have to wear space suit.

Evaluation

1 Let the students do the Enhance Your Skills e ercise on page 20 of the te tbook. iscuss their outputs.

2 Have the students answer the uestion in Everyday Science on page 20 of the te tbook. iscuss their answers.

3 Have the students answer Chapter Test on pages 22 23 of the te tbook. iscuss their answers.

Suggested Activity

Show again the pictures that you used for the activities in Elaboration. ocus on the interrelationships of living and nonliving things. mphasi e

that living things cannot stay alive if the nonliving things in their surroundings are dirty.


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Quiz


atch the living thing in column A with the nonliving thing s that it needs to stay alive in column . rite on the line before the number the letter s that correspond to the correct answer s.

olumn A olumn

1 A air

2 B carrot

3 C food

4 D grasses

5 E milk

6 F ocean or sea

7 G soil

8 H sun

9 I water

10


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Answer Key

A Textbook

Explore!

page 2Living things can eat, drink, and breathe. They grow, reproduce, move by themselves, and react to changes in their surroundings.

page 14No. In order to stay alive, plants and animals need nonliving things from their surroundings.

Science at Work

pages 10 –111 3 cup A

2 3 soil

3 water

3 sunlight

page 182 yes 3 no

4 3 yes no

3 cannot see it, but can feel it.

Enhance Your Skills

pages 12 –13

A 1 3

2 3

3 7

4 3

5 7


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B

3

3

3

page 201

1 2 4 5

2

1 3 4 5

3

1 2 4 5


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4

1 2 4 5

Everyday Science

page 13 Yes 3 No

page 20The animals without enough air, water, and food will starve, become malnourished, and eventually die.

Chapter Test

pages 22 – 231 C2 C3 A4 C5 B6 B7 A8 C9 A10 C

B Teacher’s Manual

Quiz

Lesson 11 -

2 /

3 -

4 /

5 -


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15

6 -

7 /

8 /

9 -

10 -

Lesson 2

Allow more than one answer for each item.

1 A, , ,

2 A,

3 A, , ,

4 A, H, ,

5 A, ,

6 A, , H,

7 A, , ,

8 A, ,

9 A, ,H,

10 A, , ,


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Test Item Bank

ircle the letter that corresponds to the correct answer.

1 hat do you call the things that are aliveA environmentB living thingsC nonliving things

2 hich is an e ample of a living thingA rabbitB soilC water

3 hat do you need to stay aliveA air, food, and waterB air, soil, and sunlight C food, water, and sunlight

4 hat will happen to a plant if it does not get enough air, water, and sunlightA The plant will grow bigger

or taller.B The plant will wither and

eventually die.C The leaves of the plant will

become greener.

5 hat do you call the changes that happen in your surroundingsA growthB photosynthesisC stimuli

6 hat do you call the young plant inside a seedA budB embryoC seedling

7 hich of the following is a nonliving component of the environment A airB insectC grass

8 hat do you call the blanket of air that covers arthA atmosphereB carbon dio ideC o ygen

9 hich of the following living things give out o ygenA earthwormB grasshopperC tomato plant

10 hich of the following need carbon dio ide to stay aliveA animalsB humansC plants


Review Copy

Review Copy - SAP Education

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