MINISTRY EDUCATION

YEAR 5 ELEMENTARY SCIENCE

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 1

ACKNOWLEDGEMENT
The Year 5 Elementary Science Text Book has been produced to be used by the students
in this level and used as a reference in Year 6 Elementary Science Curriculum Unit of the
Ministry of Education.

The following teachers and officers are to be acknowledged for their contribution and
time on the development of this textbook Year 5 Elementary Science: Mrs.Kaushila Lal,
Ms. Belinda Reuben and Mrs. Roela Koroimarama.

Mr. Johnson Rura and Mrs. Sisilia Bale for editing and layout of the book.

Ms. Melaia Ratu , for the graphic designing.

Mrs .Finau Nanovo, A/SEO Science, for her advice in the compilation of the book.

Furthermore, the Curriculum Committee is also acknowledged at this time for their
unwavering support in scrutinizing and editing the materials likewise the CDU Primary
as well as Secondary Officers for their support and collaboration.

Copyright © Ministry of Education, Fiji

All Rights reserved
No part of this document may be reproduced, stored in a
retrieval system or is transmitted in any form or means,
electronic, mechanical photocopying, recording or
Otherwise without the permission of the
Curriculum Development Unit of the
Ministry of Education.

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 2

CONTENT PAGE

1.0 INTRODUCTION 04

2.0 STRAND 1-Living things and the Environment…………… 05

S1.1 Structure and Life Processes 05

S1.2 Living Together 27

S1.3 Biodiversity, Relationships and Sustainability 34

3.0 STRAND 2-MATTER……………………………………………… …… 44

S2.1 Investigating Matter 44

S2.2 Materials 52

S2.3 Reactions 54

4.0 STRAND 3-ENERGY…………………………………………… 62

S3.1 Energy Sources and Transfers 62

S3.2 Energy Transformation, Use and Conservation 72

S3.3 Forces 78

5.0 STRAND 4-OUR SOLAR SYSTEM………………………….. 85

S4.1 Our Solar System 85

S4.2 Our Changing Earth 87

6.0 Glossary……………………………………………………………… 100

7.0 References ………………………………………………………… 103

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 1.0 INTRODUCTION

WHAT IS SCIENCE?

Science has different meanings to different people. To some it means the

research, theories practical or the pursuit truth others the development of
technology intended to benefit mankind however; to others it means a big
question mark?

Science is a form of learning. It should be presented as a process where new

knowledge learnt is internalized. In each activity and experiment are tools or
equipment that is used for DISCOVERY LEARNING and EXPLORATION. Students
also acquire science practical skills that foster learning and intellectual
development in individuals. Children need to be encouraged to use Science
Methods to learn on their own and also co-operatively. Children in Primary
schools , science means exploration of the environment, working with
mechanical gadgets, using their energy to discover new ways of identifying
beautiful organisms. They are also capable of organizing information derived
from these experiments.

2.0 AIMS OF THE COURSE:

The broad aims of the teaching Science are:

to provide the opportunity for the children to make Scientific observations in the
Natural and Physical Sciences.
to develop an enquiring mind and a Scientific approach to solving problems
to develop students who can learn and become independent learners

The above aims can be seen in terms of the following in the students’ journey and
Learning Outcome.

Becomes an Active learner STUDENT

Communicates
effectively

Conducts

investigations

Selects and uses

Applies learning information

Understands change, balance

and relationships Makes responsible decisions
The diagram indicates the learning journey of each student in his or her major learning
outcomes.

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 4

 ATTRIBUTES OF LEARNING YEAR 5 ELEMENTARY SCIENCE.

STRAND AT THE END OF YEAR 5 THE STUDENTS

Acquire self-motivation and responsibility in describing the distinctive features

THE ENVIRONMENT
LIVING THINGS AND

of different plants’ and animals’ adaptations for survival in the changing

environment. Extend their learning in research and findings and collate data
and confidently communicate their findings on any significant native plant or
animal that has survived and state its abundance and status.

Acquire confidence, communicate effectively, describing the objects by the

MATTER

properties of materials. Are able to understand change and relationships and

to have this knowledge and patterns allow them to appreciate the past,
present and predict future as well as take into account implications of
materials disposed that may impact the environment locally, regionally and
globally. (Think globally and act locally). Select and communicate information
effectively on the changes that occur daily such as evaporation, condensation,
dissolving and melting to common substances
Ability to demonstrate an inquiry form of investigation on the transformation
ENERGY

of energy from a source to a receiver. Collaborative and team discussion on

the wise use of energy in their daily lives. Become knowledgeable and express
their ideas on forces and how it applies to their daily life at home and the
machines they use.

Research and apply information with confidence when constructing models to

BEYOND
EARTH AND

show changes that takes place and during the rotation of the earth in the day-
night cycles and have self-confidence in presentation. Research and organize
information from a variety of sources identifying the man-made and natural
causes of coastal erosion and take responsibilities to find creative solutions to
combat this issue.

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 2.0 STRAND 1: LIVING THINGS AND ENVIRONMENT

Sub Strand 1.1: Structure and Life Processes

CLO: 5.1.1.1
Investigate and describe the structures that animals use to move, respond and feed
and how these help to survive

ANIMALS- STRUCTURE, FUNCTION AND WAY OF LIFE TO SURVIVE

Animals have special structures that enable it to survive in its environment.

Some common structures of an animal include eyes, ears, nose, mouth, skin, legs,
tail and wings.
One example of an animal and its structures is outlined below.

ANIMAL STUDIED: CAT STRUCTURE/ FUNCTION/USE

FEATURE
Eyes To see

Ears To hear

Nose To smell and

detect food, and
enemies
Mouth To eat/feed

Fur To keep warm

Legs To move in
search of food
Tail To shoo flies and
to express itself
http://www.enchantedlearning.com/subjects/mammals/cats/cat/Catprintout.shtml

Activity 1
Study selected animals in your area and make a table like the one above for each animal
studied.

Animals respond to things in their environment in different ways. For instance, dogs
can behave differently to different things in their environment. They bark at visitors and
those that invade their territory.

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 HOW ANIMALS RESPOND TO THEIR ENVIRONMENT
ANIMAL TOUCH LIGHT COLD HEAT OWN ENEMIES FOOD WATER
MEMBERS

DOG Wag their active Fur grows Sheds its fur, Smells them, Barks, bares Starts drink
tail thick. Curls sticks tongue wags its tail its teeth and drooling at
up inside out, starts bites smell of
warm place panting food

CAT purr Less Fur grows Lies on a cool Meows and Raises fur Sniffs food Drink
active/ thick. Curls surface, licks smells them and hisses.
sleep up inside its fur to cool Claws and
warm place down bites
BIRD Fly away active Grows extra Baths itself Uses its voice Screeches, Walks drink
feathers, and drinks to sing or pecks them around the
Fluffs water, make calls. using beak, food
feather and panting by flies away before
tugs beak opening bill, pecking it
into seek shady
feathers, areas, puff
covers legs out feathers
with wings and flutter
wings

MILLIPEDE Coil up Less Curls up Hides in cool, Crawling Curls up and Feed on Coil up
active into a coil shady places around doesn’t dead
shape move matter

http://www.washingtonpost.com/national/health-science/dogs-and-cats-can-

FEEDING
Feeding is a major part of an animal’s daily activities. Feeding enables animals to get
enough energy for growth and movement. Animals have special structures that allow it
to feed properly in its environment. For example, dogs have different types of teeth
whereas birds have different sized and shaped beaks that enable them to eat their food
properly.
For example, Dogs have 3 types of teeth; incisors, canine and molars.

DIAGRAM OF DOG TEETH

http://www.vivo.colostate.edu/hbooks/pathphys/digestion/pregastric/dogpage.html

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 7

Type Of Teeth Function (Use)
Incisors Biting food, holding and grasping food
Canine Holding, grasping and tearing food
Premolars Holding and crushing food
Molars Chewing food
ACTIVITY 2: FEEDING

1. Do a research to find out the different types of teeth that horse/goat/cattle have
and how the different types of teeth help them to eat their food:

HORSE CATTLES GOAT

2. Draw the structure of their teeth

3. Do they have similar structures of teeth
4. Draw a table to show the types of teeth they have in common and list their
functions.

TYPE OF TEETH FUNCTION

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Beaks of birds Function.

1. Curved
1. to tear meat

2. Short and thin 2. to catch insects

3. Short and stout 3. to crack seeds

4. Long and wide with strainers on the 4. to eat algae

side

5. Slender, long
5. to obtain nectar (juice and sugary
liquid at the base of the flower)

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PART ONE ACTIVITY 3

Identify the six bird beaks pictured below.

_______________________ _______________________
__________________________

_______________________ _________________________ ______________________

PART TWO
Use the above diagram to answer the Questions 1 to 6.
1. Which beaks are best for spearing and chiseling? Explain.
2. Which beak is best for cracking seeds? Explain.
3. Which beak is best for straining? Explain.
4. Which beak is best adapted for tearing meat? Explain
5. Which beak is best for holding a large amount of food? Explain.
6. How can a bird's bill or beak tell us about what it eats?
http://www.state.nj.us/pinelands/infor/curric/pinecur/beakws.htm

Survival for animals may mean that food supply has to be in abundance and the habitats
are secure to ensure long life and reproductive success. Animals need to have
adaptations to be able to live in harsh conditions and times of drought, intensive worse
weather conditions.

Animals can be fast. The eyes are sharp so are their ears and nose to detect danger. They
prepare for an escape from their predators when the need arises.

The birds have sharp eyes and escape from feral animals to escape being attacked, killed
and eaten by dogs and cats.
This is also true for the rats which escape the grasp and attack of a cat so they run to
survive. The table below shows some animals that are affected by light.

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Name of the animal Response to light

Bats They do not come out in the day because they hunt in
the night to survive. This activity protects themselves
from other predators and they rely on echoes to detect
the position of prey and food.

Turtles Getting smaller in numbers due to the number of

illuminated areas on the land, the young turtle after
hatching lose their direction and move towards their
predators’ habitats and are eaten or they die from
tiredness. They lay their eggs in the night for protection
and also to hide their eggs.
Moths Attracted to light in the night to feed, they are preyed
upon by the geckos or house lizards.

PART 3
Study an animal of your choice and describe how they are adapted to their way of life.
The success of their survival depends on how they move fast, response to the light,
water and heat, and how they protect themselves.

ADAPTATION E.G. FEET FUNCTION/USE

1. Grasping 1. To grab onto things

2. Perching 2. Rest on branches

3. Webbed 3. Swimming and walking on mud

4. Long toes 4. Wading in water

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 WINGS FUNCTION / USE

1. Flying with prey, soaring

2. Maneuver, fly fast

Adaptive Features

All animals have special structures that enable it to survive or live well in its
environment.

These special structures are known as adaptive features. Adaptive features can include
body coverings and body parts.
For example, fish have gills that help it to breathe underwater whereas earthworms
have small openings on their moist skin that allow them to breathe allow gas exchange
to take place in their habitat
Birds also have special features with specific functions to enable them survive in
different physical factors that influence their lifestyle for instance they have wings to fly
to temperate or tropical climates when snow falls.

ADAPTATION IN LEGS FUNCTION/USE

Flexor tendons (chicken) 1. Perching, grasping

Wading, walking 2.Long, slender (heron, crane)

Powerful muscles (hawk) 3. Carry prey

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Long, powerful (ostrich) 4. Running

url: http://preparednessadvice.com

COLOURATION FUNCTION
1. Bright colour (male) A. Attract females

2. Dull colour (female) B. Camouflaged while in the nest

3. Change of colour (snowy owl, C. Brown in summer, white in winter to

ptarmigan) blend in with its environment
Neat Feet (Something to Read)

The feet of birds are adapted to help them get their food and to allow them to move
around when not flying. For example:

1. Birds that swim have webbed feet to help them paddle through the water in
search of food. They are called swimmers.
2. Waders have long legs that help them search for food on the bottom of a marsh or
bay while supporting them and giving them balance.
3. Climbers have their toes facing in both directions. Their toes are like sharp claws
which help them then climb trees looking for food.
4. Predators have curved, with sharp talons that allow them to catch and carry their
food.
5. Perchers enable the bird to grasp a limb or branch. Each foot usually consists of
three toes pointing forward and one pointing backward. The backward toe is
as long as the front middle toes.
6. Ground birds and Runners have feet that help them move through the undergrowth
of the forest. Three toes point forward and the fourth toe is smaller and points
backward.

[URL: http://teachers.catskillcsd.org]

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ACTIVITY 4

1. Write the names of birds that fit the feet description above and make sketches of
their feet.
2. For the following features of birds and animals, discuss in your own words the use
of these structures that enable these organisms to survive.

Features or structures Function

1. Fur/hair
2. Feathers
3. Scales on birds
4. Scales on Fish
5. Gills in Fish
6. Moist skin in Earthworm

ACTIVITY 5

Choose a named animal and describe the way it survives in its environment or habitat.
Your description and discussion should have the following: i) Protection, ii) Movement,
Feeding, and its response to light, water and heat.

After writing the activity, present to the work in class.

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 14

CAREER- Jobs one can do when they study about animals.

Zoologists- study animals’ life and behavior.

Vetinary physician- treats disease and injuries in animals

Ecotourism – Whale watching

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 CLO 5.1.1.2:
Investigate and study the structures that plant use to respond, make food and
reproduce and how these help them to survive.

PLANT- STRUCTURE AND FUNCTION, RESPONSES TO EXTERNAL STIMULI

[Diagram from heightstechnology.edublogs.org]

Similarly, plants also have special structures that help them to survive in its
environment. These special structures include leaves, flowers, fruit, seeds, stem and
roots. Each of these structures has a special function to help the plant survive.

ACTIVITY 1. Game to help students remember different structures of plants and

their use.

Instructions:

1. Teacher to photocopy the page and make copies for each group in class.

2. Stick one copy on the board and allow students to read the structure and its use.

3. Distribute one copy of the page to each group and allow one person to cut out the
boxes for each part.

4. Students to mix up the cards and put them upside down for playing.

5. Students take turns to flip over two cards, if the structure and use match; they
get to keep the cards. Student with most cards wins. Refer to the diagram below.

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 www.tomatosphere.org

Foresters surveying the pine trees Botanists studying plants

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ACTIVITY 2

Shoe-box Maze (Experiment to show how plants respond to light)

These are the materials needed to make your own shoe-box maze
AIM: To see that plants require light for growth.

MATERIALS

-Shoebox
-Extra cardboard
-Scissors
-Cello tape
-Small bean plant

METHOD:
1. Cut a large hole at one end of the shoebox. Be sure to tape up any other
spaces where light shines through.
2. Cut two pieces of cardboard.
3. Divide the box in thirds and tape one cut cardboard piece on the left side
of the box and the other cardboard piece on the right side of the box

4. The box should look like the box shown below

5. Place the small potted bean plant in the shoebox opposite the hole; make
sure that it is well watered.

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 6. Close the box, tape it, and place it in a sunny window.

7. Observe the results.

NOTE: In about 4 or 5 days open the box and notice how the plant grows in the
direction of the Light.
[Experiment from http://herbarium.desu.edu/pfk/page11/page12/page13/page13.html]

ACTIVITY 3 PROJECT

Device an experiment to see how plants respond to:

a) Water
b) Touch

LEAVES
A leaf is a flat, thin plant organ that uses the sun to make its own food. There are two
types of leaves:
I. A simple leaf has an undivided blade.
II. A compound leaf has a fully subdivided blade which is separated by a main or
secondary vein.

A Simple leaf A Compound Leaf

https://www.google.com/search?q=Compound+leaves&tbm

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 PARTS OF THE LEAF
1. The main flat area is called the blade or lamina.
2. Small processes located to either side of the base of the petiole are called
the stipule.
3. The leaf stalk is called the petiole.
4. The petiole attaches to the stem at a point called the leaf axil.
[http://sciencewithme.com/learn-about-leaves/]

USES OF LEAF:
1. Makes food by the process of Photosynthesis
2. Loses water by the process of Evaporation
3. Carries water and mineral from the roots, into the stem vessels and through the
veins of leaves.
4. Absorbs sunlight for photosynthesis where carbon dioxide reacts with water in
the presence of light to produce sugars and starch.

PHOTOSYNTHESIS
Leaves are where food is made in a plant. Plants take water from the ground
through their roots. They take a gas called carbon dioxide from the air. Plants use
sunlight to turn water and carbon dioxide into oxygen and glucose. Oxygen is a
gas in the air that we need to breathe. Glucose is a kind of sugar. Plants use
glucose as food for energy and for growing.

The way plants turn water and carbon dioxide into oxygen and sugar is called
photosynthesis. A chemical called chlorophyll helps make photosynthesis
happen. Chlorophyll is what gives plants their green color.

ROOTS
These are found either in the soil or in the air. They do hold important uses in the
plants.

FUNCTION OF ROOTS
1. To grip or anchor plant to the soil
2. To absorb water and minerals needed by the plants
3. To store excess food
4. To propagate and that is to produce new plant.

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There are three types of roots that enable plants to do their functions well and able
them to survive.

Type of root Characteristics Examples

Tap root Main tap root, that is, Pine trees, Carrots
larger regions grow
faster than the branch
roots

Fibrous roots Roots that are about Palm trees and Lilies
the same size

Adventitious Roots that form any

roots part other than roots
e.g. stem,
Turf grass
(sourcehttp://driverlayer.com/img/adventitio
us)

STEMS:
Help plants to hold leaves and flowers towards the sun. The also hold the fruits firmly to
the tree until they are ripe or harvested. They contain vessels that carry water and
minerals from the roots to all parts of the plant and food produced by photosynthesis
from the leaves to all parts of the plants.

PARTS OF A FLOWER

These are very important features

http://kidsgrowingstrong.org/print/Flowers

THE FLOWER:

This is the main reproductive structure for all flowering plants. The flowers have the
female and male reproductive structures. The female part is called the PISTIL and the
male part of the flower is called the STAMEN. The pistil contains the stigma, style and

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 21

the ovary. The ovary contains the eggs. The stamen contains the filament and this
holds the pollen sacs. Pollen sacs contain pollen grains.

The flowers can be pollinated by insects or wind. Pollination is the transfer of pollen
from the anther to the stigma of a flower. The stigma allows the pollen to grow and it
reaches the ovary and produces the young one. This young develops into a fruit.

FRUIT FORMATION

When the pollen fertilizes the egg it forms a fruit in the ovary, the life cycle continues.

Asexual Reproduction:
Plants that grow from cuttings and other form of vegetative reproduction undergo
asexual reproduction. It does not require another partner but itself to make its own
kind. Farmers get more produce from this form of breeding than sexual reproduction.
Some examples are Cassava, Dalo, Pineapple, sugarcane, Hibiscus and rose plants.

NB Insect, plants, animals depend on each other for their survival.

ACTIVITY 3

1. Draw a plant and label the following parts:

Leaf, stem, roots, leaves and flowers.

2. Fill in the table to describe the functions of the following parts of the plants.

PARTS OF THE PLANT FUNCTION

1. STEMS 1.
2. LEAVES 2.
3. ROOTS 3.
4. FLOWER 4.

3. Define pollination

4. List two organisms that are agents of Pollination

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 5. Explain how pollination takes place.

6 Name the three types of roots you have studied and describe how you can
distinguish one from the other. Give an example for each type of roots.

7. Name some examples of asexual reproduction. Does it require another partner to

reproduce its own kind? Give an advantage of Asexual Reproduction.

8. What is the name of the Sexual reproductive organ in plants?

9. Draw the structure you have named in part 8 and label the parts.

10. Draw a table with two columns and list the structure in column 1 and the
function in column 2.

CAREERS

1. Sandalwood NGOs (source SPC) .

2. Entomologist (Google.com)

3. Tissue culture - Agriculture

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http://www.empowermentepilepsyandelephants.com

Chinese herbs for kidney (Herbalists) Chinese medicine for stroke and recovery
(source: http://globerove.com/china/chinese-herbs-stroke-recovery/1827#lightbox/0/)

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ACTIVITY 4

Aim: Investigate, Study And Describe The Flower Parts/Structure And Their Uses Or
Function
Materials
Hand lens Pencil
Flower Eraser

METHOD:
1. Study the parts of the flower and identify the following parts:
Stalk
Sepals (Green in colour-protects the flower bud). How many sepals are there?
Do the peals and sepals have the same numbers?
Petals (very colourful, attractive and has sweet smell in certain flowers), How
many petals are there? Why are petals bright and colourful? Do the flowers have
sweet smells? Do you find insects coming from the flowers?
Stamen (Contains a long stalk known as filament and holds the anther that
produces colourful pollens-powder like)- Male reproductive structure. Draw a
simple diagram showing these parts with the heading.
Pistil (contain the stigma, style, ovary and eggs) this makes up the Female
Reproductive structure. (Draw a simple diagram showing these parts with the
heading.)
2. Use the hand lenses to study the anther and observe how the pollens look like,
draw a sketch of the pollens
3. Draw a full diagram of the flower and label its parts.
4. Discuss in groups the importance of flowers

CLO 5.1.1.3
Relate Plants and Animal Structures for Survival and Growth

ADAPTIVE FEATURES OF PLANTS

Most leaves are flat, thin, and small and some are broad to increase absorption of
light from the sun. Stems grow above the ground to help leaves reach the
sunlight to gather light for photosynthesis. Roots conduct water and minerals so
plants can be supported, use water for photosynthesis and keep them cool.
Plants lose water by evaporation through the leaves on hot and windy days and
keep them and animals cool. Plants lose leave in Autumn and during dry and
windy time in Fiji and these help them to preserve or save water.

Dogs and cats lose hair in summer to allow air to move in and out of their body
surfaces, while on cold days they grow extra hair to keep them warm.

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Activity 5

1. Carry out a group research on the adaptive features of plants e.g. climbing
plants, water
2. Plants and epiphytes in your locality. Draw the plants and label them with brief
descriptions on their adaptations on the other plants or where they live.
3. Identify three types of roots and their importance in plants, and their adaptive
features in the following plants: Pine trees, Carrots, onions, grass, Cassava,
sensitive grass.
4. Plant and animal parts are designed in such a way that it helps it to survive and
grow successfully in its habitat.
Find Out:
How plants and animals protect themselves with specific examples.

Mangroves Coconut tree Pine tree Ferns Sea algae

PLANTS AND ANIMALS

Butterflies Earthworm Crab Clam Dolphins

BU

E.g. (i) Roses have thorns to protect itself.

E.g. (ii) Bees have sting which is used to protect itself.

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Sub Strand 1.2: Living Together

CLO 5.1.2.1
Investigate How Physical Conditions in a Selected Ecosystem Affect the
Plant and Animal Population

THE STUDY OF AN ECOSYSTEM, ITS PHYSICAL CONDITION AND THE PLANT

AND ANIMAL POPULATION

An ecosystem is a community of plant and animal population interacting with

each other to survive. In an ecosystem, organisms work together as a unit in a
particular area. Population is a group of organisms of the same kind living
together in a given area that interbreed to produce new individuals. They can
live in communities and live interdependently. This is because an organism
cannot survive on its own and needs other organisms to stay alive. An ecosystem
also includes non-living materials such as, water, rocks, soil, and sand. There are
many different types of ecosystems such as a mangrove swamp, the seashore, the
sea, and a forest. An ecosystem can be as small as a puddle or as big as the ocean.
Each ecosystem is different with different organisms and different physical
conditions. These have created a balance over time which is important to every
form of life within the ecosystem. Any activity that disrupts this balance would
be harmful to the ecosystem.

1. A CREEK ECOSYSTEM

[http://eschooltoday.com/ecosystems/what-is-an-ecosystem.htm]

A creek is an ecosystem. Different plants and animals survive in this ecosystem

because they have different needs. The toad visits the creek for cooling on hot
days, reproduction and search for meals. Plants live in ponds because they have
features that allow them to live in it. They also supply Oxygen to the living things
in the creek. The sun filters through the water so that the plants can make their
own food. Tadpoles live in the water as part of their life cycle and use gills to
breathe like fish. Fish protect themselves from their predators with their fins and
scale.

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 Below are examples of other ecosystems rich with living things and non-living
things.

2. MANGROVE ECOSYSTEM 3 REEF ECOSYSTEM 4.FOREST ECOSYSTEM

ACTIVITY-FIELD TRIP
Explore 3 different ecosystems near your area and identify the
a) Plant and animal population living there, draw and name them
b) Physical conditions that exist in that ecosystem- Collect samples of soils,
water or sea water and test for the acidity, basicity or neutral level of the
pH using the Universal Indicator or pH paper.
c) Collect all the information and compile a report on your findings and
present to the class.
A SEA SHORE COMMUNITY STUDY: Sea shore communities are affected by
the changes of day and night and this occurs twice in a day. It takes place
when the sea levels changes known as tides. In those two occasions in one
day many organisms must survive being exposed to the air, wind, sun and
sudden temperature changes. In contrast their relatives in the open sea,
these organisms must tolerate frequent partial drying.
OUT COMES: The pupils should be able to:
 Recognize a’ low tide’ and a ‘high tide’
 List at least two differences between a pond and a seashore
 Describe what he sees on the sand
 Name examples of seaweeds, shells, fish, crabs, birds, snails found on the
sea shore
 Describe where the organism is found
 Sketch simply the organisms found on the sea shore.
 Make a simple classification of the seashore community

MATERIALS:
Each group will require the following SUGGESTED ALTERNATIVES:
materials 1. A rock pool community
- A gas jar 2. A swamp community
- A magnifying glass 3. A forest community
- A stop watch 4. A river community
Each student will need
- Worksheets
- A pencil

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 28

ACTIVITY: (Before the field trip to the sea shore)
1. Give a brief explanation about the fieldtrip and precautions to be taken when
on the fieldtrip.) Guideline is given at the end of this book.
2. Take the pupils down to the sea shore and tell them to look around.

Where is the water line?

High Tide mark: (The sea water covers many of the rocks and much of
the sand)
Low tide mark: (Water line is far out into the sea, the rocks and sand is visible)

How is the water on the sea shore different from the water in the
pond or creek?
(Note the amount of water, taste and waves)
What are you standing on?
(Sand, rock)
How does the sand feel like?
(Rough/ gritty/dry/wet)

3. Tell the students:

To observe any empty shells to collect:

What were these shells used for before? (coverings of soft animal)
Are there any signs of holes or heaps of sand? What organisms made
these holes (fiddler crabs-males have huge claws)? Why?
What other materials did you see on the sand? (Pebbles, sea weed,
pebbles, driftwood etc.)
4. Tell the students that they :

will be in groups
will work on the work sheet provided
will aim at completing as much as they can
will work in their specific areas with a leader, time keeper. (Allot each
group an area to work in.)
Brief the students about the worksheet.
5. Get all the students together in one place.

Discuss and compare the findings from each group.

A native species is an organism that is found living naturally in a particular area

with no human intervention they are known as ENDEMIC SPECIES. So plants
growing naturally in an ecosystem are called native plants. Similarly, animals
living naturally in an ecosystem are called native animals.

Fiji has a variety of native species. Native plants of Fiji include hardwood trees,
mangroves, bamboo, and palms. Native animals of Fiji include bats, skinks,
iguanas and gecko, snakes and lizards. Fiji also has around 162 species of birds,
such as owls, hawks and parrots.

[http://matava.com/nature/flora-and-fauna-of-kadavu-fiji/]

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 29

Interesting Facts - Native Animals of Fiji
The only native mammal found in the Fiji islands is the bat. There are 6 species, 3
of which are fruit bats. Of the three species of fruit bat, the one you are most
likely to see is the Polynesian Flying Fox.

There are 27 species of reptiles of which 8 are endemic to Fiji. These include two
Iguanas, 12 Skinks, 10 geckos and 3 snakes.

Iguana
The Banded iguana can be found on Kadavu Island. It is a master of camouflage.

Skink
Green skinks and blue-tail skinks.
Gecko
Geckos come out at night to catch insects attracted to lights.

Snakes
There are also three types of snake found in the Fiji Islands group.

Banded Sea Krait

The sea snake has bold black and white banding colouration indicating a warning
to all. However, the krait is extremely tame.
Pacific Boa
This little boa is a master of camouflage. It is generally nocturnal and spends
most of its time up in the trees. It is not poisonous and it kills its prey by
constriction. It generally feeds on mice and lizards.

Crabs
Most of Fijian crabs live on the coral reefs and sea grass flats but three types
spend more time ashore than at sea. These include the hermit crabs which are
hairy land dwelling crabs, land crabs and fiddler crabs. There are five species of
fiddler crab in Fiji

Butterflies -Sphinx Moth

This striking moth can grow quite large with a wing span of up to 6 inches. They
can only be seen at night. They love to hang around ripe bananas and other fruits
and their retinas reflect orange light.

Tree Spiders
There are a few species of large spiders which live in Fiji but are harmless. They
can be found to be living up in the tallest trees and are known to make their webs
between two of the highest branches. Some are poisonous. They feed on insects
that get trapped in their webs.

Stick Insects
Extremely hard to find unless you are prepared to examine every twig. These
insects can get quite large and can grow to about 12 inches long. The Fijian name

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 30

 for them is ‘mimi mata’ which means ‘pee in your eye’. Annoy one sufficiently
and that is exactly what it will do. It will squirt a noxious liquid at you. They feed
on grass.

Mud Dauber Wasps

These are large wasps which spend their entire lives building little mud huts in
which to house their young.
Activity
Can you identify native animals of Fiji after reading the description from above?

Skink Gecko Fiji Boa

Butterfly Spider Sphinx Moth

Hermit Crab Land Crab Banded Iguana

http://matava.com/nature/flora-and-fauna-of-kadavu-fiji/

ACTIVITY
Fill in the Table for the six organisms you have identified with their important
description and research on what they eat and their predators that have affected their
population size.

Name of the organism Food they eat Their predator

1
2
3
4
5
6

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 31

Something to Read

Mammals-have special features, they have furs, they breastfeed their young, and are very
protective. Some differ in some ways and so are grouped into 3 different classes:
Monotremes, Placental and Marsupials.

DIFFERENCES
Monotremes Marsupials Placental
Lay eggs Give birth to their The young remain in their
young when they are mother until they are fully
not fully developed, developed. They produce
they remain in a pouch, their food and remove their
breast feed until they wastes through the
are fully developed placenta.
E.g. Billed and webbed E.g. Kangaroos and E.g., Horses, goats, cats,
feet platypus and koala bears in Australia. dogs, bats, whales and
thorny echidna in humans.
Australia

PLATYPUS ECHIDNA KANGAROO KOALA FRUIT BAT WHALE

BAT

[Monkey-faced bat, found only on Taveuni and is critically endangered]

6 species of bats including the fruit bat (beka)

The introduction of animals to Fiji had a disastrous effect on some of the native
animals. Two big-footed, mound eating birds and the giant flightless
pigeon instantly became extinct. It's also believed native snakes, frogs, and birds
also became extinct for the same reason.
Today you will see introduced animals such as goats, the mongoose, pigs, rats,
and mice.

BIRDS

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 32

 There are 57 species of birds in Fiji, and 26 of which are endemic. The
introduction of bird species has forced some native birds into forests. Some
species can only be found on one or two islands including the orange dove of
Taveuni and the cardinal honeyeater of Rotuma.

[Silk tail - only found on Taveuni and Natewa Peninsula, Vanua Levu]

Fiji's rarest bird Kacau of Gau is featured on the back of the FJ$50 note, and can
only be found on the island of Gau in the Lomaiviti group. Around 23 types of
tropical sea birds can also be seen in Fiji.

Reptilians & Amphibians

2 types of iguanas - crested iguana and banded iguana

2 types of snakes - Pacific boa and Fiji burrowing snake
There are some 27 species of reptiles, most being lizards. There are 5 species of
turtles that can be found, which is discussed on the next page. The cane toad
introduced in 1936 also feeds on native frogs, so have retreated back deep into
the forests. [Fiji banded iguana - endemic to Fiji]
[http://www.amazing-fiji-vacations.com/Fiji-animals.html]

INVESTIGATING NATIVE SPECIES

In order to find out about a particular native species you need to look at two factors.
These include the conservation status and the distribution of a native species.

The conservation status of a species tells us whether the group still exists and how
likely the group is to become extinct in the near future. Many factors are taken
considered when assessing the conservation status, such as, the number of
individuals remaining, the overall increase or decrease in the population over time,
breeding success rates, and known threats.
[http://en.wikipedia.org/wiki/Conservation_status]
The distribution of a species refers to the way a species is spread out at a particular
place i.e. the places where you can find it.
[http://en.wikipedia.org/wiki/Species_dis...]

Activity 1

Investigate a significant native plant and animal of Fiji and determine their status
and distribution. Prepare a chart on your findings.

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 33

CLO 5.1.2.2. Assess the physical conditions that affect plants and Animals

Human Activities are the main contributing factors to the decline in population of
animals and Plants in Fiji. Some of the contributing factors are burning of forests,
logging of trees, overhunting and fishing. Man in his haste to procure profit and
wealth, the species of plant and animals has been threatened to endangered levels
and to the point of extinction. Moreover, humans have introduced Biological controls
have been introduced like rats, frogs and snakes and they are doing far more
damage to the crops and the population of insects which are needed greatly for the
pollination of flowers and production of crops. Some endangered species are listed
below with their cause of decline.

When humans do not act responsibly they can threaten the life of animals.
Endangered species are organisms which are in danger of becoming extinct or dying
out. A lot of species in Fiji are endangered. To sustain these species from becoming
extinct we need to device laws that would protect them from being killed or
destroyed and we also need to learn to take care of them.

S1.3 BIODIVERSITY, RELATIONSHIPS AND SUSTAINABILITY

BIODIVERSITY-is the degree of variation in life. It measures the varieties of

organisms in different ecosystems that live in relationships that can be an advantage
or harmful. For example, some organisms live on land and have a prey and predator
relationship while others, live on each other where both benefits. The diverse life
makes life interesting in different ecosystems. The biodiversity of organisms can be
seen in a Forest, Rivers, Ocean reefs, Ponds, streams, wetlands, lakes and grass lands
as observed in CLO 5.1.2.2. They will also be rich with many varieties of organisms,
different ways of feeding, response to light and water or other physical factors in
their habitat and environment. Fiji has many ecosystems with a variety of living
organisms and physical factors acting on them. Some are illustrated below to bring
you closer to Fiji.

BIODIVERSE ECOSYTEMS IN FIJI

Coral reef Forest Mangrove Streams

(Source: https://www.google.com/search?q=Biodiversity+in+Fiji&source)

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 34

The introduced species of plants and animals to Fiji have drastically affected the
population of natural populations of plants and animals.
Examples: African Tulip has invaded all the spaces where the native Kau damu,
Kauvula and Damanu, Vesi had one thrived in Fiji. The farming of sugarcane,
Agriculture crops and Pines has also in some way contributed to the loss of many
Endemic species of plant and animals. The Exotic species are also competing for the
same resources for their survival. Other animals too have been introduced which
have killed off large numbers of native fowls, birds and insects. A good example is
the toads were introduced to control pests in sugarcane fields, however they are at
present harming a population of bees and other pollinators.

The burning of cane fields has also lead to the burning of forests which is home to
many species of birds and animals. The logging of trees for building houses, making
papers and other natural products has also affected populations of birds and animals
in Fiji.

The sewerage leakage, oil spills, soil erosion and nuclear fallout are also contributing
to the poisoning of waterways which are full of varieties of life forms. The turtles
and fisheries are affected and numbers are dwindling very fast. Other life forms are
affected and so are their habitats- the coral reefs which are smothered by pollutants,
climate change due to temperatures rising in the sea and soil erosion.

Below is a list of organisms that have come under threat due to the human activities
and its impact on the environment and all living things.

LIST OF ENDANGERED SPECIES OF FIJI

Fijian Flying Fox
The Fijian flying fox is a rare type of bat found only in the montane cloud forests
of Fiji. It has bright orange eyes and pointed teeth.
Fiji Petrel
The Fiji petrel is a dark, black-beaked seabird believed to exist only on Gau
Island. It is so rare that scientists thought it was extinct for more than 100 years.
Fiji Crested Iguana
The Fiji crested iguana is a large lizard. Found only in Fiji, its greatest threat is
the destruction of mangroves. The crested iguana is a large arboreal lizard whose
SVL ranges from 83 mm (hatchlings) to 223 mm (adults).

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 35

 Fijian Ground Frog
The Fijian ground frog is known for its unique, bird-like call. It lives in the forest,
and non-native animals such as the mongoose threaten it.

Ground frog (Platymantis vitianas) found at Viwa Island.

(Source: http://www.ryanphotographic.com/Platymantis.htm)
Red-Throated Lorikeet
The red-throated lorikeet is a small bird with a red throat, cheeks and thighs.
Scientists know little about this elusive bird; however, they believe that ship rats
are its greatest threat.

[http://www.ehow.com/facts_5488350_endangered-animals-fiji.html]

TREE FROG
The Fiji tree frog is, as the name describes, a tree dwelling frog.

[http://www.ehow.com/facts_5488350_endangered-animals-fiji.html

BRISTLE THIGHED CURLEW

The Bristle-thighed curlew is a heavily built wader that measures 44 cm from the
tip of its bill to the tip of its tail.

SILKTAIL
OGEA MONARCH
The Ogea monarch is a small bird, measuring 12 cm from beak tip to tail tip.

BLACK FACED SHIRKEBILL

The Black-faced Shrike bill is a thickset, medium-sized bird that measures up to
21 cm from the tip of the beak to the tail.
YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 36
FRIENDLY GROUND DOVE
The Friendly Ground-dove is a medium sized brown dove that measures up to
26cm from the tip of its beak to the tip of its tail.
ROTUMAN MYZOMELA
The Rotuman myzomela is a small bird; its body size, from the tip of its beak to
the tip of its tail measuring only 9cm.

PINK BILLED PARROT FINCH

The Pink-billed parrot finch is a small bird measuring up to 11cm
from the beak to tail.

LONG LEGGED WARBLER

There are two subspecies of the Long-legged warbler: the Viti Levu subspecies
(Trichocichla rufa rufa) and the Vanua Levu subspecies (T. r. clunei).

KADAVU PARROT
The Kadavu parrot is the most distinctive of Fiji's colourful Shining Parrots.

(Source: https://www.google.com/search?q=Kadavu+parrot)

GIANT FOREST HONEYEATER

As the name suggests, the Giant forest honeyeater is a relatively large
honeyeater, measuring 27cm from the tip of its beak to the tip of its tail. It has a
typically slender, slightly down-curved bill and dull feathers.

REDIGOBIUS LEKUTU
Redigobius lekutu is a goby, belonging to the family Gobiidae.

HUMPHEAD MOARI WRASSE

The Hump head Maori Wrasse is one of the largest coral fish in the world. Its
total length (TL) ranges from 2-3cm in juveniles to 250cm in adult fishes (just bit
longer than the world’s tallest basketball player).

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 37

DEVIL CALM
The Devil clam (formerly known as Tridacna tevoroa) is a marine bivalve (having
two shells joined
at a hinge) and is so named because of its appearance with contrasting dark and
bright colours.

FIJI DOMA MACULATA

Fiji Doma Maculata is a freshwater snail (gastropod), and reaches a height of 14
mm in size.

FIJIAN STICK
The Fijian stick insect is a very rare insect that can grow up to 10cm in length.

GIANT FIJIAN LONGHORN BEETLE

The Giant Fijian Longhorn Beetle is the world's second largest beetle, with
specimens reaching up to 15 cm in body length.

Acochlidium fiiense
Acochlidium fiiense is a small, soft, worm-like animal, with two tentacles but no
shell.

BLOSSOM BAT
The Fiji Blossom bat is quite small, with body size (nose-tip to anus) ranging from
98-110 mm in males; 95-107 mm in females.

PACIFIC SHEATH TAIL BAT

The Pacific Sheath tail bat is a medium sized bat with body size (nose tip anus)
ranging from 41 to 48 mm in males and 44.4 to 45.5 mm in females.

DALO
There are 125 varieties of Colocasia esculenta, or dalo known in the Fiji Islands,
of which at least 70 were grown and consumed by Fijians before the arrival of
other settlers and the before commercialisation of the root crop.

YAKA
Yaka, one of Fiji's renowned primitive conifers, is a member of the family
Podocarpaceae.

CIBICIBI
Cibicibi is a slender tree that can grow up to 4m in height.

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 38

TAGIMOUCIA
The Tagimoucia is a liana (woody vine), that forms thickets high up in the
canopy, much similar to the growth of the duva, Derris trifoliata.

(Source:https://www.google.com/search?q)

BALAKA
This species of Balaka is usually a small palm, but it can grow up to 13m in
height, with an 8 cm diameter trunk.

BALAKA MOCROCARPA
Balaka macrocarpa is a small palm that grows to only 8 m high with a trunk from 5-10 cm in
diameter.

YASI
Yasi is a small shrub or tree that grows up to 8-10 m in height.

Fijian Yasi plant

(Source:https://www.google.com/search?q)

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 39

PACIFIC KAURI
The Pacific kauri is a gymnosperm, and can become a tall tree, growing up to 40
m in height, with a trunk up to 3 m in diameter.

(Source: https://www.google.com/search?q)

YANITA
The Yanita is a beautiful tall tree that can grow from 15-30m in height.

DRAUTABUA
Drautabua is a gymnosperm belonging to the family Podocarpaceae, and a
member of the wider and better known Pine family.

SOGA
The Soga is a large conspicuous palm that grows to 15m in height.

TAQWA
Taqwa is a moderately stout, small understory palm that grows up to 5 m in
height, with a trunk to 15 cm in diameter.

BALAKA STREPTOSTACYS
This palm is the stoutest of all Balaka growing to a height of 4-7 m with a trunk
up to 10cm in diameter.

ALSMITHIA LONGIPES
Alsmithia longipes is a medium-sized palm, the trunk of which grows up to 10m
in height.

NAVUA PAL
This is a solitary and generally slender palm that grows up to 15 mm in height.
VILAITO
Vilaito is a solitary, moderately stout palm with a light coloured trunk on an
expanded base. The trunk normally grows up to 12 m in height and is stout, at
about 25 cm in diameter.

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 40

FIJIAN COPPER HEADED SKINK

The Fijian copper-headed skink is a medium sized skink, with adults measuring
43-52 mm snout-vent length (SVL) and hatchlings 23-26 mm SVL.

HAWKSBILL TURTLE
The Hawksbill turtle has a distinctly narrow heart-shaped shell, and often has a
distinct vertebral keel.

GREEN TURTLE-The Green turtle has a sub-circular to heart-shaped shell.

PACIFIC BOA The Fiji burrowing snake is very distinct from the more widely
known as Pacific Boa, Candoia bibroni.

LEATHERBACK TURTLE
The Leatherback turtle is the largest of all turtles living today, growing up to 3m
in length, and weighing up to 500kg.

ONOILAU SKINK
The Ono i Lau skink is a small lizard with a brownish olive colour that is spotted
with light gold and dark brown scales on its back.

ROTUMAN FOREST GECKO

The Rotuman forest gecko is a medium sized, moderately stocky gecko, with
adults growing up to a maximum snout vent length of 53mm.
FIJI BANDED IGUANA
Fiji Banded Iguana adults are 136-193 mm SVL in size, while the hatchlings
range from 65-83 mm SVL.

ACTIVITY 1

1. Research on the specific plant or animal that interests you that has been
declared endangered. Find out the following:
a) How many are in existence?
b) Where are they commonly found?
c) What do they feed on?
d) Do they live in the Forest/ stream/ river/ reefs?
e) What has caused their population size to decline?
Are there physical factors that also contribute to the decline in numbers?
f) How can the community revive their or increase their numbers again?
2. Work in groups after collecting the information:
a) Draw the organism
b) Write a report on your findings
c) Share these findings with the class

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 41

 CLO 5.1.3.2 Investigate the methods of conserving endangered species of animals
and plants

CONSERVATION:
The protection and safeguarding of our environment for the future generation is
everyone’s responsibility. The school students and our communities need to be
taught how to care for the environment. All living things depend on one another
for their survival. For instance, we depend on the plants for oxygen and food
while plants depend on the carbon dioxide we breathe out for their food.

To control this problem of reducing waste in the classroom, students can sort
their rubbish in school and dispose them using the proper ways of rubbish
disposal. One of the excellent ways of reducing rubbish that goes into rivers by
reusing bottles and plastics. Planting more trees can also bring in more varieties
of birds and insect to nest and feed.

Conserving our environment means safeguarding the habitats of numerous

plants and animals in Fiji through replanting programmes especially the
mangroves, trees that have been felled.

(Source: http://search.tb.ask.com/search/AJimage.jhtml?&p2)

Moreover, the wetlands and oceans need to be safeguarded by introducing

traditional and cultural practices such as taboo to areas of fishing when a chiefly
family head is deceased and guardians of the sea such as Gonedau (fish folks)
carryout their functions diligently and effectively.

(Source:http://search.tb.ask.com/search/AJimage.jhtml?&searchfor=YAVIRAU)

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 42

 ACTIVITY
Now that you understand the enormity of endangered species of Fiji, it becomes
our responsibility to try and protect them from becoming extinct. Can you
suggest some ways that would help to conserve and protect our endangered
species?

Additional Notes
Examples of animals that have become extinct from Fiji.

1. Bar-winged rail

2. Volia

3.Levuana Moth

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 43

 3.0 STRAND 2: MATTER

Sub-Strand 2.1: Investigating Matter

CLO5.2.1.1
Explore common materials using their properties and classify them as solids,
liquid and gases

What is matter?

RHYME

Matter, Matter everywhere

There’s Matter in your hair
Matter in the air
There’s even Matter in a paper
There’s liquid Matter, Solid Matter and
Matter that’s a gas
Even you are Matter, because you
Have volume and mass!!!
Activity
1. How many states of matter are described in the poem?
2. Name the states of matter.
3. Where can you see matter?
4. Name two properties of matter stated in the poem.
5. Is matter important to us? Give a reason to your answer?

The Three States of Matter

Matter is everything around you. Desks, books, trees, water and even air is matter.
Matter includes living things like plants and animals and non-living things such as tables
and rocks. It comes in different states known as solid, liquid and gas.

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 44

Activity

Classify each object in the list below under each correct heading in the table

Water, stone, table, juice, smoke, coconut oil, steam, biscuit, ice, oxygen.

SOLID GAS LIQUID

1
2
3
4
5
6
7

Properties of Solid, Liquid and Gas

Each Matter has a property. A property describes how an objects looks, feels or acts.
Each matter has its own property.

PROPERTIES

SOLID

1. Does not change its shape easily.

2. It keeps its own shape when put in a container.

3. Particles are joined together and cannot move around.

LIQUID

1. Takes up the shape of any container.

2. It has definite volume.

3. Particles slide over each.
GAS
1. Invisible but you can feel it.
2. Particles move around freely in all direction.

(http://www.google.com)

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 45

Activity
Group Work

Name some matters around your classroom and classify them into solids, liquid and gas.
Why are they classified under each heading? Present your findings to the class.

Name of Matter in the classroom Classify as Reasons for classifying

Solid/Liquid/Gas into that class

Careers Section

Lab Technician Scientist

Environmentalist
Mitigation of Climate change-NGO

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 46

CLO 5.2.1.2
Investigate how matter changes from one state to another in our everyday life.

HOW DOES MATTER CHANGE ITS STATE?

Matter changes its state through different processes. A solid can change into liquid and
a liquid can change into a gas. A gas can also change to a solid and liquid.
Activity
1. Name some solids that you can change into liquid.
2. Name liquids that can be changed into gas.
3. What are the causes of changes?

Study the diagrams below.

1. What is happening to the ice 1. What is happening to the kettle?

cream? 2. What is causing the change?
2. What could be the cause of the 3. Can you get you water back? How?
change?
3. Can you get your ice cream back?
How?
http://2009rt8sciyunezzi.files.wordpress.com/2009/11/melting.gif

Diagram of Processes

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 47

 Evaporation and Condensation
Activity 1: Group Work:
Materials:
8ml of water 4 Beaker
4 Test tubes 4 Balloons
Measuring Cylinder Bunsen burner
Test tube holder

Method:
1. Collect 8ml of water in a beaker
2. Measure the water sample in a measuring cylinder
3. Pour the water into a test tube
4. Attach the balloon at the end of the test tube while heating
5. Measure the volume of the water after heating
6. Collect the water droplets in the balloon and measure

STUDENT’S ACTIVITIES
Draw the diagrams of the experiment.
Discuss the changes that took place.

Activity 2
Different Mediums/ Conditions Where Solids Can Dissolve

Materials:
A Camphor
A mothball

Method:
1. Weigh both or any of the two materials below
2. Leave it for some time in an open space
3. Then weigh again to check the readings
4. Compare the first and second reading
5. Observe and describe the changes in their books.

Activity 3: Things That Can Be Melted

Materials:
1 teaspoon of Butter /Fat A candle
Some sugar Bunsen burner
A Tin Lid A Leaf
Piece of plastic Pair of tongs

Method:
1. Predict which of the materials below will melt when heated
YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 48
2. Heat each materials and record findings in the table below.

Complete the table below

Materials Estimation Results /Observation After Heating
Butter
Candle
Sugar
Leaf
Plastic
Matching
Match Column I with Column II by writing the number of the correct choice in the
box.

Column I Column II
A. Evaporation 1. 1. gas to solid
B. Freezing 2. solid to gas
C. Condensation 3. 3. liquid to gas
D. Melting 4. solid to liquid
E. Subliming 5. liquid to solid
F. Disposition 6. gas to liquid
Types of Changes

Change is an important part of our lives and we cannot ignore change. Change can be
classified into categories, namely Physical and Chemical change.
Physical and Chemical Changes.

Changes

Physical Changes Chemical Changes

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 49

Part A: Physical Change

Physical Changes are changes affecting the form of a chemical substance. They are used
to separate mixtures into their component and it can be reversible. Some examples are
melting ice and boiling water.

Boling Water and Melting Ice

Example of a physical change: (Melting of candle wax)

Source: http://www.bing.com/images/search?q=melting+of+a+candle&qs=n&form=QBLH &scope=images&pq

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 50

 Exercise
1. Place the ice cube outside on a plate.
2. Children to observe and record the changes in groups

Part B: Chemical Change

Chemical changes are changes in which new substances are formed and this cannot be
reversed.

Some examples of chemical changes are:

Iron Filings reacted with moisture Flour and Water

http://www.google.com/imgres?imgurl

QUESTIONS:

1. What is the difference between Physical change and Chemical change?

2. Give an example of a Physical and Chemical change.

3. In your own words explain the reaction between Iron Filings with moisture –
(Colour change and the results). Is this a Physical or Chemical change? Explain.

4. Describe the changes that took place when the flour and water were mixed. Is the change
in state a Chemical or Physical change? Is a new substance formed?

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 Sub Strand 2: Materials

CLO 5.2.2.1:
Investigate the uses of natural and artificial materials.

WHAT IS THE DIFFERENCE BETWEEN NATURAL AND ARTIFICIAL MATERIAL?

Natural materials are things that are produced by nature, not made by men.

Here are some examples of it:

Biotic Materials
Wood-rattan, bamboo, bark, etc.
Natural fibres- wool, cotton, flax, moss, etc.

Inorganic Materials
Stone-flint, granite, sand, etc.
Metal-copper, bronze, iron, silver, etc.

Composites-clay, porcelain, plasticine, etc.

Artificial Materials are made by humans, especially in imitation of something natural:
Examples: Plastics, clothes, paper.

Activity 1
1.
Natural material Uses

2. Collect pictures of artificial material and write down their uses.

Artificial Material

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 52

 CLO 5.2.2.2:
Assess the types of artificial materials and their impact on the environment.

WHY IS RECYCLING IMPORTANT?

Recycling is making new things out of used or old materials. The processes help to cut
down the amount of waste thrown away and conserve our natural resources. The
recycling processes are reduce, reuse and recycle.

The Recycling Processes

Source http://www.bing.com/images/search?q=reuse%2creduce%2crecycle+gif&FORM=HDRSC2#

Activity 1:
In groups identify the types some recyclable items and those that cannot be
recycled.
Item Recyclable or Non- Reasons
recyclable

Activity 2
Collect rubbish from around the school compound/community and group them into
their disposable method.

Non-recyclable Materials.
There are materials that we use which could not be recycled. These materials damages
the environment an all the living things. Some examples are plastics, old tyres and
aerosol cans.
YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 53
Activity 3
List some non-recyclable items and write own the best way of disposing them OR how
can they be reused that they do not cause pollution to the environment.

Careers Section

Doctor LTA Officer Climatologist

Sub Strand2.3 Reactions

CLO 5.2.3.1
Explore changes that are reversible and irreversible and their impact on the
environment.

REVERSIBLE CHANGES
1. What is a reversible change?
A reversible change is a change that can be undone or reversed.
2. Give another name for reversible changes. Physical changes
3. Why we call them physical changes?
A reversible change might change how a substance looks or feels (Changing the
physical appearance), and it is easy to turn it back again.
But it doesn’t produce new substances.
Example – Water can change into ice. Ice can change into water. Here only the state of the
substance (liquid water) changes, but not the substance (water)
4. Examples for reversible changes.
Melting
Example (1) – When chocolate is warmed until it melts, the melted chocolate can be
changed back into solid chocolate by cooling.

Example (2) -When candle wax is heated, the solid wax melts and becomes a liquid. If you
cool the molten wax, it becomes a solid again.

Freezing
YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 54
Example – When orange juice is frozen to make ice lollies, the ice lollies can be changed
back into orange juice by heating.

Boiling, evaporating and condensing (changing a gas into a liquid)

Example (1) – If you could capture all the steam that is made when a kettle boils, you could
turn it back to water by cooling it.

Example (2) – When we put some water in the freezer of a refrigerator it will turn into ice.
If we then warm ice it melts and changes back into water.

Dissolving

Example (3) – When salt is mixed with water it disappears because it dissolves in the water to
make salty water. But the salt can be recovered from the salty water by boiling off the water.

Changing the shape of a substance

Example (1) – When you cut a piece of wood in half, you change its shape. But you do not
alter the way the wood is made.
Example (2) – When you stretch an elastic band, you alter its shape but it is still made of
elastic.

step 1 step 2 step 3

Hold the rubber band Stretch the rubber band and Realax it and hold, and feel it on
towards the forehead, hold it towards the forehead and the forehed trial this a few more
feel it, feel it times to get results for 3 steps.
Explain how it feels, is it Explain how it feels, warm, cold Explain how it feels warm cold or
warm, cold or room or room temperature? room temperature?
temperature?
Energy is sored in the When it is stretched quickly, the When released, energy is going to
rubber band enrgy will be tranferred to the be released and the rubberband
forehead loses energy, thus gets cold.
NB. Energy is not created not destroyed but can be gained or lost in another form
(Source:http://www.explorationeducation.com/activities/ hermodynamics )

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Activity
Construct compost and fill it up with grass and leaves. Observe and record the changes
that happen to the rubbish a week.
1. Do the rubbish remain the same after a week?
2. What has happened to the rubbish?
3. What is causing the changes?
4. Is this change reversible or irreversible?

IRREVERSIBLE CHANGES
1. What is an irreversible change?
An irreversible change is a permanent change that cannot be undone.
2. Give another name for irreversible changes. Chemical changes
3. Why we call them chemical changes?
An irreversible change starts with one material and end up with one or more
new ones.
In an irreversible change, new materials are always formed.
The new material is completely different from the original material.
Sometimes these new materials are useful to us

4. Examples for irreversible changes.

Cooking or baking food
Example – You cannot change a cake back into its ingredients.

Frying or heating
Example – When you heat a raw egg to make a cooked egg, the fried egg cannot be
changed back to a raw egg again.

Mixing substances
Example (1) – When vinegar and bicarbonate of soda are mixed, the mixture changes
and lots of bubbles of carbon dioxide are made. These bubbles, and the liquid mixture
left behind, cannot be turned back into vinegar and bicarbonate of soda again.

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 56

Example
(2) – If you mix cement powder, sand and water and leave the mixture to stand, it will
set hard. A new substance mortar is formed.

Example (3) – If water is added to plaster of Paris powder and the mixture is then
allowed to stand, it sets hard. A new substance has been formed.

Rusting
Example – If you leave a piece of iron outside, before long it turns brown and crumbly.
This rust is a completely new substance. You cannot easily turn it back into the iron you
started with.

Burning
Example – When you burn a piece of paper, first the paper changes colour then it bursts
into flame and gives off a lot of heat and smoke. Soon it ends up as black ash. You cannot
change the ash and smoke back to paper.

Irreversible Changes Caused By Living Things

Making bread
The fungus Yeast is added to moist bread dough and kept in a warm place.
The Yeast feeds on the sugar in the bread dough, turning it into carbon dioxide gas and
alcohol. The carbon dioxide makes the bread rise.
When the bread is baked, the carbon dioxide and alcohol are driven off.
There is no way you can turn bread back into the dough it was made out of, and you
cannot collect the carbon dioxide and alcohol to make the sugar you started with.

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 57

 Making cheese or yoghurt
Milk is turned into cheese or yoghurt by different kinds of bacteria. We cannot
turn cheese or yoghurt back into milk.

Activity
1. Write each activity under each correct column.
Ripening of fruits, melting of butter, burning of wood, boiling of water,
dissolution of sugar in water, melting of ice cubes, cooking of food,
chopping of wood.

Reversible changes Irreversible changes

2. How can the materials from the irreversible changes above be managed as
waste?
Careers Section

Waste management Environmentalist Management

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 58

CLO 5.2.3.2:
Investigate mixtures and separate them based on differences in properties.

Creating and separating mixtures.

A mixture is formed when a two or more substances are mixed together. Some mixtures
can be separated using different methods of separation. Some mixtures are reversible
while others are irreversible.

What are the events that we need to strain or filter in our day today life?
To strain rice or noodles to separate it from the water.
To filter a mixture of coffee made using ground coffee beans.
To filter a mixture of tea made using tea leaves.

Activity 1
Materials
Sand Water
Beaker Stirring rod

METHOD
1. Put the sand in the beaker
2. Pour the water into the beaker of sand.
3. Stir it using the stirring rod.
4. Leave it for a while.
5. Separate the water from the sand using netting.

QUESTION Is the mixture reversible or not? Explain your answer.

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 59

Activity 2
For each of the activity
Identify those that are reversible.
Write down the method of reversing the changes.
State the irreversible changes

sand gravel sand and water Coffee beans and water

Noodles and water Soil and iron filings Oil and water

CLO 5.2.3.3:
Gather information and practice correct waste management methods.

WHAT ARE POLLUTANTS?

A substance that pollutes something, especially water or the atmosphere which causes
pollution. They can be physical or chemical. They involve the liquid, smoke, gases and
heat etc. They are mostly the waste product or their by-products. Sometimes it is
necessary to add them for the benefit. For example, the soil needs a phosphate and
nitrates for its fertility. They may cause the water pollution too. The pollutants cause an
adverse effect on the environment. The increase in concentration of carbon dioxide and
the decrease in the concentration of oxygen also cause the pollution. The pollutants are
classified into different types and they depend on the form, existence and the natural
disposal.

Liquid waste such as oil spill from factories, industries and ships in the sea. Dangerous
gases from vehicles and industries cause air pollution.

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 60

Activity
Research
1. Conduct a research on the types of liquid and air pollutants that are found in
your school/community. Present your findings to the class.
2. Identify the best practice to manage liquid and air pollutants.
3. Design a poster on air or liquid pollution and describe how it could be avoided.

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 61

 4.0 STRAND 3: ENERGY

Sub Strand: 3.1 Energy Sources and Transfer

CLO: 5.3.1.1
Recognize and describe transformations of energy when it is transformed from a
source to its receiver.

LESSON 1: Energy

The world is full of movement. Trees move in the wind. Aircraft fly in the air. Ships sail
on the sea. People and animals work about. None of these things can move without
energy. All living things and machines need energy in order to work.

Energy Sources
How do you keep cool in your house? What type of light do you use at home? What
appliances do you have in your home?

Anything that gives you light and heat uses energy.

LIGHT – Light is a form of Energy which is sourced from the sun or is known as solar
energy,
stored energy (e.g. battery) lights up a torch. Light travels in a straight line. It enables
you to see the world around you. The sun, the torch, the electric light produce light rays
that bounce off objects like the text book you are viewing, and then the rays enter your
eyes, and you see the objects. Light is used to form images or pictures.

Activity 1
Light enables one to see objects in a glass of water,
which look bent or broken.

Materials
A clear glass/ beaker
Pencil/straw/coin
Water

Method
1. Fill the beaker with water until it is ¾ filled
2. Put the pencil into the beaker of water
3. Observe carefully and take note of the changes
4. Does the image look like picture on the right
QUESTIONS
1. What does the image look like?
2. Explain in your own words what you have observed
3. Draw the diagram
YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 62
 4. Is it water or light that bends the pencil/straw/ or coin?
ACTIVITY 2: MIRRORS AND IMAGES

There different types of Mirrors and they are known as:

1. Plain mirrors – the mirror you use at home to see the image of the hair while you
comb it.
2. Convex Mirrors
3. Concave Mirrors These mirrors are also curved mirrors.

PLAIN MIRROR Spherical Convex mirror Concave mirrors

Image is upright Image is upright Image is upside down

Image is the same Image is smaller when object As the objects get closer to
size as the object is closer to the mirror; image the mirror its image gets
is smaller when the object is bigger, away it image gets
away from the mirror. smaller.
Used in the house Used in cars as side mirrors Used in head lamps/lights
(Source: https://www.google.com/search?q)
A. PLAIN MIRROR
Aim: To observe and determine the image is the same size and distance away
from the mirror as the object
Materials
Mirror
Plastercine
Pencil
A4 Paper plain
Object

Method
1. Place the white A4 paper on the desk Put the mirror at the centre with the
help of a plastercine.
2. Place and object in front of the mirror and measure the distance of the object
from the mirror, then observe the reflection
3. Estimate the distance from the mirror. Draw the observed image in your
results.

Write the topic PLAIN MIRRORS and Answer the questions in complete sentences.

Questions
1. Plain mirrors ________________light (reflect/absorb).
2. Draw the object and image observed in the experiment and describe the
image formed.
YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 63
 3. Write a conclusion based on the Aim.

B. CONVEX AND CONCAVE MIRRORS

(I) Aim: To observe and describe the images formed in curved mirrors.
Materials
Large serving Spoons
Convex Mirror
Method:
NB: Take note of the Answers to the questions which should be in full
sentences.
1. Use the curved surface outside of the spoon or the convex mirror to view
your face on the mirror. What do you see in the mirror? Is your image upright
or upside down?
2. Now use a Pen and observe the image. Draw a sketch of the object and label
the diagram.
3. Use the curve (inside) Concave mirror to observe the image of the pen. Is the
image upright or upside down? Is it the same size as the object/pen?
4. Draw the diagram and label
5. Write a brief conclusion on your findings.

ACTIVITY 3
All household appliances use energy.
Activity 1: Energy sources at home and school
Make a list of all the things in your home and school that uses energy. Note down
what kind of energy each appliance uses.

Home School Energy source

Some energy sources are:

1. Solar energy panel – lighting, heating and running machines.

2. Oil (kerosene/benzene) lamp - lighting
3. Gas stove - cooking
4. Kerosene stove - cooking
5. Wood – lighting fire for cooking and other heating work.
6. Candle - light
7. Generator - generating electricity for lighting and heating
8. Battery – torch, radio
9. Electric light - lighting and heating
The energy sources are grouped into renewable and non-renewable sources. The
renewable energy sources are hydro power, solar power, wind energy, biomass and
geothermal energy. The non-renewable sources are fossil fuels (coal, oil, gas). Most
of the energy we use in Fiji is from oil and natural gas. This is used to fuel motor
YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 64
 vehicles for cooking. Fiji’s main island, Viti Levu has electrical energy provided by
the Monasavu Hydro Dam and the Nadarivatu Hydro Dam.

Nadarivatu Hydro Dam Windmill: Source: Lal, 2014 Solar panel USP, Fiji

Source: www.google .com

Lesson 2: Energy Transformation

A transformer can make an electric current smaller or larger. As electric current flows
along the wires from a power station, it loses energy. A large current loses much more
energy than a small current. So power stations use transformers to reduce the current.
Transformers do this by increasing the voltage. When the voltage is increased, the
current becomes smaller.

Source: www.spiff.rif.edu. Source: www.alibaba.com

Many household appliances such as radios and battery charges also use transformers.
The voltage these appliances need is lower than the voltage of the main electricity
supply.

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 65

Electricity from Source To Receiver
From the high voltage - power line, the electricity flows to sub – stations where
transformers reduce the voltage. The electric current reaches homes, offices, factories
and farms along underground cables or overhead wires.

Fill in the missing words

loop complete energy path negative

positive electricity

A circuit is a _ _ _ _ that allows _ _ _ _ _ _ _ _ _ _ _ to pass through it. Electricity always

travels from the _ _ _ _ _ _ _ _ to the _ _ _ _ _ _ _ _. A circuit will only work if it is _ _ _ _ _ _ _ _.
This means it must make a complete _ _ _ _, otherwise the electrical _ _ _ _ _ _ cannot flow.

Draw arrows on the diagram to show which way round the electricity is flowing.

_
_ Making a Circuit

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 66

A circuit is a path that allows electricity to pass through it. For electricity to pass
through the circuit must be a complete loop.

_ Bulb

_
Battery

The electricity flows from the negative terminal of the battery, through the bulb and
back to the positive terminal of the battery.

Circuit Diagram

What are the components in this

circuit?
______________________________________
______________________________________
Will electricity flow through this circuit?

Yes No

What is missing from this circuit to

make it work?
________________________________

________________________________

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Draw a diagram to complete the circuit that will allow the electricity to flow.

Electrical Energy – Colour the correct boxes for the following Electrical Appliances and
Mechanical products

Heat Energy

Sound Energy

A Movement Energy

A Light Energy

Heat Energy

Sound Energy

Movement Energy

Light Energy
B

Heat Energy

Sound Energy

Movement Energy

Light Energy
C

Heat Energy

Sound Energy

Movement Energy

Light Energy
D

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 68

 Heat Energy

Sound Energy

Movement Energy
E Light Energy
E

Light Energy
Heat Energy

Movement Energy
E
Sound Energy
F

Sound Energy

Heat Energy

Movement Energy

Light Energy
G

Lesson 3: Simple and Parallel Circuits

SIMPLE CIRCUITS

Source: www.electrical.designer-guide.com

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This is the simple complete circuit: a battery and an incandescent lamp. Connect the
lamp to the battery as shown in the illustration, and the lamp should light, assuming the
battery and lamp are both in good condition and they are matched to one another in
terms of voltage.

If there is a break (discontinuity) anywhere in the circuit, the lamp will fail to light. It
does not matter where such a break occurs.

Series Circuit

This circuit is called a series circuit. The components are connected end-to-end, one
after the other. They make a simple loop for the current to flow round. You can connect
several lamps in series. A single switch turns them all on and off. The switch can be
anywhere in the circuit. When the switch is open, no current can flow. When the switch
is closed, the circuit is complete and the current flows. Two lamps are dimmer than a
single lamp on its own. Three lamps in series are even dimmer. The battery pushes the
current through the lamps. The more lamps there are, the harder it is for the current to
flow. There is more resistance in the circuit.

ACTIVITY

1. In a series circuit, the components are all connected __________ .

A. side by side B. end to end C. to the cell
2. You can use a __________ to control the current.
A. lamp B. switch C. cell
3. Opening it __________ the circuit.
A. breaks B. makes C. heats
4. Closing it makes a complete path of __________ for the current to flow around.
A. metal B. concrete C. plastic
5. The ________ pushes the current around the circuit.
A. lamp B. switch C. cell

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 70

Parallel Circuit

In parallel circuits different components are connected on different branches of the

wire. If you follow the circuit diagram from one side of the cell to the other, you can only
pass through all the different components if you follow all the branches.

Source: www.yenka.com

In a parallel circuit, if a lamp breaks or a component is disconnected from one parallel

wire, the components on different branches keep working. And, unlike a series circuit,
the lamps stay bright if you add more lamps in parallel.

Parallel circuits are useful if you want everything to work, even if one component has
failed. This is why our homes are wired up with parallel circuits.

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 71

 Sub-strand:3.2 Energy Transformations, Use and Conservation

CLO 5.3.3.1
Investigate ways of conserving energy at school, in the community or at home and
communicate and implement their findings.

Activity 1: Wasting energy at home.

Objectives: The student will do the following:

1. Write a definition for conservation.

2. Identify ways energy is wasted.
3. List ways to conserve energy in the school and home.
4. Categorize home appliances as heavy, moderate, or light users of energy.

Materials:
Crayons or colored markers, teacher sheet, student sheet

Method:
1. Define energy conservation and share the background information as
appropriate.
2. Give each student a copy of the student sheet “WASTING ENERGY,” included.
3. Have the students draw an “x” on the ways energy is being wasted.
4. Ask the students, “How can energy be conserved in this picture?” (Turn off
lights, turn off TV, close door; some students may suggest covering the
window and/or carpeting the floor).
5. Have the student’s list examples of how energy is conserved in their homes.

Extension
1. Invite a speaker from your local power distributor to speak to the class about
ways to conserve energy.
2. Have the students, with the help of their parents, compare several months’ utility
bills and discuss ways to conserve electricity.
3. Have the students project what will happen to electrical costs by the year 2020,
then write and perform a skit showing a family receiving and paying an electric
bill in that year.

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 72

WASTING ENERGY
Put an “x” on all the ways you observe energy being wasted

Source: www.fpua.com

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 73

How to conserve energy in your home.
Directions: Read each triangular shape. Color the triangular shape light blue if
you and your family observes the energy conservation rule. Color the triangular
shape yellow if you and your family do not observe the energy conservation rule.
Discuss with your family ways to save energy in your home.

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 74

HOME ENERGY SURVEY

Note all the places where energy is wasted, list them down.
Explain how you would help to reduce this form of energy wastage in your home and at
school.

Source: www.fpua.com

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 75

CLO 5.3.3.2:
Assess and deduce methods of reducing energy loss.

CONSERVATION OF ENERGY

Source: www.sustainableschools.sa.edu.au

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We all have bad energy habits, from hanging out in front of the open freezer door letting
all the cold out, to falling asleep in front of the TV, to the classic leaving the lights on all
day when nobody’s in the house.

Source: www.whirlpool.com Source: www.bobsbigblueblog2.blogspot.com

CONSERVING ELECTRICITY

1. Falling asleep with the TV on is another classic: it’s so cozy on the couch before
you know it, it is 3 a.m. and your TV has been broadcasting to no-one for 4
hours.
2. Standing in front of the open fridge or freezer trying to figure out what to eat?
This wastes a lot of energy as warm air from outside enters the freezer. Leaving
the fridge door inadvertently open a crack means the appliance is working
overtime for hours. Make sure you really close it tight!
3. Close your exterior doors and windows tightly when the Air Conditioning is on.
Save even more by turning off kitchen and bath exhaust fans. Change or clean
your AC's air filters at least once a month to keep your system running at peak
performance.
4. Use ceiling fans to cool off for less. Ceiling fans use no more electricity than a
standard light bulb. However, be sure to turn fans off when you leave — they
only cool people, not rooms.
5. Plant trees to provide shade on the sunny side of your home.
6. Buy bulbs for less. Local retailers offer energy-efficient compact fluorescent
(CFL) bulbs at discounted prices. Replace standard bulbs with CFLs. Compact
fluorescent light bulbs are more energy-efficient than regular bulbs, while
giving off the same amount of light. Use the right bulb.
7. Use tight-fitting covers on pots and pans when cooking on the stove to shorten
your cooking time and save energy. Match your pot size to the burner on your
stove. Heat is lost when small pots are used on large burners. Do not cook in
windy places as heat will continue to escape while cooking. Use microwaves and
toaster ovens to cook or warm leftovers. You’ll use less energy than cooking
with a conventional oven. Turn off your oven or burners when food is almost
ready and let existing heat finish the cooking for you.
8. Keep your freezer full – it uses less energy than an empty one. Choose energy-
efficient appliances. They don’t just save you money, but they’re good for the
environment because they use less energy.
YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 77
 9. When using a washing machine wash and dry several loads at once. Sun dry
clothes if possible
10. Shorten showers to cut water costs. Stop dripping hot water taps. Leaky taps
increase water bills.

5.3 Sub-strand: Forces

CLO 5.3.2.1:
Investigate and measure equal and unequal opposing forces such as seesaws,
swings and roundabouts to demonstrate that to every force there is an equal and
opposite force.
A SEESAW BALANCE

Source: www.cedarworks.com

Forces can make objects turn if there is a pivot. Think of a playground see-saw. The
pivot is the thing in the middle of it. When no-one is on the see-saw it is level, but it tips
up if someone gets onto one end. A seesaw is a long plank balanced on a central fulcrum
so that with a person riding on each end, one end goes up as the other goes down.

It is possible to balance the see-saw again if someone else gets onto the other end and
sits in the correct place. This is because the turning forces are balanced. We say the
forces are equal and opposite.

Activity 1: How does a seesaw balance work?

A seesaw balance can be used for measuring weight. The object to be weighed is placed
at one end of the beam, while standard weights are added at the other end.

Source: www.ck12.org

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 78

When a seesaw is level or balanced, the pull at one end equals the pull at the other.

Materials: Each group will need-a wooden 30cm ruler, a pencil with six sides, 12 bottle
tops, a marker and a handout for each group

(Source: www.netplaces.com)
Method:
1. The students will balance the seesaw (ruler) on their pencil and draw a line
across the seesaw where it balances.
Mark this line 0 (zero) and draw little lines on the seesaw every 3cm and number
them from zero as shown.
2. Balance the seesaw on the zero line again and put one bottle-top on No 1 on the
left side. What happens to the seesaw and why? How can we balance the seesaw
again? Put another bottle top on the right side of zero to balance the seesaw. On
which mark are the two bottle tops?
3. Continue with step 2 until you reach mark No 6. Put different number of bottle
tops on different marks on each side and balance the seesaw. Record results on
handout.

Pupil’s Worksheet

Table 1 (Use seesaw balance to fill on this table)

Left hand side Position Right hand side Position

1 bottle top Mark No. 4 1 bottle top Mark No. _____
2 bottle tops Mark No. 2 1 bottle top Mark No. _____
3 bottle tops Mark No. 2 2 bottle tops Mark No. _____
1 bottle top Mark No. 6 3 bottle tops Mark No. _____
4 bottle tops Mark No. 1 1 bottle top Mark No. _____

Table 2(Fill this table without using seesaw table)

Left hand side Position Right hand side Position

1 bottle top Mark No. 5 ____ bottle top Mark No. 5
3 bottle tops Mark No. 4 ____ bottle tops Mark No. 4
2 bottle tops Mark No. 6 ____ bottle tops Mark No. 3
3 bottle tops Mark No. 1 ____ bottle tops Mark No. 3
2 bottle tops Mark No. 3 ____ bottle tops Mark No. 2

Discuss results!

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Balanced forces

When two forces acting on an object are equal in size but act in opposite directions, we
say that they are balanced forces. If the forces on an object are balanced (or if there are
no forces acting on it) this is what happens:

 an object that is not moving stays still

 an object that is moving continues to move at the same speed and in the same
direction

So notice that an object can be moving even if there are no forces acting on it.

Activity 2: How can we measure weight?

Standard weights are arbitrary. Uniform bottle tops, washers, paper clips or expensive
brass weights all serve the same purpose – namely providing small whole units of
weight for comparison with the object being weighed. Objects have weights because of
the force of gravity, which acts upon all objects near the surface of earth.

This activity will measure weight on a seesaw balance in comparison to weight of one or
more uniform standard weight.

Materials: Each group will need –

See-saw balance, uniform standard weights (bottle tops/washers) variety of small objects
to be weighed (chalk, stone, plastercine, pencil, rubber, marble, pegs, etc.)

Method: Motivate students on measuring weight and standard weight for

measurement.
1. Students to place an object in one seesaw balance cup and balance it with
standard weights (bottle –top/washers). Record results.
2. Continue to measure weight of other objects and balance the other cup with
standard weights. Record all results.
3. Find out how local shopkeepers, market vendors, fishermen weigh goods and
what kind of balance they use. What is the unit of weight used?
Result sheet
Objects Weight
1. chalk
2. stone
3. plasticine
4. pencil
5. marble
6. clothes peg
7. hand lens
8. scissors
9. etc

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COPY AND COMPLETE Title: Measuring weight
1. The unit of weight we used was __________.
2. We called our balance, a __________ balance.
3. With our __________ balance, we can measure the __________ of some ______small
__________ like marbles and __________.

4. Draw your seesaw balance.

Every Action has an Equal and Opposite Reaction

If you push on anything, it pushes back on you. That's why if you lean against the wall,
you don't just fall through it. The wall pushes back on you as hard as you push on it, and
you and the wall stay in place. If you throw something, you put more force behind it
than just leaning on it, so it pushes back with more force. There is friction between you
and the floor makes resistance to keep you in place.

Source: www.qrg.northwestern.edu

But if you take away the friction and try again, you will move away from the thing you
threw as much as it moves away from you.

The bigger the push, the bigger the push back. That's why cannons and guns move back.
As the cannon ball flies on one direction, the cannon move in the opposite direction. If
we turn the cannon up on end, it gets a little closer to how a rocket works. The force that
pushes the cannon ball down also pushes the cannon up. But since the cannon is bigger
than the cannon ball it keeps it in one place. The air that is heated would push out the
back, pushing the cannon in the opposite direction.

(Source: Fiji Times Archive, October 11, 2014)

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This is how jets work as well as how rockets get into space. Remember, because every
action has an equal and opposite reaction something will go forward if it is pushing
matter behind itself.

Source: www.marxwildwest.com Source: www.biocircuits.ucsd.edu

Gardener’s power

Gardener’s often use squirt power to water their lawns. They use a rotating water spray.
When water flows through the spray, its forward force makes the rotating head move
backwards. This makes the spray head turn, so that all the grass around the spray is
watered.

Source: www.remotecontroleverything.com

Activity 3: Water drives the wheels

Hydro – electric power stations generate electricity when water falls on a water wheel,
also called a water reaction turbine, where water flows out of jets fixed to a wheel. As
the water squirts out, the wheel turns.

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Creating a reaction turbine

Materials:
two pieces of string, about 20 cm and 30 cm long, a pencil,
scissors, an empty plastic bottle

Method
1. Cut the top of the plastic bottle to make a cylinder.
2. Use your scissors to make about six to
Eight holes round the bottom of the cylinder.

3. Push a sharp pencil through each hole and

twist the pencil to one side so that the hole is
slanted. Make three small holes around the top of
the cylinder.

4. Tie the short string to two of the holes in the

cylinder top. Tie the long string to the third hole.
Tie this to the middle of the short string but leave
a long end free.

5. Hold your cylinder under the cold water tap and fill it with water. As the water
flows out, it will come out sideways and push the cylinder round.

6. When the forces are acting together, students will simply add them together.

= net force

+ Two forces subtract from each

Other, and it causes movement in the
direction of the larger force

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Two equal forces pushing against one another in opposite directions will cancel each
other out and no movement will occur.

= Net force

+ 0 Balanced forces = net force of zero

Source: Lal, 2014

CAREER FOR LIFE

ELECTRICIAN AVIONICS

COMPUTER ENGINEER
SKILLS ACQUIRED THROUGH THIS TRAININGS ARE IN HIGH DEMAND

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 5.0 STRAND 4 : EARTH & BEYOND

Sub Strand 4.1: Our Solar System

CLO 5.4.1.1
Construct models to demonstrate the apparent motion of the earth in
relations to the sun and demonstrate phases of day and night

Introduction

The Solar system is made up of the Sun, which is the largest object in our solar system.
The energy from the sun which is shed as heat and light makes life possible on Earth
and other places. Planets including Earth revolve around the Sun in oval paths called
eclipses.

Source: http://all-free download.com/freephotos/solar_system_planet_planetary_system_221408.html

Formation of night and day

The Earth has two kinds of motions or movements. It revolves around the sun and
rotates at its own axis at the same time. Day and night occurs because of the rotation of
Earth. The sun shines all the time but only half of the earth faces the sun at a time. The
portion which faces the sun have day and other half has night. When the earth rotates
the part which has day has night and the night has day. The earth rotates in relation to
the sun once every 24 hours. When the sun" rises” it is actually the earth turning
towards it. And so as the sun appears to move up and across the sky and then" set" it is

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the earth turning in its 24 hour cycle that causes this effect and so after the sun has "set"
it means we on our half or hemisphere are turned from the sun and towards dark space
and we get night until it is "sunrise" again. So one half of the earth is in sunlight all the
time while the other half is in darkness. We can try this out with a lamp for the sun and
you turning away and toward sit to simulate the earth.
Movement of Sun

Source:https://www.google.com/search?q=free+image+of+movement+of
The Sun is+the+sun&biw=1600
at the centre of the solar system. The sun rotates or spins on its own axis .The
Earth rotates or spins on its own axis and it also rotates and revolves around the Sun.
During the year the earth moves around the sun. It takes 1 year or about 365 and a
quarter days for the Earth to travel once around the sun.

Movement of Earth (model earth’s movements)

Activity : Modeling night and day – Class Demonstration

1. Students stand in a circle around the “Sun” lamp. Students are to

move slightly apart to ensure they could rotate easily.
2. Each student will represent the rotating Earth.
3. The rotation begins with students facing away from the Sun (night).
Students should be able to explain that it is the Earth’s own shadow
that makes the night side of the Earth dark.
4. Then students will slowly rotate anti-clockwise and keep looking
straight ahead.
5. As they turn, each student will be able to experience night, sunrise,
day, noon, sunset, and completing the cycle return to night..
6. As they turn, ask the students what part of the day/night cycle they
are experiencing.

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 CLO 5.4.1.2.: Develop interest towards astronomy

Astronauts and their Work

Astronomy is the study of the sun, moon, stars, planets and other objects and
phenomena in space.
An astronaut is a person who is trained to travel in a spacecraft. They serve in a
spacecraft and travel into outer space.
An aerospace or aeronautic engineer is responsible for designing and building the
structure of whatever craft it is. An avionics engineer focuses on the electronic systems
used within it, i.e. the way it communicates with basecamp, monitors fuel systems and
reports on altitudes, temperatures and pressures.

Source: http://www.discovery.com/tv-shows/curiosity/topics/space-
walk-pictures/

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4.2 Our Changing Earth

Introduction

Soil forms when rock fragments break down, and this provides the nutrients that
plants need to grow and holds them in the ground. Weather helps to make soil. Heat
and cold makes rocks expand or contract, which breaks rocks up into small bits that
eventually turn into soil. A scientist who studies soil is called a pedologist. Humus is
the biochemical substance that makes the upper layers of the soil become dark. It is
colored dark brown to black. Humus is difficult to see in isolation because it binds
with larger mineral and organic particles. Humus provides soil with a number of
very important benefits:

 It enhances a soil's ability to hold and store moisture.

 It reduces the eluviation of soluble nutrients from the soil profile.
 It is the primary source of carbon and nitrogen required by plants for their
nutrition.
 It improves soil structure which is necessary for plant growth

Soil in a Garden
Soil in a Mangrove Ecosystem Ecosystem

Soil performs five key functions in the global ecosystem. Soil serves as a:

1. Medium for plant growth

2. Regulation of water supplies
3. Recycler of raw materials
4. Habitat of soli organisms
5. Landscaping and engineer medium

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 Research Activity

The Story of Soil

Soils are complex mixtures of minerals, water, air, and organic matter (both dead
and alive), forming at the surface of land. Soil is awesome! Soil lets plants grow,
allows gas exchanges to happen between the land and air, provides habitat for
most of the organisms on Earth, holds and cleans water, recycles nutrients, and is
used for constructing structures like buildings and roadbeds.

Research and make presentation on the following:

1. Soil and Human Health
2. Soil and Food Security
3. Soil and Water Quality

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Layers in the Soil

Soil layers contain air, water and plant and animal remains or waste. Soil takes many
years to form, but it can be destroyed very easily by bad farming practices such as
deforestation. A slice of soil from surface to the bedrock has four layers and these
different layers are homes to different organisms.

Each soil layer has its own characteristics that make it different from all other layers.
These characteristics play a very important role in what the soil is used for and why it is
important. Each layer is called a soil horizon. A cross-section of the soil, with all the
horizons, is called a soil profile. When we’re playing outside, we only see one layer of
soil on the ground, but there are actually four layers of soil. Even though most of the soil
we see on the ground is brown, it comes in other colors like red, white, and even yellow.
(Source: http//www.cleanair.pima.gov four soil layer)

The different soilhorizons. Source Wikimedia

Commons
1. O – Horizon (Organic Matter) – This is the top layer of the soil that is made up of
living and decomposed materials like leaves, plants and insects. This layer is very
thin and is usually pretty dark.

2. A- Horizon (Surface soil) – This is the layer that is called topsoil located just below
the O – horizon. It is made up of minerals and decomposed organic matter and is
also very dark in colour. This is the layer that many plant roots grow in.

3. B-Horizon (Sub-soil) – This is the layer that we call sub-soil, located just below the
A- horizon. This layer has clay and mineral deposits and less organic materials than
the layers above it. The layer is also lighter in colour than the layers above it.

4. C- Horizon (Parent rock) – This is the layer that we call “regolith” and it is located
just below the B-horizon. It is made up of slightly unbroken rock and only a bit of
organic material is found in this layer. Plant roots are not found in this layer.
YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 90
 Soils have different properties including texture, colour and size. Soils form layers
based on these properties.

Components of Soil
Soil is a porous material that consists of five basic components namely minerals, water,
gases, organic matter and micro-organisms. When these components are present in
proper amounts, they form the backbone of all terrestrial plants ecosystems.

1. Minerals
The largest component of soil is the mineral portion and this consists of sand, silt and
clay. Sandy soils are light and drain off very easily, and retain water very poorly due to
its low organic content. These types of soils are very common along rivers and streams
and coastal areas. Sandy soils comprise of approximately 80 -100% sand, 0-10% silt and
0 -10% clay by volume.

Loam soils are somewhat heavier than sandy soils, but also tend to be fairly free
draining, again due to low organic content. These type of soils are found commonly in
flat areas surrounding rivers and streams Loam soils comprise of approximately 25-
50% sand, 30-50% silt and 10 -30% clay by volume.

Clay soils do not drain off freely and water tends to take a long time to infiltrate. When
wet, clay soils tend to allow virtually all water to run off. Clay soils tend to be heavy and
difficult to work on when dry. Clay soils comprise of approximately 0-45% sand, 0 -45%
silt and 50 -100% clay by volume.

The texture of a soil is based on the percentage of sand, silt and clay found in that soil.
The identification of sand, silt and clay are made based on size. Sand 0.02 - 2mm in
diameter; Silt 0.002 – 0.02 mm in diameter, Clay < 0.002 mm in diameter.

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FIGURE 2. The U.S. Department of Agriculture Soil Texture Triangle is used to
determine the overall texture of soil based on the percentage of sand, silt, and
clay.

The texture of a soil can be determined from its sand, silt, and clay content using
a textural triangle. For example, if a soil contains 20% clay, 40% sand, and 40%
silt (total = 100%), then it is a loam.

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 92

 Activity: To conduct an investigation on the types of soils in my
environment

Method 1

(a) By Using the ROPE test :

(i) Squeeze a moist, but not muddy one inch ball of soil in your
hand
(ii) Then rub the soil between your fingers
(iii) Record observations and describe findings.

Soil Type Sandy Soil Loam Soil Clay

Observation

Method 2
(b) JAR Test : Materials – 1 Clean wide-mouthed jar with tight fitting lid,
clean water and soil sample

(i) Fill the jar about two-thirds full with clean water
(ii) Take a sample of soil (breaking large pieces apart to fit the jar opening
(iii) Fill the jar with water until the jar is nearly full leaving some space for
air at the top
(iv) Screw on the lid and shake it vigorously for a minute or two, until all
the soil particles are broken down into suspension in the water.
(v) Then allow the suspended soil to settle for about a minute and place a
mark on the side of the jar at the top of the layer that has settled
out. This is the sand layer.
(vi) Set the jar aside and ensure not to mix the sand layer that has already
settled for an hour.
(vii) Now place a mark on the side of the jar at the top of the next layer to
settle out. This is the silt layer.
(viii) Again place jar aside for a full day and do not mix the layers that
have settled out.
(ix) After the 24 hours, place a mark on the side of the jar at the top of the
final layer. This is the clay layer.
(x) The percentage of each layer tells you what kind of soil you have.

2. Water
Water is the second basic component of soil. Water can make up approximately 2% to
50% of the soil volume. Water is important for transporting nutrients to growing plants
and soil organisms and for facilitating both biological and chemical decomposition. Soil
water availability is the capacity of a particular soil to hold water that is available for
plant use. The capacity of a soil to hold water is largely dependent on soil texture. The
more small particles in soils, the more water the soil can retain. Thus, clay soils having
the greatest water-holding capacity and sands the least. Additionally, organic matter
also influences the water-holding capacity of soils because of organic matter's high
YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 93
affinity for water. The higher the percentage of organic material in soil, the higher the
soil's water-holding capacity.
3. Organic matter
Organic matter is the next basic component that is found in soils at levels of
approximately 1% to 5%. Organic matter is derived from dead plants and animals and
as such has a high capacity to hold onto and/or provide the essential elements and
water for plant growth.

4. Gases
Gases or air is the next basic component of soil. Because air can occupy the same spaces
as water, it can make up approximately 2% to 50% of the soil volume. Oxygen is
essential for root and microbe respiration, which helps support plant growth. Carbon
dioxide and nitrogen also are important for belowground plant functions such as for
nitrogen-fixing bacteria. If soils remain waterlogged (where gas is displaced by excess
water), then it can prevent root gas exchange leading to plant death, which is a common
concern after floods.

5. Microorganisms
Microorganisms are the final basic element of soils, and they are found in the soil in very
high numbers but make up much less than 1% of the soil volume. A common estimate is
that one thimble full of topsoil may hold more than 20,000 microbial organisms. The
largest of these organisms are earthworms and nematodes and the smallest are
bacteria, actinomycetes, algae, and fungi. Microorganisms are the primary decomposers
of raw organic matter. Decomposers consume organic matter, water, and air to recycle
raw organic matter into humus, which is rich in readily available plant nutrients.

Soil fertility
Soil fertility is the ability of a soil to supply nutrients. A fertile soil is rich in nutrients
needed for basic plant nutrition like nitrogen, phosphorus and potassium.
Reduction of Soil Fertility

1. Weathering and leaching of soil

2. Repeated removal of bulky crops

3. Deep ploughing to bury nutrients

4. Land forming to remove topsoil

Soil degradation

Soil degradation is the decline in soil quality caused by improper use, usually for
agricultural, pastoral, industrial and urban purposes. Soil around our homes can get
polluted by fluids from leaky vehicles, pet waste, pesticides, or leftover household
chemicals that are poured or spilled. When the soil is contaminated, storm water can

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move the pollutants along into washes and the wastewater system, causing problems in
the environment and at wastewater management facilities.

Rich Soil Contaminated Soil

Soil Conservation
Soil erosion removes the topsoil which contains important nutrients, organic
matter and micro- organisms essential to the sustainability of arable land. To
stop soil erosion, soil conservation methods are used to protect the soil from
being moved to different places. These conservation methods can be achieved
through best agricultural practices and also other measure that you can use at
home.

Agriculture Soil Conservation

1. Practice no till farming

With no till farming, crops is allowed to remain rather than being plowed under
at the end of the season. This practice keeps soils anchored in place instead of
having bare ground exposed to wind and water.

https://www.google.com/search?q=free+pictures+of+practice+no+till+farming
&biw=1600&bih=

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2. Use terrace farming

This type of farming uses the topography of the land to slow water flow through
a series of terraces. This manipulation of the water prevents it from gathering
speed and washing soil away from farmlands.

3. Practice contour farming

Rather than planting crops in straight vertical rows, crops are planted following
the contour of the landscape. Crops planted up and down hillsides create
pathways for water to flow while crops planted parallel to the land slow the flow
of water that prevents soil erosion.

Source: https://www.google.com/search?q=free+pictures+of+practice+no+till+farming&biw=1600&bih=805&tbm=isch&tbo=u

Home Methods

4. Plant a rain garden – A rain garden is a shallow depression in your lawn or

yard which will collect rain water washing over water-resistant surfaces. It
prevents soil erosion and gives you an opportunity to grow wetland plants.

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 5. Use a rain barrel – You can use a rain barrel underneath a downspout to collect
water that runs off of your roof. The water collected can be used for your lawn
and garden.
How can you help take care of our soil?

1. Start composting. This puts nutrients back into the soil and makes it healthier.
2. Buy organic fruits and vegetables from farmers who minimize their use of
fertilizers, herbicides and pesticides on the soil.
3. Make an organic garden in your backyard and grow your own food.
4. Make sure you keep the soil healthy by not pouring leftover or used chemicals or
oils on it.
5. Help your parents do yard work by pulling up weeds. This reduces the need to
use harmful chemicals on the plants.

Activity: Group discussion

Now that you know more about how soil is made and all of the important things we use
it for,

(a) Can you think of how the circle of life helps makes new soil?
(b) Can you think of how things that live and eventually die, break down and
CAREERcontribute to new life?
(c) How do plants and creatures like mice and birds play a part in making new soil?

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 97

CAREER

SOIL SCIENTISTS

AGRICULTURE OFFICER

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CAREER

SHRI VIVEKANANDA COLLEGE (TEACHER) DISASTER MANAGEMENT OFFICER

Engineer geologist Mine geologist Petroleum and fuel

prospectus

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Glossary
Astronaut – a spaceman or spacewoman

Bedrock – Mass of solid rock beneath the soil. It can be parent material if it is close
enough to the surface to weather into soil.

Clay – The smallest-sized soil particles. Often have plate-like shapes. It feels sticky when
wet. Also refers to a soil texture that consists of at least 40% clay particles.

Compost – The remains of plants and animals after they have decomposed. It can be
used to fertilize soil and to improve its structure and ability to hold water.

Community – Group of organisms of different species living together in an ecosystem.

Example prawns, fish, tadpoles and algae in a creek or stream.

Decompose (Decomposition) – To break down a compound into its simpler

compounds. Often accomplished with the help of micro-organisms such as Bacteria and
fungi.

Ecosystem – The organisms and their environment. E.g. Different populations of

organisms living independently together in the environment they inhabit and depend
on.

Endangered species – Organism that are threatened and have become rare in
numbers. For example, the Kacau of Gau, Crested Iguana and Banded Iguana.

Endemic species - Organism that are found natural to a place. Example Tagimoucia is
only found in Taveuni, Fiji Islands

Energy-is the power to do work, it can be derive from the physical and chemical means
to produce light, heat or to work machines and the body

Environment – is made up of the air we breathe, the water we drink, food we eat and
stones we walk on and we are not separate from it but are part of it.

Fertility – The ability of a soil to supply essential nutrients to plants.

Fertilizer – A substance added to soil that contains plant nutrients such as nitrogen,
phosphorus, and potassium.

Fertilisation - is the fusion or union between a male sex cell and the female sex cell to
form a new individual

Groundwater – Water that collects underground in the pore spaces of soil and rock. An
important source of drinking water.

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Horizon – A layer of soil with properties that differ from the layers above or below it.

Humus – Organic matter such as highly decomposed leaves.

Hydro powered Energy. The power or energy derived from the force of the water ,
turns the turbines or wheels which turns the generator to produce electricity or
electrical energy.

Leaching – The removal of minerals and nutrients from a soil or a horizon as water
passes through it.

Loam – A soil texture with moderate amounts of sand, silt, and clay, sometimes in
nearly equal proportions. Good texture for farming and gardening.

Matter – is anything that has mass and occupies space e.g. liquid, soli and gas

Nutrients – Elements or compounds that nourish organisms. Essential for growth and
reproduction.

Organic matter – Material derived from the decay of plants and animals. Always
contains compounds of carbon and hydrogen.

Organisms – Living things such as bacteria, fungi, plants, or animals.

Ovary – contains the eggs

Parent material – The material from which a soil formed. Can be bedrock or materials
carried and deposited by wind, water, glaciers, and/or gravity.

Pedologist – A scientist who studies soils.

Pistil: is the female part of the flower and it contains the stigma, style, the ovary that
contains the eggs

Photosynthesis – Process by which plants make food such as glucose, starch by

combining water and Carbon dioxide in the presence of solar energy.

Pollination- is the transfer of pollen grains from the anther to the stigma of a flower

Sand – The largest-sized soil particles. Sand feels gritty. Also refers to a soil texture that
consists of at least 85% sand particles.

Sediment – Any particle of soil or rock that has been deposited by water, wind, glaciers,
or gravity.

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Silt – Soil particles in between sand and clay in size. Silt feels like flour (smooth and
velvety). Also refers to a soil texture that consists of at least 80% silt particles.

Soil – A mixture of minerals, organic matter, water, and air, which forms on the land
surface. Can support the growth of plants.

Soil profile – A section of the soil that has been cut vertically to expose all its horizons,
or layers.

Soil structure – The arrangement of soil particles into clusters, called peds, of various
shapes that resemble balls, blocks, columns, or plates.

Soil texture – The relative proportions of sand, silt, and clay particles.

Solar Energy-Power or energy derived or powered by the sun.

Stamen – Contains the male parts of the lower that includes filament, anther and
pollens contained in the pollen sac.

Subsoil (B horizon) – The soil horizon rich in minerals that eluviated, or leached down,
from the horizons above it. Not present in all soils.

Topsoil (A horizon) – Mostly weathered minerals from parent material with a little
organic matter added. The horizon layer that formed at the land surface.

Weather (Weathering) – To break down rocks and minerals at or near Earth’s surface
into smaller particles and soil.

Wetland – An area of land where the soil is saturated with water, such as a marsh,
swamp, or bog.

Windmill- Produces energy directly by the force of the wind that turns the turbines.
This is clean energy.

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References
 Pidwirny, M (2013. Soil . Retrieved from http://www.eoearth.org/view/article/156081/
 https://www.google.com/search?q=free+image+of+plant+growing+in+soil&biw=1600&b
ih=805&tbm=isch&tbo=u&source=univ&sa=X&ei=qDKJVNaNK8_s8AW314LQBA&ved=0C
DsQ7Ak
 https://www.google.com/search?q=images+of+newly+constructed+houses+showing+soil
&biw=1600&bih=805&tbm=isch&tbo=u&source=univ&sa=X&ei=z2KPVIG_Cc7n8AXc6YDY
Bg&ved=0CDEQ7Ak#tbm=isch&q=free+images+of+soil+decomposition+process
 http://wildseed.co.uk/page/soils-and-soil-fertility ( Soil and Soil fertility)
 http://passel.unl.edu/pages/informationmodule.php?idinformationmodule=1130447033
&topicorder=3&maxto=7
 Space Walk Pictures/Curiosity and Discovery. Retrieved from
http://www.discovery.com/tv-shows/curiosity/topics/space-walk-pictures/
 Retrieved from http://www.allaboutcareers.com/careers/career-path/aerospace-
avionics-engineering
 www.marxwildwest.com
 http//www.cleanair.pima.gov four soil layer)
 http//www.qrg.northwestern.edu
 [http://www.ehow.com/facts_5488350_endangered-animals-
fiji.htmlhttp://www.google.com/imgres?imgur
 www.electrical.designer-guide.com
 (Source:http://www.explorationeducation.com/activities/ hermodynamics )

YEAR 5 ELEMENTARY SCIENCE | MINISTRY OF EDUCATION 103