Science Grade 5 Part 1 - Teacher's Book

GRADE 5
Name:
_____________
_____________
Professor Vassen NACK - Head Curriculum Implementation,
Textbook Development and Evaluation
THE SCIENCE PANEL
MAURITIUS INSTITUTE OF EDUCATION

Dr (Mrs) Sarojiny SADDUL-HAUZAREE - Panel Coordinator (Science), Associate Professor
Dr Ravhee BHOLAH - Review Panel Coordinator (Science), Associate Professor
Panel Members
Dr Anwar RUMJAUN - Associate Professor
Dr (Mrs) Fawzia NAROD - Senior Lecturer
Mrs Vedwanti RAMSOONDUR - Former Principal School Inspector
Mr Francois JOLICOEUR - Deputy Head Master
Mr Jean-Nol MANIACARA - Educator (Primary)
Acknowledgements
Vetting Team
MINISTRY OF EDUCATION AND HUMAN RESOURCES, TERTIARY EDUCATION AND SCIENTIFIC RESEARCH
Mr Dahmiasdeho GOWRY - School Inspector
Mrs Taramatee NATHOO - School Inspector
Mrs Dineshwaree RUCHCHAN - School Inspector
Mr Rajkumar BEEDASSY - School Inspector
Mr Henrio Douglas POTI - Supervisor (The Arts)
Layout
Mr Evan LEE
Illustration and layout
GRAPHIC DESIGNER
Ms Galle LI TO LUN
Mrs Nishi MANIC
ISBN : 978-99949-40-70-7
Mauritius Institute of Education (2017)
ii
Foreword
We have the pleasure to offer you a brand new collection of textbooks as from 2016. These
textbooks have been written by a team of experts and supported by experienced Educators,
advised by Inspectors, Mentors and Deputy Head Masters. We have done our best to ensure
that children undergo a pleasant learning experience.
We have taken care to align the textbooks with very clearly defined learning outcomes and
objectives set for the subject. This present textbook provides clear indications of the diverse
skills that children should master at each stage. We would request teachers to use the
techniques and pedagogical approaches suggested in the teachers manual so that children
make optimal use of the textbook and materials provided.
We are extremely thankful to all those who have provided us with constructive feedback,
thereby enabling us to make this curriculum development endeavour come to fruition. We are
also thankful to the artists who carried out the illustrations, and to our graphic artists, who have
tried their best to create the right layout for the books. The authors and the curriculum team,
under the guidance of Professor Vassen Naeck, also deserve our thanks.
We hope that you enjoy this material and wish you lots of success.
Dr O. Nath Varma
Director
Mauritius Institute of Education.
iii
About the Teachers Book
The purpose of this Teachers Book is to help teachers organise pupils learning experiences in
science in a more effective way and to enhance the understanding and appreciation of science
by pupils. It provides basic information on each unit for teachers. It highlights the objectives,
teaching points, concepts to focus on and helpful hints. Additional notes on subject knowledge
are provided to the teacher for some concepts whenever required. The Teachers Book not being
exhaustive, teachers may need to search for additional information from other reliable sources.
It is to be noted that in keeping with the National Curriculum Framework (2015), the science
curriculum enables learners to develop conceptual knowledge and understanding of the
natural physical world around them. It taps upon their natural curiosity to build a spirit of inquiry
and enjoyment for the learning of science.
The aims of the Science Curriculum are to ensure that learners:
Demonstrate an understanding of what science is

Demonstrate an understanding of themselves and make sense of the world in which they live
Satisfy their natural curiosity about the natural physical environment
Develop a spirit of inquiry
Develop inquiry skills
Develop knowledge and understanding of scientific concepts
Demonstrate an appreciation of and respect for the diversity of living and non-living things
Develop an appreciation for the ecosystem in our forests and lagoons
Develop and apply ICT skills across the science curriculum
Cultivate confidence and interest in science
Appreciate science as being useful and meaningful for society
Enjoy and value science
Effective Pedagogy for Science
A successful implementation of the science curriculum will depend largely on the way it is taught
to pupils. The pedagogical plan for the units in the Pupils Book should consist of different types
of teaching/learning and assessment strategies. Teachers should consider the following, without,
however, limiting themselves to them:
iv
Cooperative (Peer) Learning
It is important for pupils to work together to gain and share knowledge and understand
the science around them. Discuss and Share is a component of the book that allows pupils
to work with their peers (in pairs or in groups) to learn and share. This component of the book
gives suggestions for classroom discussions, helps pupils to share and work with others and in
the process promotes peer learning, develops oral communication skills and reinforces learning
of concepts. Brainstorming, concept mapping, debates, games, visits to places of interests are
other means of learning cooperatively.
Learning and Teaching Science by Inquiry
Inquiry is a method of teaching and learning that actively involves the learner and in the process
leads him/her to understand science concepts.
Passive teaching strategies like chalk and talk will not meet and promote the objectives of the
science curriculum. To achieve the aims listed above, science should be taught through active
and child-centred teaching/learning strategies. Pupils should be encouraged to learn by doing
and discovery. It is recommended that pupils be involved in all activities which include the
inquiry skills mentioned in the science curriculum. The Pupils Book for Standard V focusses on
inquiry skills and processes as per the science curriculum.
Pupils should be encouraged to manipulate materials, specimens and simple equipment safely.
The set of Activities in the book actively engages the pupils to construct subject knowledge,
explore and engage with the science content and develop inquiry skills, attitudes and values. A
range of illustrations are used to complement the writing and to give young learners various
opportunities to observe and in the process help visual learners as well.
Motivating Pupils and Arousing their Interest in Science
The science curriculum can be made more interesting to pupils by providing them with situations
and problems that are challenging, thought-provoking, stimulating and that encourage them to
reflect on phenomena relevant to their daily life experiences. The Pupils Book strives to do that.
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Did you know? triggers the interest and curiosity of pupils.
Think and Think! stretches the thinking of pupils and develops their creativity. Pupils should
also be encouraged to think, wherever possible, about the everyday applications of the basic
scientific principles they have learnt.
Find out prompts pupils to think and learn beyond the content of the book and underscores
the fact that the book should not be seen as the only source of knowledge. This activity is
meant to prompt pupils to develop the habit of looking for information on their own from relevant
sources. The emphasis is not only on finding the correct answer but also on properly exploring
the various sources of information available including the Internet.
The use of low-cost and readily available learning resources such as living and non-living
specimens, models, pictures, drawings, photographs, press and magazine cuttings is essential
to make the learning of science interesting to pupils.
Using ICT to learn science
The use of ICT tools to explore and discover science must be encouraged throughout the
book. ICT can help in broadening and deepening pupils learning. It is to be noted that digital
resources for science teaching and learning will be developed and made accessible to both
teachers and learners.
Formative and Summative Assessment
Pupils should be assessed in many ways to determine their understanding of science and the
development of inquiry skills. It is important to note that many exercises are inbuilt into the units
for formative purposes. It is recommended that assessment and evaluation be continuous and
comprehensive and aligned to how pupils learn and are taught.
For example, asking pupils questions about their prior knowledge (what they have learnt
in previous classes) will build on knowledge progressively. Speaking to pupils, asking them
questions about the activity to see what they learnt from it is a good way of assessing what
they know and understand from a particular activity.Concept maps and drawings are ways to
informally assess pupils in a group or individually to see what they can come up with.
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I check my progress represents a checklist of attained learning outcomes that the pupils can
read, understand and use to assess their own learning.
What I have learnt summarises key learning points in science.
Words to learn focusses on key science vocabulary and promotes literacy development.
A unit is not complete without a way to assess the pupils to figure out what they gained from
their learning experiences in the classroom. At the end of each unit, pupils will be tested on
their knowledge and understanding. End-of-unit exercises check the progress of pupils
and consolidate knowledge and understanding. More authentic performance assessment
instruments to assess what the pupils know and understand must be developed by the teacher
related to content knowledge, understanding and skills development. Pupils must receive
timely feedback on what they need to work on in order to improve performance and reach the
next level.
It is sincerely hoped that the teaching of science will be effective and learning will be enjoyable to
all pupils.
Dr (Mrs) Sarojiny Saddul-Hauzaree

Panel Coordinator
Science
vii
Table of contents
Unit 1
The three states of Water Pg 3-38
Unit 2
Plants around us Pg 39-76
Unit 3
Plants in their Habitats Pg 77-114
Unit 4
Animals in their Habitats Pg 115-140
viii
Teachers note
UNIT 1: The three states of Water
Learning outcomes:
At the end of this unit, pupils should be able to:
Use a thermometer to measure temperature
List the properties of ice, water and water vapour
State the process for ice to change into water
State the process for water to change into water vapour
State the process for water vapour to change into liquid water
State the process for liquid water to change into ice
Identify and explain these changes in everyday life
This unit aims at enabling pupils to explore the interchangeable states of water through
experimentation, observation, discussion and inferences.
Teacher is advised to:

Plan for the activities well in advance to ensure that all the required resources are available.
Allow pupils to work and discuss in groups as far as possible.
IMPORTANT SAFETY ASPECT:
For all activities involving the use of the mercury thermometer, the mercury thermometer should be
handled with special care to avoid breakage. Teacher should take care that pupils do not handle
or manipulate the thermometers on their own without the teachers supervision. This is because
mercury is harmful and its vapour is toxic. In addition, broken glass pieces can also cause injury to
pupils.
Unit 1 - The three states of Water
The three states of Water UNIT 1
You are right!

But it didnt rain
last night.
Hey dad!
See how the
plant is wet.
At the end of this unit, you should be able to:
Use a thermometer to measure temperature

List the properties of ice, water and water vapour
State the process for ice to change into water
State the process for water to change into water vapour
State the process for water vapour to change into liquid water
State the process for liquid water to change into ice
Identify and explain these changes in everyday life
3
Teachers note pg 5-6
Activity 1.1: Observing two different types of thermometers
Learning outcomes:
To distinguish between a mercury thermometer and an alcohol thermometer
To identify the bulb and markings on a thermometer
To find out that the markings on the thermometer are read as degrees Celcius (0C)
Skills: Observation, comparing, drawing, communication, respecting safety guidelines
This activity aims at introducing the thermometer as a tool to measure temperature.

It is important for teachers to ensure that a mercury thermometer and an alcohol thermometer
are available to show to pupils.
Pupils will be encouraged to observe the thermometers carefully and identify the colour of the
liquid inside each thermometer.
Teacher must also ensure that the pupils are able to identify the markings on each thermometer
and that the markings are read as degrees Celcius (C)
Through discussion, teacher will bring pupils to recognize the thermometer as a tool for
measuring temperature.
In the last part of this activity, pupils will be required to draw a mercury thermometer and to
label the following parts: bulb, mercury and the following markings 0C, 25C, 50C,100C
4
In Grade IV, we learnt that ice is a solid, water is a liquid and water vapour is a gas.
In this unit, we are going to explore the changing states of water through simple experiments.
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Activity 1.1 Observing two different types of thermometers

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0
In this activity, you will need a mercury thermometer and an alcohol thermometer.
Observe the liquid inside each thermometer. What colour is the liquid?
If it is shiny, the liquid inside is mercury.
If it is reddish in colour, the liquid inside is alcohol.
Identify the bulb and the markings on each thermometer.
Figure 1.1
Observe that the markings on the thermometer are read as degrees Celsius.
For example, 20 on the thermometer reads as 20 degrees Celsius or 20C.
Figure 1.2 5
In the space below, draw and label a thermometer with a bulb, mercury, 0 C, 25 C , 50 C, 100 C.
We use a thermometer to measure temperature. It tells us how cold or hot something is.
Did you know?
Some thermometers are digital or electronic

thermometers. They are mainly used to take
the body temperature.
Fig 1.3 A digital thermometer
6
Activity 1.2: Using a thermometer to measure the temperature of water
Learning outcome:
To read and record the temperature of cold, warm and hot water.
Skills: Observation, recording, communication
Resources:
Mercury thermometer, some cold water (from the fridge or tap water), some warm water, some
hot water and three transparent glasses labelled A, B and C.
This activity provides pupils with the opportunity to read the temperature of cold, warm and
hot water using the thermometer.
Teacher is required to set up the 3 glasses as suggested in the pupils book.
Under teachers supervision, each pupil will be given the opportunity to read the temperature
of the water in the different glasses and record the temperature in Table 1.1.
It is important for pupils to realize that the bulb must be placed in the water to measure the
temperature.
It is important for teacher to make pupils observe the movement of the mercury in water at
different temperatures and to infer that:
o At low temperature (in cold water), the mercury level goes down.
o At high temperature (in hot and warm water), the mercury level goes up.
Teacher must take into consideration safety aspects for the use of the mercury thermometer
and hot water.
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Activity 1.2 Using a thermometer to measure the

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temperature of water
0
In this activity, you will need a thermometer, some cold water, some warm water, some hot
water and three transparent glasses labelled A , B and C.
Half fill glass A with cold water, glass B with warm water and glass C with hot water.
Place the thermometer in glass B.
Read and record the temperature of the warm water in Table 1.1.
Table 1.1
A B C
Glass
Cold Warm Hot
Temperature C C C
Now place the thermometer in glass C.

Observe the movement of the liquid inside the thermometer. Does it rise or fall?
Read and record the temperature of the water.
Lastly, place the thermometer in glass A.

Again observe the movement of the liquid.
Does it rise or fall?
Read and record the temperature of the water.
Keywords to learn
temperature thermometer mercury alcohol
8
Q uestions
Answer the questions below.

In which glass is the level of mercury/alcohol lowest?
_____________________________________________________________________
In which glass is the level of mercury/alcohol highest?
_____________________________________________________________________
What do you conclude from this activity?

_____________________________________________________________________
_____________________________________________________________________
If you want to make the level of mercury/alcohol in glass B rise, what should you do?
_____________________________________________________________________
If you want to make the level of mercury/alcohol in glass B fall, what should you do?
_____________________________________________________________________
I infer
On observing the figures (numbers) shown in Table 1.1, we note that the movement of
the mercury/alcohol depends on the temperature of the water.
What I have learnt
If a thermometer is removed from warm water and is quickly placed in cold water, the
mercury or alcohol level falls. The temperature is low.
As the water becomes hot, the mercury or alcohol level rises. The temperature is high.
9
Activity 1.3: Using a thermometer to measure air temperature
Learning outcome:
To use the thermometer to measure and record air temperature at different places.
Skills: Observation, measuring, recording, comparing
The activity provides further opportunity for pupils to measure and record temperature using
the thermometer.
When taking the air temperature, proper holding of the thermometer is advised. Teacher/
pupils must not hold the bulb of the thermometer.
In this activity, the pupils will measure the air temperature at different places as given in Figure
1.4 A: Shady place; B: In sunlight; C: in the fridge.
Pupils will record the different temperatures in the boxes given in Figure 1.4
Pupils will infer that the temperature is lowest in the fridge because it is coldest and that the
temperature is highest in the sunny place due to heat from the sun.
As previously highlighted, safety aspects must be taken into consideration regarding use of the
mercury thermometer.
In the last part of the activity, teacher is strongly advised to encourage pupils to listen to
weather forecast and to pay attention to terms such as temperature, degrees Celsius, hot,
cool, highlands, lowlands.
Teacher can also bring pupils for a field trip at the meteorological station so that they can
observe the thermometers used there to monitor temperature.
10
Activity 1.3 Using a thermometer to measure air

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temperature
1
0
In this activity, you will need a thermometer.
Hold the thermometer as in Figure 1.4

Use it to measure the air temperature in the different places shown.
A B C
Figure 1.4 Measuring air temperature in different places
Observe, measure and record the temperature in the appropriate boxes in Figure 1.4
Compare your measurements with your friends.
I remember
When you watch the weather forecast on TV remember the following:

The air temperature at different places are shown and measured in degrees Celsius.
If the air temperature at a place is low, it is cool.
If the air temperature at a place is high, it is hot.
11
Q uestions

Which place shows the highest temperature? Why?
_____________________________________________________________________
_____________________________________________________________________
How is the temperature at place C?

_____________________________________________________________________
_____________________________________________________________________
Sometimes during a hot summer day, we like to sit down at A.

Explain why.
_____________________________________________________________________
_____________________________________________________________________
A thermometer is also used to take air temperature.
What is your normal body temperature?

Find Do all your friends have the same body temperature?
out
What happens to your body temperature when you have fever?
12
Activity 1.4: Observing ice
Learning outcomes:
To explore the properties of ice and find out that ice is cold, slippery and hard.
To discuss some uses of ice.
Skills: Observation, recording, inferring, communication, literacy
Resources: Ice cubes in small trays.
This activity provides pupils with an opportunity to explore the properties of ice.
Pupils will be allowed to handle ice cubes and to discuss about its temperature, texture and
hardness. They will then record their observations in Table 1.2
Teacher can also encourage them to discuss about what happens to the ice cubes when held
in their hands.
Notes for page 15 (Figure 1.5)

Teacher will allow pupils to observe Figure 1.5 and to discuss about the uses of ice.
They can also discuss about the uses of ice in relation to its properties.
The uses shown are:
o For skiing and skating ( Ice is hard and slippery)
o For relief of pain (Ice is cold)
o Cold drinks. (cold).
Notes for page 16 (Figure 1.6)

Pupils will be allowed to observe Figure 1.6 and to discuss and compare the two mountain tops.
Pupils will infer that on the top of Mount Kilimanjaro, there is ice. This is because at very high
altitude, the temperature is very cold. Therefore water at such heights changes into solid ice.
Piton de la Petite Rivire Noire is not as high as Mount Kilimanjaro so water on its top remains
a liquid.
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Activity 1.4 Observing ice

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0
Do you still remember the experiment we carried out with ice in Standard IV?
Let us find out what you learnt from that experiment.

In this activity, you will need pieces of ice cubes of different shapes in a tray.
Hold a piece of ice in your hand and record what you feel in Table 1.2.
Table 1.2
Slippery or non
Hot or cold Hard or soft
slippery
Ice
I infer
Ice is a ________________ solid. It is cold and _________________.
14
What do we use ice for? Let us find out.

Observe Figure 1.5.
Q uestions
Figure 1.5: Some uses of ice
1. State three ways in which ice is used.
_____________________________________________________________________
_____________________________________________________________________
2. Give two properties of ice which allow us to practise skiing/skating.
_____________________________________________________________________
_____________________________________________________________________
3. At home where can you see solid ice?
_____________________________________________________________________
_____________________________________________________________________
15
4. Observe Figure 1.6.
Ice Piton de la Petite Rivire Noire
Mount Kilimanjaro Piton de la Petite Rivire Noire

5892 metres high 828 metres high
Figure 1.6: Mountain tops
Which one of these two mountains is higher?

_____________________________________________________________________
What can you see on top of Mount Kilimanjaro?
_____________________________________________________________________
What can you say about the temperature on very high mountains?
_____________________________________________________________________
Why is there no snow on top of Piton de la Petite Rivire Noire?
_____________________________________________________________________
What I have learnt
Ice is water in a solid state. It is cold, slippery and hard.

We use ice in many ways.
There is snow (ice) on top of very high mountains because it is very cold there.
16
Activity 1.5: Changing ice into water
Learning outcomes:
To explore the condition needed to change ice into liquid water.
To find out that when the temperature increases, ice melts and changes into liquid water.
Skills: Observation, measuring, recording, communication, literacy, inferring
Resources: Clean transparent glass filled with pieces of ice and a mercury thermometer
This activity deals with finding the temperature at which solid ice changes into liquid water.
Under teachers supervision, pupils will work in groups and carefully place the thermometer in
contact with the ice and read the temperature.
They will read and record the temperature at intervals of two minutes (under guidance of
teacher) in Table 1.3.
After completing Table 1.3, pupils will discuss their results and infer that solid ice melts to liquid
water.
(The thermometer reads 0C until all the ice has melted into liquid water).
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Activity 1.5 Changing ice into water

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We learnt in Grade IV that when ice is heated, it changes into liquid water. We said that on
warming solid ice melts to water.
When you held ice in your hand for some time, it became warm and it melted. Where did the heat
come from?
Discuss and share the answer with your friends.
Can we find the temperature of melting ice? Let us find out.
In this activity, you will need a clean transparent glass half filled with pieces of ice and a mercury
thermometer.
Place the thermometer inside the glass of crushed ice as in Figure 1.7.
Read and record the temperature shown on the thermometer at regular time intervals in Table 1.3.
Figure 1.7
Table 1.3 Temperature of melting ice
Time 0 min 2 min 4 min 6 min
Temperature C C C C
18
Observe the table now.

Compare and discuss your observations.

Q uestions
In which state is the ice? _______________________________
To which state is it changing? _______________________________
Name the liquid state of ice. _______________________________
I infer
Solid ice melts to liquid water.
In some countries, it is so cold in winter that there is ice

everywhere. When spring comes, the snow melts.
Explain why.
What I have learnt
We use a thermometer to measure temperature.

Ice is a solid form of water. It is hard and slippery. Ice melts to water.
19
Activity 1.6: Changing water into water vapour
Learning outcomes:
To explore how liquid water changes into water vapour.
To state that liquid water evaporates to form water vapour which cannot be seen because it
is a colourless gas.
Skills: Observation, communication, literacy, inferring
Resources: Transparent bowl or dish containing water and a marker.
This activity allows pupils to explore how liquid water evaporates.

Teacher can start the activity by asking pupils to think about the conditions necessary for drying
clothes.
Teacher will then carry out the activity as given in the procedure (To obtain quick result the
activity will be performed on a bright sunny day.).
Encourage pupils to carefully observe the water level after every fifteen minutes for about one
hour. After each observation, allow pupils to discuss about their findings with their friends.
Through discussions, bring pupils to realize that heat from the sun warms the liquid water so that
it changes into water vapour. The level of water in fact decreases because the liquid water is
changing to water vapour which goes into the air. The water vapour cannot be seen because
it is a colourless gas. This change from liquid state to gas state is called evaporation.
Notes for Figure 1.9 (Page 22)

Pupils observe Figure 1.9 and frame their answers using some or all of the following terms:
Heat from the sun, warms, liquid water, evaporation, water vapour, dry, changes of state, gas

Figure 1.10 illustrates an example of a real-life application of evaporation to obtain salt from sea
water.
This can be further consolidated by a field trip to a region where there are salt pans.
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Activity 1.6 Changing water into water vapour

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Can we change water into water vapour? Let us find out.

For rapid results, carry the experiment on a bright sunny day.
In this activity, you will need a small transparent bowl containing some water and a marker.
Put a mark on the outside surface of the bowl as in Figure 1.8 A.
Pour water in the bowl up to the mark and place it in sunlight as in Figure 1.8 B.
Figure 1.8 A
Figure 1.8 B
Observe the water level every 15 minutes for about an hour.
21

Q uestions
What can you say about the level of the water?

_____________________________________________________________________
Where has the water gone?

_____________________________________________________________________
Give a reason to explain your answer.

_____________________________________________________________________
I infer
When the sun heats water, the latter becomes an invisible gas called water
vapour.
The water vapour then rises into the air.
Find Figure 1.9 shows some water spilled on the floor. After some time
out the water disappears. Explain what has happened to the water.
water
22 Figure 1.9: Spilled water on the floor

Figure 1.10: Salt pans
In the salt pans there is sea water. What happens to the water when left in the sun for a long
time? (Activity 1.6 can help you to answer this question)
__________________________________________________________________________
__________________________________________________________________________
When all the water has evaporated, salt is left behind. This is how salt is obtained in salt pans.
Find Use your atlas to locate a place in Mauritius where salt is made. What
out is the climate there? Ask your teacher to arrange for a visit to that place.
Note the high temperature prevailing there.
23

Q uestions
A pupil stirred some salt in water until all the salt dissolved. She now wants to get the
salt back .
How can you help her get back the salt very quickly?
_____________________________________________________________________
_____________________________________________________________________
Explain the process involved.

_____________________________________________________________________
_____________________________________________________________________
I infer
The process by which water changes into water vapour is called evaporation.
What I have learnt

When water is heated, it changes into a gas called water vapour. This process is
called evaporation.
Salt is obtained by the evaporation of sea water.
Why are salt pans not found on the highlands?
24
Activity 1.7: Changing water vapour into water
Learning outcomes:
To explore the change of water vapour to liquid water.
To infer that on cooling, water vapour changes into liquid water
To demonstrate an understanding of the term condensation.
Skills: Observation, communication, literacy, inferring, comparing, drawing
Resources: Two transparent dry glasses, tap water and ice-cold coloured water
This activity aims at showing pupils that water vapour from air condenses into liquid water when
it is cold.
It is important for using clean and dry glasses for this activity.
Teacher is also advised to ensure that pupils are given the opportunity to rub their fingers on the
outside surface of the glass before the experiment to show that there is no water on the glass.
After adding tap water to glass X and cold coloured water to glass Y, it is very important for
teacher to allow all pupils to carefully observe the changes occurring.
All pupils must also rub their fingers on the outside of both glasses after some time to feel
whether they are wet or dry.
Pupils can also be asked to illustrate their observations through drawing.
After completing the above observation, pupils will work and discuss in groups to answer the
questions given on page 26.
Through whole-class discussion, the teacher will highlight the following:
o The presence of water vapour in air.
o Water vapour is in fact water in the gas state.
o When water vapour in the air comes into contact with the cold surface of
glass Y, it cools down and changes into liquid water.
o Thus, on cooling, water vapour changes from gas state to liquid state. This
process is called condensation. Condensation is the process when a gas
changes into liquid state.
o This explains the presence of water droplets on the outer surface of glass Y.

Figure 1.12 related to the formation of dew (la rose). This is an example of application occurring
in nature.
25
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Activity 1.7 Changing water vapour into water

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We learnt in the previous activity that liquid water on heating changes into water vapour.
We said that when water is heated, it evaporates.
Is it possible to obtain water back from water vapour? Let us find out.
In this activity, you will need: Two transparent dry glasses labelled X and Y, some tap water and
some ice cold coloured water.
Rub a finger on the outer surface of the glasses. Are they dry or wet?
Pour the tap water in glass X and the ice cold coloured water in glass Y.
Leave the glasses to stand for some time as shown in Figure 1.11.
Tap water X Y
Coloured water
Figure 1.11
Now let us compare the two glasses.
Rub a finger on glass X. Is it wet or dry? _______________________
Rub a finger on glass Y. Is it wet or dry? _______________________
These are water droplets which is water in the liquid state.
Are the water droplets coloured?

Do they come from inside the glass? How do you know?
Where do the water droplets come from?
When water vapour in the air is in contact with a cold surface, it cools down to form
water droplets. This process is called condensation.
Can you say why there are no water droplets on the outer surface of glass X?
26
Q
Observe Figure 1.12 and answer the questions.
uestions
You are right!

Hey dad! But it didnt rain
See how the last night.
plant is wet.
Figure 1.12: Dew on grass
1. A father and daughter are jogging on a summer day in the early morning. Study
their conversation. What according to you makes the grass wet?
____________________________________________________________________
____________________________________________________________________
2. Where does the water come from?(Hint: Think of water vapour in the air)
____________________________________________________________________
____________________________________________________________________
3. Explain the process of condensation occuring in the above figure.

(Hint: Think of the night when it is cooler.)
____________________________________________________________________
____________________________________________________________________
Will the dew (water) disappear after some time? Explain why.
____________________________________________________________________
____________________________________________________________________
I infer
During summer at night when it is cold, water vapour in the air condenses into water
droplets. These water droplets deposit on the grass as dew.
What I have learnt

Water vapour on cooling, condenses into liquid water.
27
Activity 1.8: Changing water into ice.
Learning outcomes:
To explore the change of liquid water to ice.
To infer that on cooling, liquid water changes into solid ice.
To demonstrate an understanding of the term freezing.
Skills: Observation, communication, literacy, inferring, comparing
Resources: a plastic cup, tap water, a mercury thermometer, refrigerator

(Note: the teacher may plan the activity to use any refrigerator which is available at school)
This activity aims at showing pupils that on cooling, liquid water changes into solid ice.
It is important for pupils to record the temperature of the tap water in the glass before putting
the glass in the freezer.
Teacher can also discuss about the following with the pupils:
o The temperature inside the freezer.
o Compare air temperature with that in the freezer. (They may relate to Activity 1.3)
The temperature of the water in the glass will be taken every 30 minutes.
Pupils will record their readings in Table 1.4. They will also observe that after some time, the
liquid water will change into solid ice.
After all the water has changed into solid ice, the pupils will work and discuss in groups to
answer the questions given on page 30.
Through whole-class discussion, the teacher will highlight that when placed in the freezer, the
temperature of the water gradually decreases (the water becomes colder and colder) until a
point is reached when the liquid water changes state to form solid ice.
Additional information for teachers:
- Freezing is the process when a liquid changes into solid.
- Liquid water changes to solid ice at 0C, i.e., water freezes at 0C.
(Note: different liquids freeze at different temperatures)
- The temperature of solid ice is below 0C.
28
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Activity 1.8 Changing water into ice

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We learnt in the previous activity that on cooling, water vapour condenses into water.
Is it possible to change liquid water into solid ice?

What happens if water becomes very cold?
Let us find out.
Table 1.4
Time 0 min 30 min 60 min 90 min
Temperature C C C C
In this activity, you will need some water and a plastic cup.
You will have to make use of a freezer.
Half fill the cup with water.
Take the temperature of the water. Record it in the first column in Table 1.4. Now place the cup of
water in the freezer.
After every 30 minutes remove the cup from the freezer, quickly insert the thermometer in the cup,
read and record the temperature of the water. Then remove the thermometer from the cup and put
it back in the freezer.
After you have filled in the above table, study it and answer the questions that follow:
29
Q uestions
1. How does the water temperature change? (Does it rise or fall?)

_____________________________________________________________________
_____________________________________________________________________
2. Does the water become cooler or hotter?

_____________________________________________________________________
_____________________________________________________________________
3. What happens to the water in the end?

_____________________________________________________________________
_____________________________________________________________________
I infer
As water becomes cooler and cooler, it changes into solid ice.
The water cycle
In the previous lesson, we have learnt that water changes into water vapour on heating. That is, it
evaporates. On cooling, water vapour changes into droplets of water. That is, it condenses.
We will now learn about the water cycle.
30
Activity 1.9: The water cycle
Learning outcomes:
To infer how clouds are formed.
To discuss the different steps occurring in the water cycle.
To illustrate what happens during the water cycle through drawings.
To infer that the water cycle is a continuous process that never stops.
Skills: Observation, communication, literacy, inferring
Resources: empty glass bottle, an ice cube, some hot water
This activity aims at showing pupils how clouds are formed through the process of condensation.
The experiment will be carried out by the teacher for safety reasons.
Teacher should ensure that all pupils are able to observe carefully and closely follow the
changes occurring in the set-up.
After their observation, pupils can work and discuss in groups to tick the correct word at the
end of sentences 1 to 5 given on page 32.
After completing page 32, teacher can introduce the water cycle by discussing the following
questions:
o Where does rain water come from?
o Where does rain water go?
Notes for pages 33 to 35
Pages 33 to 35 provide details about the water cycle.

The teacher is advised to prepare a large poster on the water cycle that can be used to
explain the different steps.
During the teaching/learning process, the teacher can also use flash cards containing different
labels like sun, evaporation, condensation, clouds, precipitation, cold, warm,
rainfall and also arrows which pupils can be asked to stick as they learn about the water
cycle.
Through discussion, teacher needs to highlight the following:
o The sun heats water found on the surface of the ground, in rivers, lakes, reservoirs,
the sea etc.
o When water is heated, it evaporates into water vapour.
o As water vapour is light, it rises, goes up till it reaches a height where it is quite cold.
o There it cools down; it condenses into tiny droplets of water to form clouds.
o When the clouds pass through cooler air, they cool down further and the water
droplets become bigger.
o When the clouds become too heavy, rain falls. (Clouds that are dark are laden
with water droplets or moisture. Such types of clouds usually bring heavy rain. The
white clouds contain a relatively small amount of moisture so they do not
bring rain.)
o Rain water again goes in lakes, rivers, the sea etc.
o The sun heats water and the process starts all over again. The water cycle is an
ongoing process that never stops.
It is also important for teacher to emphasize that the water cycle involves the following 3
processes: evaporation, condensation and precipitation (rain)
31
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Activity 1.9 The formation of clouds

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Note: Activity 1.9 is to be carried out under adult supervision.
You will need an ice cube, some hot water and an empty glass bottle.
Steps:
1. Place the empty bottle in the refrigerator.
2. Take out the bottle after a few hours (3 to 4 hours).
3. Pour some hot water carefully into the cold bottle and immediately place the ice cube at the
mouth of the bottle.
Ice cube
Cloud
Cold bottle
Hot water
Figure 1.13: Making clouds
Observe what happens inside the bottle.
Now tick the correct word at the end of each sentence
1. When removed from the refrigerator, the bottle feels warm. Yes No
2. The water vapour rising from the hot water touches the ice cube. Yes No
3. The water vapour rising from the hot water touches the cold walls of the bottle. Yes No
4. You can see a cloud like formation inside the bottle. Yes No
5. You can also see droplets of water on the inner walls of the bottle. Yes No
I infer
When the warm water vapour touches the ice cube and the cold walls of the bottle, it
condenses; it becomes droplets of water.
32
Now let us relate this activity to what actually happens in nature.
The water cycle
condensation
B
precipitation C
A evaporation
Water
Figure 1.14: The water cycle
The earth has a limited amount of water.
That water keeps going round and round in what we call the Water Cycle.
This cycle is made up of three main parts:
evaporation (from water and plants)

condensation
precipitation (rain)
Evaporation
Evaporation is when the sun heats up water in rivers or lakes or the ocean and turns it into
vapour. The water vapour leaves the river, lake or ocean and goes into the air. Plants also release
a lot of water vapour in the air.
water vapour rises

sea
trees
lake
Figure 1.15: Evaporation 33

Condensation
As the water vapour in the air rises, it gets cooler and cooler until it changes into tiny water
droplets, forming clouds. This is called condensation.
Cold Clouds
Water vapour rising
Warm Figure 1.16: Condensation
Do you remember activity 1.7 where we carried out an experiment on condensation?

Here the same thing is happening in nature.
Precipitation (rain)
When the clouds become heavy, water falls back to earth as rain (precipitation).
Rain falls in the oceans, lakes and rivers and on land. When rain falls on land, it will soak into the
soil, become part of ground water , run under the soil and collect in the oceans, lakes or rivers.
When the sun heats the water, the cycle starts all over again.
Figure 1.17: Rain falling
34
What I have learnt
The sun heats water found on the surface of the earth and in rivers, lakes, ponds and the seas.
When this water is heated, it evaporates and changes into water vapour.
Water vapour rises in the air. When it reaches a height where it is cold, it condenses to form
tiny droplets of water.
The droplets of water join together to form clouds . When these droplets become too heavy, they
fall as rain. Most of the rain water flows to rivers, lakes and to the sea and the cycle restarts.
Find Does the same amount of rain fall everywhere in Mauritius?

out To get the answer, watch the daily weather report on T.V.
Keywords to learn
evaporation condensation precipitation water cycle
Answers to End of Unit Exercises
1. (i) Water ;(ii) Decrease; (iii) Solid

2. (i) Water vapour (ii) droplets of water will appear on A
(iii) evaporation (iv) condensation as the lid is cold
3. (i) ice skating (ii) ice is hard (solid); ice is slippery
4. (i) ice (ii) It becomes liquid water
5. From top to bottom: sun, condensation, rain (precipitation) and evaporation.
35
End-of-Unit Exercises
1. Choose the correct word.
(i) When water vapour condenses ___________________ (ice, water) is formed.
(ii) If we want to change water into ice, we must ___________________ (increase, decrease)
the temperature.
(iii) On top of very high mountains, it is so cold that water exists in the ___________________
(liquid, solid) state.
2. Study the diagram below and answer the questions that follow:
Warm water
(i) A metal lid is held over warm water. Name the gas which rises at X.
________________________________________________________________________

(ii) What will appear at A after some time?.
________________________________________________________________________
(iii) Name the process by which the water becomes gas X.

________________________________________________________________________
(iv) Explain the process occurring when gas X comes into contact with the lid.
________________________________________________________________________
36
3. Study the diagram below and answer the questions:
(i) Name the sport practiced by the girl. _____________________________________

(ii) State two properties of ice that allow her to practice that sport.
________________________________________________________________________
________________________________________________________________________

4. Answer the questions below:

(i) Some water is put in a freezer until it changes into a solid. What is the name of the solid?
______________________________________________________________________
(ii) What will happen to the solid if left on a table for some time?
________________________________________________________________________

5. Complete the diagram using the following words:
Condensation, rain(precipitation), evaporation, sun
37
I check my progress
At the end of this unit, I can
Use a thermometer to measure temperature.
List the characteristics of ice, water and water vapour.
State the process for ice to change into water.
State the process for water to change into water vapour.
State the process for water vapour to change into

liquid water.
State the process for liquid water to change into

ice.
Explain the water cycle in terms of evaporation and

condensation.
38
Unit 2 - The Unit
Variety
2 - of
Plants
Plants
around
around
usus
Plants around us UNIT 2
Describe how a seed can grow into a plant

Draw a simple diagram to show the life cycle of a plant (from a seed to a plant)
Carry out simple experiments to explore the conditions necessary for a seed to germinate
List the conditions necessary for a seed to germinate and a seedling to grow
Explore a variety of plants by finding out the characteristics of their different parts
39
Unit 2 - Plants around us
UNIT 2
Learning outcomes:
Describe how a seed can grow into a plant
Draw a simple diagram to show the life cycle of a plant (from a seed to a plant)
Carry out simple experiments to explore the conditions necessary for a seed to germinate
List the conditions necessary for a seed to germinate and a plant to grow
Explore a variety of plants by finding out the characteristics of their different parts
Activities 2.1 to 2.2
Aim
The aim of these activities is to introduce pupils to seeds and germination.
Learning outcomes:
To reflect on how a plant can be obtained from a seed.

To infer that seeds give rise to new small plants called seedlings.
To describe what happens during germination.
Skills: observation, drawing, literacy, exploration, communication, social
Activity 2.1 is based on inquiry learning that will encourage pupils to answer the following questions:
Where does a plant come from? and How can you obtain a plant from a seed?
The 2 questions will set off the inquiry learning process.
It is important for the teacher to give children time to discuss in groups. Each group will then
share their answer.
In fact, the main emphasis of Activity 2.1 is to allow pupils to discuss and share their ideas in
groups.
In the next part of this activity, teacher will ask pupils to propose an experiment that can be
carried out to show how a plant can be obtained from seeds, based on their answers.
Pupils should be encouraged to write down their answers and to illustrate their ideas by drawing.
The teacher can also use this activity as a basis for differentiation- Higher ability pupils will be
asked to write down their answers, while lower ability pupils will be asked to give their answers
through illustrations.
Activity 2.1 sets the scene to help children realize that plants are obtained from seeds.
40
Activity 2.2 Here the focus is to observe the process of germination.
In this activity, pupils are expected to identify the changes which occur when a seed germinates
to form a seedling. The activity is based on careful observation of Figure 2.1 which illustrates
the sequential changes which occur during germination.
Teacher must give pupils time to observe Figure 2.1 carefully and discuss with their friends
to answer the given questions. It is important for pupils to develop an understanding of the
following changes that occur during germination:
The root comes first, then a small shoot. The seed provides the food required for the
process of germination. That is why the seed starts to disintegrate as it germinates.
The seed continues to supply food to the developing roots and shoots until the first full
leaf appears. This leaf will grow towards sunlight and will carry out photosynthesis and
supply food to the growing plant (seedling).
The teacher is advised to consolidate understanding of the process of germination by:
i. Carrying out an actual experiment using seeds. (You may refer to the following
links to carry out the experiment: http://www.sciencekids.co.nz/experiments/
seedgermination.html
http://www.turtlediary.com/kids-science-experiments/plant-growth-experiment.html)
While carrying out the experiment on germination, the teacher must encourage pupils to give
illustrations to represent their observations. This will allow them to record the changes occurring at
the different stages of germination.
ii. Using relevant animations and/or short videos that can help to consolidate
understanding of the process of germination. For example, the following link can be
accessed https://www.youtube.com/watch?v=N6liX7JAL4
After completing the activity, pupils must be given time to discuss and answer the questions on
page 46.
41
In Standard IV, you learnt about the parts and the functions of some parts of a flowering plant.
Now you will explore how a seed becomes a plant and the conditions necessary for that. You
will also learn to recognise the variety of plants around us.
But first of all, you will learn how to obtain a plant from a seed. To do this, you will carry out the
activity which follows.
Activity 2.1 Describing a simple experiment to

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obtain a plant
1
0

This activity will help you to think about an experiment to show how to obtain a plant from a
seed (you can use methi or bean seeds). You will discuss and share your ideas with your friends.
Finally, you will write or draw your ideas for the experiment in the space provided.
Q uestions
To help you in thinking and writing your experiment, answer the following
questions:
Where does a plant come from?
_____________________________________________________________________
_____________________________________________________________________
How can you obtain a plant from a seed?
_____________________________________________________________________
_____________________________________________________________________
Can you think of an experiment to do it? What will you need?
_____________________________________________________________________
_____________________________________________________________________
42
Discuss and share your ideas with your friends. Then, describe and
write an experiment to show how to obtain a plant from a seed.
Write down your ideas in the box below. You can also draw to
explain your ideas.
What I have learnt
To write an experiment to describe how to obtain a plant from a seed.
43
A seed gives a small plant when it is placed in soil or a suitable material and watered.
This small plant is called a seedling.
A seed develops into a small plant or seedling under certain conditions.
Guess what conditions are necessary for a seed to develop

into a seedling?
44
Let us now find out how a seed germinates into a new plant.
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Activity 2.2 Observing the germination of a seed

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This activity will help you to observe carefully the process of germination, identify the
changes which take place with the seed and infer.
Observe Fig 2.1 carefully, discuss and share ideas with your friends.
1 2 3 4 5 6 7 8
Figure 2.1: Germination of a seed

Root: parts of the
A small root appears first at (2). plant usually found
underground/or in
A shoot appears at (3). the soil.
A first leaf (green part) starts to come out at (4)
The root and the shoot grow from (5) to (8) Shoot: parts of the
The leaf starts to open in (5) and is fully open at (8). plant usually growing
up from the ground
The outer cover of the seed comes off at (8). (stay above the soil).
45

Q uestions
Give the number at which the following parts of a plant come out from the seed.
Root
Shoot
Leaf
Outer cover of seed comes off
Which part of a plant comes out first from the seed? The root or the shoot?
_____________________________________________________________________
_____________________________________________________________________
Why does the seed become soft when the shoot and the leaves appear?
_____________________________________________________________________
_____________________________________________________________________
Why does the new plant get rid of the seed after the appearance of the leaf?
_____________________________________________________________________
_____________________________________________________________________
I infer
When a seed germinates, a _________________ appears first and grows in the soil.
The _________________ will then come out.
Then the first _________________ will appear.
The _________________ will become smaller and smaller because
the _________________ found inside the seed is used up by the growing
_________________ and growing shoot.
46
The life cycle of a flowering plant
A seed becomes a seedling.
When leaves appear, the plant will make its own food. Therefore, the new plant which is
called a seedling will no longer need the seed and it comes off.
The seedling will grow to form the stem, other leaves, roots, flowers and the fruits. The
fruits will contain the seeds. The seeds will germinate again. This process is known as
the life cycle of a plant.
Figure 2.2: Life cycle of a tomato plant
47
Activity 2.3: Finding out the conditions for a seed to germinate
Learning outcomes:
To infer that water, and a suitable temperature are essential for seeds to germinate.
To state that air (oxygen) must also be present for seeds to germinate.
Skills: literacy, comparing, inferring, investigating, observation, measuring
This activity requires a lot of planning from both the teacher and the pupils.
Teacher must ensure that all the materials are available and that the cups are placed in
appropriate places so that the experiments are not disturbed, except for observing and
measuring.
Teacher ensures that pupils read and understand instructions carefully so that they can perform
the experiment.
This activity allows pupils to investigate 3 conditions which are necessary for germination,
namely, water, air (oxygen) and suitable temperature. Thus, pupils will investigate whether
seeds will germinate under each of the following conditions:
A. Water, air and a suitable temperature (warm room)

B. Water, air and not a suitable temperature (very cold room)
C. Water, no air and a suitable temperature
D. No water, air and a suitable temperature
E. No water, no air and no suitable temperature (very cold room)
The experiment will be carried as a whole class activity. However, teachers can have 5 groups
of students. Each group can be assigned to be responsible for each one of the above. NOTE:
it is important for each group to report their findings & measurements to the whole class after
each interval so that they can complete Table 2.1.
Teacher must also advise pupils not to tamper and disturb the cups.
The following results will be obtained:
A. Germination will occur only in condition A as there are water, air and a
suitable temperature (Need to measure length of shoot and count
number of leaves).
B. No germination as there is no suitable temperature.
C. No germination as there is no air.
D. No germination as there is no water.
E. No germination as there are no water, air and suitable temperature.
Seed germinates in the presence of water, air (oxygen) and at a suitable temperature
Activity 2.4: Finding out the conditions for the seedlings to grow well
Learning outcomes:
To infer that water, light, air and soil are essential for plants to grow well.
Teacher will be required to have five seedlings for the activity 2.4
The seedlings are placed under the five different conditions as mentioned on page 52.
It was found that seedlings grow well when they are provided with water, light, air and soil.
(Note: The soil is a suitable medium/ material for plants to grow. But they can also grow in other
suitable medium/ materials)
Notes for I infer section on page 52:

The three conditions for germination are: water, air (oxygen)and temperature.
Seedlings/ plants grow well when they are provided with the following conditions: water, light, air
and soil.
48
Now you will find out the conditions which enable a plant to grow. For this, you will carry out
an experiment with the help of your teacher.
Activity 2.3 Finding out the conditions for a seed to germinate

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This activity will help you to observe, compare findings and infer.
Robin and Rita wanted to know the conditions required for bean seeds to germinate. Let us
help them to find out the conditions:
We will need the following resources: 5 plastic cups, dry soil, seeds (either bean, methi or
mustard), water.
We will be required to follow the steps as shown below:

(1) We number 5 plastic cups as 1, 2, 3, 4 and 5 as shown below.
(2) We place some dry soil in all the plastic cups (1-5).
(3) We place bean seeds in all the 5 cups.
Keywords to learn
life cycle germination stem shoot root
49
(4) We place the plastic cups under the conditions which are described below.
Condition A
Plastic cup 1
Add water and put it in a warm room (at a
suitable temperature) to get air.
Condition B
Plastic cup 2
Add water and put it in a very cold room/ place
(not a suitable temperature) to get air.
Condition C
Plastic cup 3
Add water and put it in a sealed box (no air) in a
warm room (at a suitable temperature).
Condition D
Plastic cup 4
Do not add water and leave it in a warm
room (at a suitable temperature) to get air.
Condition E
Plastic cup 5
Do not add water and put it in a sealed box
(no air) in a very cold room/ place (not a
suitable temperature)
50
(5) We observe the plastic cups and after 15 days, we make the observations shown in table 2.1.
Table 2.1: I record our observations

Condition Condition Condition Condition Condition
A B C D E
Length Length Length Length Length
of shoot of shoot of shoot of shoot of shoot
Germination of ______ cm ______ cm ______ cm ______ cm ______ cm
seed after 15 days
Number Number Number Number Number
of leaves of leaves of leaves of leaves of leaves
______ ______ ______ ______ ______
Q uestions
Write down your observations for each condition (A, B, C, D and E).
A:____________________________________________________________________
B:____________________________________________________________________
C:____________________________________________________________________
D:____________________________________________________________________
E:____________________________________________________________________
____________________________________________________________________
What can you say about the conditions required for a seed to germinate?
_____________________________________________________________________
51
Activity 2.4 Finding out the conditions for the

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seedlings to grow well.

2
1
0
We have seen conditions necessary for seeds to germinate.

Now let us find out what conditions are required for the seedling to grow well.
Take 5 seedlings (A, B, C, D, E) and place under the following conditions:
Condition 1) Add soil + water + light + air

Condition 2) Add soil + light + air only
Condition 3) Add soil + water + air
Condition 4) Add soil + water + light
Condition 5) Add air + water + light
The following observations were made:

Length of shoot No. of leaves
Condition 1 3 cm 4 leaves
Condition 5 1 cm 1 leaf
Which conditions help the seedling to grow better?
_____________________________________________________________________
I infer
Seedlings or plants grow well when they are provided with the following four conditions:
1. _____________ 2. _____________3. _____________ 4. _____________
Seeds germinate when they are provided with the following three conditions:
1. _________________ 2. ____________________ 3. ____________________
52
What I have learnt
Seed germinates to produce a seedling which then grows to form a new plant.
This new plant will have a stem, roots, leaves, flowers and fruits. In the fruits there will be
seeds. This process is called the life cycle of a flowering plant.
Seeds need water, air and a suitable temperature to germinate.
Plants need water, air, light and soil to grow well.
Did you know?
We can grow plants without soil. They are just placed in water (containing important
nutrients) and in the presence of light. These plants are called hydroponic plants.
Find Find out from your parents or family some examples of fruits and
out vegetables which are obtained from hydroponic plants and which
are available on the market.
You have learnt about the germination of a seed. You have also conducted an experiment to
show the conditions needed for a plant to grow well.
Now observe the diagrams in Box 2. There are 4 different seeds.

A - Cotomili seeds
B - Methi seeds
C - Bean seeds
D - Pumpkin seeds
Box 2
A - Cotomili seeds B - Methi seeds C - Bean seeds D - Pumpkin seeds
53
These seeds germinate and grow into different types of plants which are shown in Box 3.
Box 3
A - Cotomili plants B - Methi plants
C - Bean plants D - Pumpkin plants
Cotomili seeds develop into the Cotomili plants and not pumpkin plants. Each seed
develops into one type of plant. The four seeds developed into four different plants.
In the activities which follow you will learn about variety of plants in the environment.
54
Activities 2.5 and 2.6
Learning outcomes:
To demonstrate an awareness of the variety of plants in your environment.
To infer that plants can vary in terms of their size, stems and the types of flowers they produce
Skills: observation, drawing, literacy, comparing, inferring, classifying
Activities 2.5 and 2.6 aim at developing pupils awareness of the variety of plants in their
environment. These activities will also enable pupils to infer that different types of plants can
differ in terms of their size, stems and the types of flowers they produce.
In Activity 2.5, pupils will be required to observe several plants (Figure 2.3) in terms of their size
and their stem. During the observation, it is important for the teacher to encourage pupils to
find out the differences between these plants through questioning.
On the other hand, in Activity 2.6 pupils will be required to observe the flowers of different
plants (given in Figure 2.4) in terms of their size, colour and shape.
For both activities, it is advisable for the teacher to bring pupils in the school yard to observe
real plants in their environment. In addition, pupils can also be encouraged to bring different
types of flowers from home for Activity 2.6.
Note: Pupils are not supposed to learn the names of plants. The emphasis is to make them
appreciate the different characteristics of the parts of plants which explain the different varieties.
55
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Activity 2.5 Observing the variety of plants around us

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This activity will help you to observe plants in the environment, compare plants, take some
measurements, record and infer.
Look around and observe plants which are found in the place where you live.You will see that
some plants, like trees, are big, and others are small. Some plants have flowers and others do
not. Therefore, plants are different.
You will now observe some plants to find out how they are different from one another.Observe
the plants which are shown in Figure 2.3.
Figure 2.3: Variety of trees and plants
56

Q uestions
Are all the plants of the same size?
_____________________________________________________________________
Look at the stem. What do you observe?
_____________________________________________________________________
_____________________________________________________________________
I infer
Plants are of different sizes. Some are big and some are small.
The stem can be green or not green. Some stems can be hard or soft.
Plants in our environment are of different sizes. If the stem is big, the plant is big and tall.
If the stem is short, the plant is small. The stem can be hard like the mango tree. Stems
can also be green and soft, like the Balsam plant. Some plants have a juicy stem, like the
sugar cane.
Think of grasses. Do they have a stem? Have you seen the stem of
a bamboo tree? How does it look like?
Did you know?

The bamboo plant, rice, cereals like wheat and oats and maize are grasses.
What I have learnt

Plants in the environment differ from one to another by the types of stem they
have. The stems can be
hard
soft
green or of another colour
large
small 57
Now you will observe more differences among plants in your environment.
For this you will find out other parts of plants which are different.
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Activity 2.6 Classifying plants by observing their flowers

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This activity will help you to observe flowers and classify flowers of different plants.
Observe the plants A to D shown in Figure 2.4.
A B
C D
Figure 2.4: A variety of plants
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Q uestions
Do all plants in Figure 2.4 have a flower? Which plants (A to D) have no flower?
_____________________________________________________________________
_____________________________________________________________________
Do all the flowers of the plants have the same colour, shape and size?
_____________________________________________________________________
_____________________________________________________________________
How are the flowers different?
Size:
Colour (List the colour):
Shape:
I infer
Flowers of plants in the environment are different by their colour, shape and size.
Therefore, flowers of different plants are different.
59
What I have learnt
Plants also differ from one another by the types of flowers they have.
The flowers can be of different:
colour
shape
size
Note: Different flowers also have a different smell.
Did you know?
Perfumes are made from some flowers. Can you name some?
Find Most flowers are very colourful and have a pleasant smell. Can
out you find out why?
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Activity 2.7: Observing the different parts of a hibiscus flower
Learning outcome:
To identify some parts of a flower petal, stamen (male part) and pistil (female part).
Skills: observation, drawing, literacy
Activity 2.7 aims at enabling pupils to identify some parts of a flower, namely, petal, stamen
(including pollen) and pistil.
Teacher will guide pupils to carefully dissect and open a Hibiscus flower and to identify the
different parts.
Teacher should ensure that the pupils draw and label the main parts of the Hibiscus flower.
In the pupils book, the pistil and the stamen will be referred to as the female part and the male
part respectively.
Pupils will not be required to use the terms pistil and stamen.
Activity 2.8: Observing different flowers
Learning outcome:
To compare the flowers of different plants.
Skills: observation, drawing, literacy, counting, comparing and hypothesizing.
Activity 2.8 aims at consolidating learners understanding of the main parts of flowers.
Teacher is advised to give time for pupils to observe carefully the two flowers A and B.
This activity can be carried out as a group work during which each group will work together to
discuss and complete Table 2.2.
The groups will be instructed to closely observe the respective characteristics of each flower,
such as number and colours of petals, to be able to complete Table 2.2. You may also
encourage them to look at the shape and size of the petal.
In Table 2.2, the pupils will also draw one petal for each flower.
The activity can be consolidated by asking pupils to bring different flowers and observe them
closely and follow the same procedure as they did for flowers A and B.
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Now you will learn about the different parts of a flower.

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Activity 2.7 Observing the different parts of a hibiscus flower

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This activity will help you to observe a flower, identify and draw and name some of its parts.
For this activity you can bring a flower or you can also look at the flower in Figure 2.5 below.
Male part Female part
Figure 2.5: A hibiscus flower
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Q uestions
Observe the flower carefully and identify the different parts of the flower.
Draw a diagram of the flower in the box below and show its different parts.
I infer
A flower is made up of different parts. These parts are the ________________ , male
part and the ____________________ part.
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The diagram below shows parts of a flower:

The petals are the coloured parts of the flower.
The male part of the flower contains pollen.
The female part receives the pollen.
Female part
Male part
What I have learnt
A flower is made up of different parts. Some of these parts are the :

Petal - usually colourful and has a nice smell
Male part - contains the pollen
Female part - receives the pollen during pollination.
Keywords to learn
petal pollen pollination
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Now you are going to learn how plants differ by the number and the different parts in their flowers.
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Activity 2.8 Observing different flowers

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This activity will help you to carry out an experiment, collect and record observations in a
table and infer.
Observe the flowers, A and B shown in Figure 2.6 and complete Table 2.2.
Flower A Flower B
Figure 2.6: Flowers A and B
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Table 2.2: Differences between flowers of plants
Name of Flower Petals Draw the petal
A Number:
Colour:
B Number:
Colour:
Observe flowers A and B. Look at their different parts.

Count the number of petals for each flower.
Write the colour of each.
Record all your findings in Table 2.2
Draw one petal of each flower in Table 2.2.
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Q uestions
Do these two flowers come from the same plant? Explain.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
I infer
The two flowers come from two plants. Each flower has a different number of
petals.
I learn
Flowers differ from one another by:

Number of petals, their sizes, shapes and colours.
Did you know?
Did you know that some plants do not produce flowers? These plants are called
non-flowering plants.
Find Find out from the internet some examples of non-flowering plants
out in Mauritius.
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Activity 2.9: Preparing an album of different plants
Learning outcome:
To prepare an album of different plants
Skills: observation, drawing, classifying, inferring.
Activity 2.9 aims at enabling pupils to create an album of different plants.

Prior to this activity, pupils should be informed that they would need to identify a few plants
found near their place. They would be advised to collect a few leaves and seeds from the
plants they have identified. It is important for pupils to place the leaves and seeds of different
plants in different plastic bags and bring these for Activity 2.9.
During Activity 2.9 in classroom, teacher will guide pupils on how to prepare the album by
sticking the bags of seeds and flowers. They will also need to write the name of the plant on
each page (Teachers help may be sought).
Pupils will also be required to draw the leaves and seeds of each plant in their album.
Notes for End-of-Unit Exercises 1, 2 and 3

Exercise 1
The correct order for the germination of a seed is: 4, 2, 1, 3.
Exercise 2
Exercise 2 is based on what students learn in Activity 2.4.
Germination takes place in P as it contains water, air and has a suitable temperature. There is no
germination in Q, R, S and T (students must be able to give reason for their answers).
Exercise 3:
Teacher is advised to suggest to pupils that each marking corresponds to two seeds. So if they
want to shade for 1 seed, they will shade up till half the first marking. If they want to show two
seeds, they will shade completely till the first marking and so on. There is no germination in B, C, D
and E because of lack of necessary condition/ s (air, water and a suitable temperature).
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Now you will identify some flowering plants of your own choice which you can easily obtain
in your locality and you will find out how they differ from each other by observing their leaves
and seeds. You will construct a small album for these flowering plants.
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Activity 2.9 Preparing an album of different plants

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In this activity you will be able to observe, draw, classify leaves and seeds and infer.
You will need a copy book, some plastic bags, seeds and leaves of different common plants
in your environment.
Look for and collect five to ten flowering plants at the place where you live.
Collect the following parts from each plant you have chosen
leaf
seed
Put each leaf in a small plastic bag as in Figure 2.7 below.
Drawing Drawing Drawing Drawing
Figure 2.7: Album of plants
Stick all leaves on one page of your copy book which will be your album of plants.
Do the same thing for the seeds.
Observe each leaf carefully and draw it in your album.
Observe each seed carefully and draw it in your album.
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Q uestions

Are the leaves of the same shape, size and colour?
_____________________________________________________________________
_____________________________________________________________________
Is the number of seeds obtained from each plant equal?
_____________________________________________________________________
_____________________________________________________________________
Are the seeds of the same shape and size?
_____________________________________________________________________
_____________________________________________________________________
I infer
Leaves differ in shape, size and colour from one plant to another. The number, size
and shape of seeds is diferent from one plant to another. Different plants have different
leaves and types of seeds.
What I have learnt
The leaves of plants vary in shape, size and colour. Seeds also differ from
plant to plant. Seeds can be small, round, oval, flat and hard.
We can classify plants by comparing their different parts.
Each part of a plant varies from one plant to another. But each part has the same
function in all plants.
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1. Study the diagrams below. They show the steps for the germination of a seed. These
diagrams are not in the correct order.
1
2
3
4
Figure 2.8: Steps for germination of a seed
Use numbers 1- 4 to give the correct order for the germination of a seed. You should also cut
and paste the steps in the right order in your science copybook.
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2. An experiment is carried out to find out the conditions needed for a seed to germinate.
The observations are summarized in Figure 2.9
Conditions Day 0 Day 20

P
Seed in soil with water
and air at a suitable
temperature
S
Seed in soil with water,
air and at a very cold
temperature
T
Seed in soil with water,
no air and at a
suitable temperature
R
Seed in soil with no
water, air and a
suitable temperature
Q
Seed with no water,
no air and
a very cold temperature
Figure 2.9: Conditions necessary for seed germination
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(i) What is the experiment showing?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
(ii) What conditions are required for seeds to germinate?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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3. You will need: 1 tomato, 1 pea fruit (pod), 1 bean pod, 1 litchi, 1 grape, 1 lemon.
Remove all the seeds and place on a piece of paper.
Count the number of seeds you obtain.
Record your number on the figure given below.
Shade the figure below for each fruit to show the number of seeds obtained from each.
Number
of seeds
in each
fruit
Tomato Pea Bean Litchi Grape Lemon
Fruits name
Figure 2.10: Number of seeds in fruits
What you do notice? Is the number of seeds equal for all fruits and vegetables?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
What can you infer?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
The number of seeds vary in each fruit. Therefore, plants differ from one another by
the number of seeds contained in their fruits. The size, shape and colour can also be
different.
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I check my progress
Explain the steps in the germination of a seed.
Draw the steps in the germination of a seed.

Describe an experiment to demonstrate germination of a seed.
Record the observations of an experiment in a table and/or in a

diagram.
Describe the parts of a flower (as petal, male and female parts).
Demonstrate by experiments the conditions needed for

seeds to germinate and for plants to grow.
Compare and classify plants by looking at their different

parts.
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Unit 3 - Plants in their Habitats
Teachers note pg 79
Unit 3: Plants in their habitats
Learning outcomes

Name some common plants growing on land and in water.
Compare and classify plants growing on land and in water.
Observe different types of plants such as trees, shrubs and herbs.
List different habitats of plants growing on land and in water.
Observe the parts of a plant (stem and leaves) which enable them to grow in specific habitats.
Infer that plants grow in habitats which are best suited to them.
Appreciate the importance of habitats
Show concern for protecting habitats of plants
Background information for teachers
Plants are found everywhere. We are surrounded with plants; plants in our gardens, plants along
the roads, plants in the forests, plants at the seashore, plants in the rivers, seas, ponds, plants high
up on the mountains, etc.
Can you think of a place where you will not see any kind of plants? Most probably no.
Plants grow in many places. Different plants are adapted to grow in different types of habitats.
Some examples are given below:
A plant called crowfoot grows in the glaciers in the Alps region.
Another plant called yucca grows in the hot dry Arizona desert.
Seaweeds grow under water.
Lotuses and water lilies grow in water.
Lichens and moss grow near the poles.
Different plants need specific conditions to grow well in certain places. For example:
Moss grows best in damp places, in marshland and near springs and ponds.
Mangrove trees, bulrush and papyrus grow best in swamps or wetlands or marshy land. The roots
of the mangrove trees are always above the surface of the water.
Several types of plants such as the aloe plant, many different types of cactuses and the yucca
manage to survive in the desert.
Trees such as the fir, the spruce and the pine grow best in the cold forests of the Northern
hemisphere.
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Plants in their Habitats UNIT 3
Plants grow almost everywhere.

Mauritius and Rodrigues are
islands with a large number of
plants growing in different types of
habitat.
If you look around, you will see

plants living and growing in different
places. In Unit 2, you have learnt
about plants, conditions necessary
for germination and growth.
In this unit, you will find out where plants live and grow. You will learn about the different types
of plant habitats. You will observe, identify and name land and water habitats.
name some common plants growing on land and in water.

compare and classify plants growing on land and in water.
observe different types of plants such as trees, shrubs and herbs.
list different habitats of plants growing on land and in water.
observe the parts of a plant (stem and leaves) which enable them to live in specific habitats.
infer that plants grow in habitats which are best suited to them.
appreciate the importance of habitats.
show concern for protecting habitats of plants.
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Teachers note pg 81
Activity 3.1: Where do plants grow and live?
Aim: To develop pupils awareness of the large variety of plants found in their environment.
Learning outcomes:
To observe plants found in their immediate environment.
To classify the plants in terms of their height, stem and presence/absence of flowers.
To classify the plants in terms of where they grow.
Skills: Observation, classifying, writing, communication
Notes to teacher:
Teacher can relate this activity to what they have learnt in Unit 2 (especially Activities 2.5 and
2.6).
Teacher then starts the activity by bringing pupils to the school yard and guides them to observe
the plants and classify them to fill in Table 3.1.
It is important at this moment for the teacher to emphasize the need of carefully observing the
plants in the school yard so that they carry out the same excercise with their parents at home or
on their way to school.
Pupils might not know the names of many plants or trees; let them write down the names of trees
that are common such as coconut trees, mango trees, sugarcane plants, flame (Flamboyant)
trees, different types of fruits and decorative trees, grass, shrubs, bamboos, vegetable plants.
Teacher must also advise the pupils about safety aspects and ask them to be careful when
observing the plants; for example when handling thorny plants.
Part of the table will be filled at school and part of the table will be filled at home by the pupils.
In the next Science lesson, teacher can ask pupils to share their answers to the whole class.
Through the sharing activity, pupils will infer that there is a large variety of plants. They vary in size,
in height, and also in terms of their flowers.
At this stage, it is also important for teachers to emphasize on the fact that plants grow in different
places, for example on land or in water.
The figures on page 83 in pupil's book illustrate some plants which grow on land and some plants
which grow in water.
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Activity 3.1 Where do plants grow and live?

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Think
and think Where do you live? What do you need to live in your habitat?
A plant is a living thing. For a plant to grow well, it must get what it needs. We will observe and
identify the land and water habitats where plants grow.
To discover more about the wonderful world of plants, just look around you. Ask yourself this
question: where do plants grow and live?
Observe where plants grow and live:
(a) around your house and garden
(b) on your way to school
(c) in your school
Name some of the plants that you know in the Table 3.1. Then tick the correct column for the
place where the plant grows.
Table 3.1: Where plants live and grow around me
Where does the plant grow?

Name of plant
in water on land
Mango tree
Are the plants of different types? ___________________
Are the plants of the same size? ____________________

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Activity 3.2 Classifying plants around us
Aim: To introduce pupils to some plants living on land and those living in water
Learning outcomes:
To identify some plants living on land
To identify some plants living in water.
Skills: observation, classification, communication and writing
Notes to teachers:
Teacher encourages pupils to carefully observe the plants given on page 83 in pupil's book.
Teacher can also promote discussion by asking pupils whether they know these plants or where
they have seen these plants.
Pupils discuss in pairs to complete Table 3.2 to classify these plants based on where they live.
Plants living in water:

Water cress, water lettuce, taro, sea weeds, duckweeds, and water lilies grow in water.
Plants living on land:

Papaya, grass and trees and aloes grow on land
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Activity 3.2 Classifying plants around us

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Let us now observe some common plants around us. We will classify them as plants living on
land or in water.
watercress water lettuce papaya
grass and trees taro ("brde songe") sea weeds
aloe duckweeds lotus
Figure 3.1: Some common plants

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Write down the name of the plant and TICK the correct column in Table 3.2.
Table 3.2: Classifying plants as living on land or in water
Where does the plant grow?

Name of plant
in water on land
What I have learnt

Plants around us are not the same. They are of different types and sizes.
Plants live and grow in many different places.
Plants live on land and in water.
In Unit 1, you learnt

Thinkabout the habitats of animals. Lets recall what a habitat is.
I remember
The habitat isand think
a place where a plant or an animal lives.
The habitat provides them with what they need to live.
Plants and animals get shelter and protection in their habitats.
Find The taro plants (leaves) grow on both land and in water.
out
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Activity 3.3: Observing different land habitats of plants.
Aim: To develop an understanding of the different types of land habitats for plants.
Learning outcomes:
To infer the different types of land habitats where plants can live.
To identify some plants living in these habitats.
Skills: Observation, classifying, literacy, writing
Notes to teachers:
For this activity, pupils must be given enough time to carefully observe the pictures and infer the
specific habitat of some land plants.
Through discussion, teacher brings pupils to realize that there are different types of land habitats
eg soil, sand, humid/damp places, rocks etc.
Pupils list the types of land habitats on page 88 in pupil's book.
Teacher allows pupils to discuss in groups to complete Table 3.3.
The activity can be enriched by asking pupils to bring pictures of other land plants in their habitats.
Pupils can also work in groups to make posters classifying plants in the different land habitats.
The habitats in which plants can live include:
soil, sand, trees, the forest, stones and rocks, grasslands, deserts, and mountains.
Plants living in sand / sandy soils habitat:

asparagus, African lily, Rye (cereal), raspberries and blueberries, annual poppies and ornamental
grasses
Plants living in wetlands / marshy lands and swamps

Mangrove, water lily, lotus, papyrus, taro leaves, watercress, bulrush, marsh mallow and marsh
hibiscus, duckweed, frogbit, water hyacinth, water cabbage,
Grasses such as the common reed and the ribbon reed, herbs, algae and mosses
The cat tail (a plant with narrow grass like leaves which grows on fresh water edges)
Plants living in sea water

Sea weeds, eel grass , oar weed, sea lettuce, corallina
Plants living in deserts:

Different types of cactuses, yucca, aloes, elephant tree( with a thick trunk which stores water)
Desert shrub (beautiful shrub with dark blue flowers)
Desert marigold and desert lily, stone plants, Joshua tree
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Plants living on trees

Ferns, moss, orchids, the Australian Christmas tree
In grasslands
Kangaroo grass, buffalo grass, blue devil, chocolate lily,
Plants living on stones and rocks/ rocky mountains

Rock jasmine, coral bells, rockery orchids, alpine avens, alpine poppy, alpine aster
Plants living on mountains

Alpine lily, stemless thistle, mountain avens, alpine buttercup, poplar
Supplementary information on forests

A large area of land covered with trees is called a forest. Forests are found in different parts of
the globe. Different types of trees grow in different forests according to the climate, the type of
soil, the height of the land, etc. In forests different types of plants grow together; from huge trees
to small vegetation like moss.
Forest floor contains decomposing leaves and fruits, animal droppings, dead trees; all of these
decay on the floor of the forest and form new soil which provides nutrients to the plants. The
forest floor or ground supports ferns, grasses, wild flowers, moss, mushrooms, shrubs and seedlings.
Trees grow in forests without being disturbed. There is no pruning or cutting of excess branches.
They get space to grow and develop. They grow up in height and diameter. They grow tall, their
branches spread across on all sides. Most trees have very stiff stems called bark or trunk. The
roots go deep in the ground.
Forests provide nutrients to trees. Besides providing nutrients, decomposing parts of plants and
humus found in forest floor retain water which roots of trees use to make food.
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Activity 3.3 Observing different land habitats of plants

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Observe the pictures below which show plants in different land habitats.
soil sand tree
forest concrete wall rock
Grasslands are large

areas of grassy land
with few trees.
grassland
A desert has almost

no vegetation and gets
very little rainfall.
desert mountain
Figure 3.2: Plants in diffferent land habitats 87

Make a list of the types of land habitats that you have observed.
1. ________________ 2. _______________ 3. ________________4. ________________
5. _______________ 6. _________________ 7. ________________ 8.________________
Find out and name one other plant growing in each of the habitats mentioned above.
Table 3.3: Plants in land habitats
Types of Land Habitats Name of Plants

The soil
The Forest
Have you walked through a forest? It can be cool, warm or hot. Different types of plants grow in
forests as they usually get a lot of rain. You can find different types of trees, shrubs and herbs.
Trees can become very tall. The stems (called trunks) of these huge trees are usually very hard
and stiff. Their roots go deep in the ground. Big trees often have other plants growing on them.
We will find out later that trees are often the habitat of plants like ferns and mosses.
The Desert
In Mauritius, we do not have deserts. Deserts can be hot or cold. They get very little rainfall.
But they are a very important type of habitat for some plants such as the cactus.
What I have learnt

Plants grow on different land habitats.
Soil, sand, trees, mountains, deserts, rocks, forests and grassland are land habitats.
Did you know?
Many different types of flowering plants, grasses and weeds grow well in rivers,
lakes, ponds, the sea and oceans.
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Activity 3.4: Observing different water habitats of plants.
Aim: To develop an understanding of the different water habitats of plants.
Learning outcomes:
To infer the different types of water habitats where plants can live.
To identify some plants living in these water habitats.
Skills: Observation, classifying, literacy, writing, communication
Notes to teachers:
Pupils will be required to observe the figures given on page 90 in pupil's book.
Through observation and discussion with their friends, the pupils will then make a list of the different
water habitats they have observed and complete the table given on page 91 in pupil's book.
Lotus, water hyacinth, waterlily and water lettuce in ponds and lakes;
Sea weeds and sea lettuce in oceans and seas.
Teacher discusses with pupils and brings them to realize that different water plants can live in the
sea, rivers, lakes and ponds.
Teacher can also bring pictures of other plants living in these habitats and ask pupils to work in
groups and make a poster of plants living in the sea, rivers, lakes and ponds.
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Activity 3.4 Observing different water habitats of plants

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water lilies lotus
sea weeds sea lettuce
water hyacinth water lettuce
Figure 3.3: Plants in different water habitats
90
Using the words given below, fill in the table below to show in what types of water habitats
these plants live and grow.
lakes rivers fresh-water ponds oceans or sea
Table 3.4: Plants in water habitats
Name of Plants Type of water habitat
lotus fresh-water ponds and lakes
Aquatic Habitats
Habitats that are mainly made up of water are called aquatic habitats.
A pond is an aquatic habitat. The plants growing in the pond are called aquatic plants.
Think
I remember Water contains air.
and think
Aquatic plants get the air they need from the air found in water. Their roots grow into the soil
at the bottom of the pond.
What I have learnt

Many plants grow in water.
Ponds, rivers, lakes, sea and the ocean are water habitats. Ponds and rivers are
fresh water habitats. Sea is a salt water habitat.
Did you know?
Salt water covers most of the Earth and is found in seas and oceans.
The largest plant habitat is the sea and ocean.
Keywords to learn
Desert spines cactus
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Activity 3.5: Plants growing in wetlands
Aim: To introduce pupils to some plants living in wetlands
Learning outcomes:
To recall what are wetlands.
To identify some plants living in wetlands.
Skills: Observation, literacy, writing, communication
Notes to teachers:
Teacher can start the activity with a brainstorming session about wetlands to help pupils recall
what wetlands are.
This activity will help pupils to identify three plants living in wetlands mangroves, taro and bulrush.
Additional notes:
Wetlands in Mauritius
What are wetlands?
Wetlands are damp areas where the soil is under water or soaked with water sometimes or always,
The water can be brackish, saline or fresh.
Brackish water or briny water is water that has more salinity than fresh water but not as much as sea
water. This may result from mixing of fresh water and sea water as at the mouth of rivers or estuaries.
Saline water is found in the sea , oceans and salty lakes
There are different types of wetlands. Some are found inlands , others are found along the coast.
Sarcelles, in the North East of Mauritius, has been decreed Nature Reserve in August 2002 and is an
example of a coastal wetland.
Coastal Wetlands are important because they protect our shores from wave actions, reduce the
impact of floods, filter out and recycle water, provide habitat to plants and animals
Mangrove grows best in coastal wetlands
Moss and ferns

Moss is a plant which consists of tiny leaves and stems. Moss grows best in damp places in marshy
land and near water bodies such as lakes, ponds and reservoirs mainly in shady places. It also
grows on trees bark, in the soil, on stones and walls.
Ferns are plants which also live in damp and shady places. Many different types of ferns grow in
forests in the shade of huge trees. Some ferns also grow on barks of trees just like moss.
In many houses, ferns are planted in pots for decorative purposes. These potted plants are very
often kept indoors.
Notes for the Did you know? section on page 94.

The Did you know? section will help pupils to realize that some plants can be habitats for other
plants. In fact, some plants live and grow on other plants. One example is given: a mushroom
growing on a tree.
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Activity 3.5 Plants living in wetlands

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In Part I, you learnt what a wetland is. Wetlands are important habitats for many plants.
A wetland is a damp (wet) area where the soil is sometimes or always under water. The water
can be brackish, fresh or salty.
Some wetlands are located inland, whereas others are found along the coast.
mangroves bulrush
taro
Figure 3.4: Plants in wetlands
What I have learnt
Plants grow in all types of habitats.

Plants grow on land, in water and wetlands.
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Did you know?

Plants can be habitats to other small plants.
Mosses are tiny plants

Look carefully at picture A below. What can you see growing on the rock?
____________________________________________________________________
Moss growing on a rock Moss and ferns growing

on the trunk of a tree
Picture A Picture B
Observe picture B. What is growing on the tree trunk?
1.__________________ 2. _________________________
Moss is soft, spongy and green.

What helps the moss grow in this habitat? Think of the shade under a tree.
___________________________________________________________
moss
What I have learnt
Thousands of tiny plants growing very closely together makes a moss

Moss grows best in damp places.
You often see moss near lakes, rivers, ponds and on tree trunks.
Did you know?

Have you ever seen mushrooms growing on tree barks?
The tree is a habitat for the mushroom.
Mushrooms are neither plants nor animals. But they are living things.
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Activities 3.6 to 3.8: Observing the cactus, the water lily and the fern
Aim: To help pupils understand that different plants have special features which help them to
survive in different habitats
Learning outcomes:
To find out why cactus can live in deserts.
To infer how the water lily is adapted to live in water.
To find out how ferns are adapted to live in damp shady places.
To infer that plants have special features which help them survive in their habitats.
Skills: Observation, literacy, writing, communication, social
Notes to teachers:
For the 3 activities, pupils will need to carefully observe the pictures provided for the cactus,
water lily and ferns.
Teacher must encourage pupils to observe the spikes and stem of the cactus (Activity 3.6). Pupils
can discuss in groups about these features and answer the questions given.
Then whole-class discussion will follow. Teacher will highlight how these features help the cactus
to survive in deserts.
Teacher will follow same procedure to complete Activities 3.7 and 3.8.
It is important for teacher to enrich these activities by bringing pictures of other plants which live
in such habitats. Pupils can classify these pictures depending on their habitats and write about the
features which help them to adapt to these habitats.
Additional notes:
Plants can grow in hot and dry regions and deserts.
Deserts are regions which receive very little rainfall and are very dry. In addition, evaporation
of water from the ground in deserts also occur rapidly. Thus even if it rains, the water is rapidly
evaporated in deserts. Thus deserts are very dry regions. Yet many plants manage to survive in
such dry habitats.
Plants living in deserts have special features which enable them to adapt to dry habitats. These
features are:
Long roots which spread far below the ground. These roots can absorb water which sinks deep
in the ground.
Their stems are thick and store water.
They do not have leaves, but spines or prickly thorns. This prevents evaporation of water, which
would have occurred if the plants had leaves.
Different types of cactuses, aloes and the yucca are some plants that grow in deserts.
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Water lilies and lotuses have their roots in the mud at the bottom of the ponds or lakes. Their
leaves are spread over the surface of the water with a tall stem so as to get sunlight to make
food.
Many plants grow with their roots and part of their stems under water. Plants like bulrushes and
papyrus have tough roots to allow them to grip in the mud.
Water plants tend to have less rigid stems because the water supports them. Under water leaves
and stem are flexible to move with water currents and to withstand the pressure of moving
water. Some plants have air spaces in their stems to hold the plant up in the water.
Water hyacinth, water cabbage and duckweeds are other plants that grow in water.
Some plants can live only in the salty water of the sea and ocean. Under water plants need
sunlight too; hence they live in rather shallow water where sunlight can reach them. Even under
water plants are not all green yet they all contain chlorophyll. Most under water plants belong
to the group of plants called algae. The largest algae are the seaweeds. Sea lettuce, coralline
and eel grass are all under water plants.
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Activity 3.6 Observing the cactus in its natural habitat

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What help plants grow well in their habitat? Let us observe the cactus in its natural habitat.
(i) Observe and describe the cactus.

____________________________________________________________________
Deserts are not
(ii) Find out the habitat of the cactus. _______________________ always hot. They
can be cold.
(iii) How is the weather in the desert during the day? Circle the correct answers.
dry wet rainy sunny very hot
(iv) The arrow shows the stem of the cactus plant. Is it big or small? ______________________
(v) Why do you think the stem is big?

_________________________________________________________________________
(vi) Do you see any leaves? ______________
(vii)Discuss with your friends the type of stems and leaves which help the cactus to grow well
in this type of habitat.
_________________________________________________________________________
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Did you know?

The leaves of cactus plants growing in deserts have become spines because cactus
plants get very little water in the desert.
What I have learnt
The cactus has a thick stem.

It also has many spines.
The thick stem and spines help the cactus to grow well in places like the desert where
very little rain falls.
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Activity 3.7 Observing the water lily in its natural habitat

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(i) Observe the water lily. State the habitat
of the water lily. ____________________

(ii) Look at the leaves of the water lily.
Describe them.
(Hint: Think of the size of the leaves.)
_________________________________
(iii) Where are the leaves found?
_________________________________
(iv) Look at the stem of the water lily.

Describe them.
(Hint: Think of the length of the stem.)
________________________________
________________________________
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(v) Discuss with your friends the type of stem and leaves which help the water lily to grow
well in this type of habitat.
Leaves:
__________________________________________________________________________
__________________________________________________________________________
Stems:
__________________________________________________________________________
__________________________________________________________________________
What I have learnt
The roots of the water lily are in muddy soil at the bottom of the pond or lake.
The stem grows till the leaves reach the surface of the water.
The leaves are large and flat and they can float on water.
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Activity 3.8 Observing the fern in its natural habitat

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Let us observe ferns in their natural environment.
(i) Observe and describe where the ferns are growing.

__________________________________________________________________________
__________________________________________________________________________
(ii) Describe the habitat. Tick the correct words that describe the habitat.
wet dim bright dry damp
(iii) Discuss with your friends what help the ferns to grow well in this habitat.
__________________________________________________________________________
__________________________________________________________________________
What I have learnt

Ferns grow on the damp forest ground.
Most ferns are green.
Most types of ferns grow best in the shade of other trees.
Did you know?

Moss and ferns are not flowering plants.
Most flowering plants grow best where they get much sunlight.
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What I have learnt
There are many different types of plants in the environment.

Each plant grows well in its best habitat.
Plants have special features which help them grow well in their best habitat.
Keywords to learn
damp desert ferns spines moss cactus spongy trunk
Study the picture below. Write THREE sentences to describe the types of plant
habitats that you see.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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Taking care of plants
This garden looks beautiful.

Someone must be taking This garden does not look beautiful.
care of it. No one is taking care of it.
Picture A Picture B
(a) Look at picture A. The vegetables are green and healthy. Someone must be taking good
care of these plants.
(i) Many people take care of plants. Do you or another member of your family take care of
plants at home? __________________
(ii) Find out the name of some of the plants you take care of.__________________________
(b)(i) Describe picture B. _____________________________________________________
(ii) You are in charge of garden B. List few things you will do to make it look beautiful.
In Unit 2, you learnt how to sow seeds and grow plants. For a plant to grow well, it needs:
The right amount of water (not too much or too little)

A good supply of air
Sunlight
Soil through which it can obtain water and minerals
Find Find out the name of the tallest tree of the world.
out Bring a picture of it to share with the class.
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Think
and think Can people change a water habitat?
Protecting natural habitats of plants
(i) What will happen if people spill a lot of

oil in a water habitat?
___________________________________
___________________________________
(ii) How can an oil spill destroy a land or

water habitat?
___________________________________
___________________________________
oil spill
Sometimes people cause big changes to plant habitats and then plants cannot find what they need.
When we cut down trees we change the forest habitats.
cutting down of trees
What I have learnt

People can change or destroy a habitat by their activities.
These changes may hurt and have bad effects on the plants.
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Mauritius and Rodrigues were once covered with dense natural forests. Forests are important
habitats for a variety of plants. Today, most of our forests have been cleared for different pur-
poses.
There are many ways to protect the natural habitat of plants:
(i) We must not uproot young plants/pluck flowers unnecessarily.

(ii) We must not light fires in forests.
(iii) We must not cut down trees.
Black River Gorges National Park
In Mauritius, natural forests have been declared nature reserves and are protected by law.
For example, the Black River Gorges National Park has been set up to help preserve and
protect natural habitats of plants.
Find out from the internet what the Government and Non-
Find
out Governmental Organisations (NGOs) are doing to protect plants
in our country.
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Answers to end of unit exercises
Exercise 1
1A 2 D 3 C 4 D 5 A 6 B 7 C 8D
Exercise 2
1 B 2 C 3 D 4 D 5B
Exercise 3
1 aquatic 2 wetland 3 pollution 4 temperature
Exercise 4
Mountain Bark of trees Soil Sand Grassland Water/wetlands/marshy lands
Exercise 5
Bulrush in wetlands/ marshy lands/ swamps

Water lily in ponds /wetlands /swamps /marshy lands/ rivers/ lakes
Water hyacinth in ponds/ lakes / rivers / wetlands/swamps
Sea lettuce in the sea
Cactus in deserts/ hot and dry regions
Ferns in shady places/ barks and branches of trees/ shade of trees/ as undergrowth in forests
Exercise 6
(i) Five different places where plants are growing

a. on the tree b. in pot/ earthen pot /ceramic pot, c. in plastic bag d. in the soil
e. in the sand f. in water g. on bark of dead tree
(ii) a. air b. water
(iii) Sunlight
(iv) From the soil
Exercise 7
Picture A
Duckweeds are small flowering plants which float on or just beneath the surface of still or slow
moving bodies of fresh water or wetlands
Duckweeds get air from the atmosphere
Picture B
Sea weeds when under water take air which is dissolved in water
Plants living in that water will die
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Exercise 8
Yes, because the oil can prevent plants from absorbing water. The oil spills contain substances
which can be harmful or toxic to the plants.
Exercise 9
(i) Moss
(ii) Ferns
(iii) Grasses
(iv) Trees
They get air and water
The cactus grows well and best in dry hot regions and in deserts
Exercise 10
Sand water habitat ocean trees soil rock land wall
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End of Unit Exercises
Exercise 1
For each item, there is ONE correct answer. Circle the correct answer.
1. You can find mangroves in
A wetlands B ponds C mountains D forests
2. Which one of the following plants does not live in the same habitat as the others?
A water lettuce B water lilies C watercress D aloe
3. The natural habitat of the cactus is the _______________
A sea B river C desert D marsh
4. The water lily has got ..............................
A pointed leaves B flat square leaves C short stems D flat round leaves
5. Mosses are ............................ in nature.
A spongy B hard C dry D rocky
6. Which of the following grow in a sea water habitat?
A pine B sea weed C lotus D watercress
7. The lotus grows best ______________________.
A on mountains B in the sea C in marshy areas D on flat lands
8. Mushrooms___________________.
A are plants B are animals C grow in rivers D grow on tree barks
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Exercise 2
For each item, there is ONE correct answer. Circle the correct answer.
1. Which statement is true about the cactus?
A Its stem is thin. B Its stem is thick.

C It can grow in all types of habitats. D It has no spines.
2. Ferns grow best________________.
A in deserts B under the sea

C on the damp forest ground D on mountain peaks
3. Which activity does not destroy a habitat?
A Clearing a forest to build houses. B Burning a forest.

C Spilling oil in the sea D Preserving a natural forest.
4. What has been done to protect natural forests in Mauritius?
A Roads and bridges have been built.

B Houses have been constructed.
C Forest have been cleared for agriculture.
D Natural forests have been declared as natural reserves.
5. A desert is a place where________________.
A much rain falls B there is very little rainfall

C all types of vegetation grow D plants do not grow at all
Exercise 3
Complete the sentences below by choosing the correct word from the list.
temperature aquatic wetland pollution
1. The watercress lives in an________________habitat.
2. An area where the land is most of the time covered with water is called a ___________.
3. Oil spill in rivers and the sea is an example of ___________.
4. For plants to grow well, they need the right _______________.
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Exercise 4
The pictures below show different places where plants live.

Name the places shown in the space provided.
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Exercise 5
Study the pictures below.

Identify each plant and write down its name.
State the most appropriate habitat for each of the plants shown below.
Name _____________________ Name _____________________

Habitat ____________________ Habitat ____________________
Name _____________________ Name _____________________

Habitat ____________________ Habitat ____________________
Name _____________________ Name _____________________

Habitat ____________________ Habitat ____________________
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Exercise 6
Observe the picture above which shows plants living in the environment. Answer the
questions below:
(1) List and name FIVE different places where you see plants growing.
a._____________ b.___________ c.____________ d.____________ e. ______________
(2) State TWO things that plants need to live in these different places.
a.____________________ b. _________________________
(3) One important thing that plants need is missing in this picture. Name and draw it.
___________
(4) From where do the plants living on land get the water they need?______________________
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Exercise 7
Study the pictures below and answer the questions:
Picture A Picture B
1. Name the plant shown in Picture A. In what type of water does it grow?
__________________________________________________________________
2. Name the plant shown in Picture B. In what type of water does it grow?
__________________________________________________________________
3. Where do both plants get the air they need?
Picture A: _________________________________________________________
Picture B: _________________________________________________________
4. What will happen if people spill a lot of oil in this water?
________________________________________________________________________
Exercise 8
1. Can an oil spill destroy a land habitat?
________________________________________________________________________
2. Explain how.
_______________________________________________________________________
_______________________________________________________________________
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Exercise 9
Observe the habitat below and answer the question

that follows:
(a) Mention three plants that you can see in this

environment.
(i) _____________________
(ii) _____________________
(iii) _____________________
(b) Give one reason why such plants grow well here?
___________________________________________________________________________
(c) You cannot find a cactus in this environment. Can you say why?
___________________________________________________________________________
Exercise 10
Complete the puzzle below. It is about the different habitats of plants.
w l
h b t
e c
s l
c
d
n
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I check my progress
list and write the names of some plants in my environment.
explain what a habitat is.
identify, name and list different land habitats.
identify, name and list different water habitats.
list some plants growing on different types of land habitats.
list some plants growing on different types of water habitats.
compare the plants growing in different habitats.
infer that plants have special parts that help them grow
best in certain habitats.
match some specific plants to their land and water habitats.
classify water habitats as either freshwater or saltwater habitats.
explain how habitats can be destroyed.
explain that plants live in habitats to which they are best suited.
give reasons why we should not destroy habitats of plants.
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Unit 4 - Animals in their habitat
Teachers note
UNIT 4: Animals in their habitats
Learning outcomes:

Classify animals living in different habitats
Define the habitat of an animal as a place where an animal lives
Name a few endemic animals in the Republic of Mauritius
Give reasons why some endemic animals have become rare
State what is being done to protect rare animals and their habitats.
This unit aims at enabling pupils to explore the habitats of animals through observation, discussion
and inferences. Though direct observation of habitats is most appropriate for contextual learning,
this may not be possible always. Thus it is important for the teacher to make use of relevant pictures
and videos. In addition, teacher must encourage pupils to find out additional information from
other sources like books, encyclopedias and internet amongst others, under the guidance of their
parents.
Pupils will also be made aware of endangered animals in Mauritius and Rodrigues, the reasons why
they are endangered and the steps taken by the government and NGOs to remedy this situation.
Groups of pupils will be involved in a project consisting of making a book, each group working on
specific habitats and the animals therein. Opportunities are given for every pupil to participate
and contribute to the project, according to his/ her abilities and skills.
Prerequisites - ask pupils to bring pictures of animals, from magazines, newspapers, etc
Group activity and project work - Pupils to work in groups to make flip books, or posters about
different habitats example marine, forest, deserts, arctic, and writing about the different habitats.
Activity to be on-going during whole unit, with a span of several weeks.
Integration with Arts - pupils can also draw the habitats and the animals, according to their skills.
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Animals in their habitats UNIT 4
Classify animals living in different habitats
Define the habitat of an animal as the place where an animal lives
Name a few endemic animals in the Republic of Mauritius
Give reasons why some endemic animals have become rare
State what is being done to protect rare animals and their habitats
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Activity 4.1: Classifying animals living in different places
Learning outcomes:
To infer that different animals live in different places.
To identify the places where some animals live.
To classify animals depending on the places where they live.
Skills: Observation, literacy, communication, inferring, classifying
This activity aims at developing an awareness of the fact that different animals live in different
places.
The activity can be reinforced through use of more pictures brought by teacher and/or students
and video viewing on animals (eg. https://www.youtube.com/watch?v=7Klscf43X4w).
The activity will also spark the thinking process of pupils, especially the questions asked at the
end of the activity. For example, finding reasons why some animals live in specific places.
Teacher can encourage pupils to think about what enables animals to live in these specific
places (eg. Fish have gills to breathe air dissolved in water.)
Teacher can also refer to Unit 3 of the Standard IV textbook to help pupils recall some facts
about animals in Mauritius and Rodrigues.
Teacher can ask pupils to complete a project work in groups as follows:
o Each group can work on one place where animals live (eg. on land, in water,
underground, deserts) to find out more about these places and the different animals
living in each of these places. Each group can then prepare either a poster or a big
book on each of these places to include pictures and names of animals living there.
Pupils can add information to the big book or poster, as and when they learn more in the
other activities of the unit.
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I remember
Our environment is everything that is around us.
Where can we find a deer? Can an animal live in different places?
There is a variety of animals in our environment. Many of us have seen fish in rivers and the
sea. Birds build their nests in trees. Forests are full of many different animals.
Where else can we find animals in our environment? Let us find out.
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Activity 4.1 Classifying animals living in different habitats

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This activity will help you classify animals depending on the place or places where they live.
I remember
When you classify, you group objects or things together.
Animals live in many different places. Animals live in fresh water (ponds, lakes, rivers), salt
water (lagoons, oceans), forests, trees, the soil and in the sand. A habitat is the place where
an organism lives.
The list below gives the names of some common animals that
we see in different places in the environment. Discuss with your
friends and find out where these animals live.
Deer, flies, mosquito, caterpillar, jelly fish, whale, lizard, polyps,

monkey, cockroach, bat, duck, dragonfly, eel, crocodile, shark,
octopus, dolphin, shrimp, oyster, crab, sea cucumber, snail, ant,
centipede, wild pig, hare, snake, butterfly.
List down the places where they live.
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Now fill in Table 4.1 below.
Name of the animals Place where the animals live
Q uestions
The monkey lives on trees. It moves from one branch to another very easily.
How does it do this?
Can the deer live in water? Say why.
Give a reason why the fish lives in water and not on land.
Name an animal that lives both on land and in water.
I infer
Animals live in different . For example, the deer lives on land, the bird lives
on the branches of trees and the fish lives in water.
What I have learnt
There is a variety of animals in the environment.

Animals are found in the sea, rivers, forests, wetlands, ponds, soil, trees, sand and
in the house.
Habitat is the place where an organism lives.
Different animals live in different habitats.
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Activities 4.2 and 4.3
Learning outcomes:
To infer that different animals have different habitats.
To conclude that the place they live provides shelter and protection to the animals.
Skills: Observation, communication, literacy, inferring, drawing.
Activity 4.2
Activity 1.2 aims at developing an awareness that different animals have different habitats.
Pupils will need to observe carefully Figure 4.1 about the place that the animals live and fill in
Table 4.2.
Activity 4.3
Activity 4.3 aims at helping pupils realize that animals obtain protection and shelter in the
place they live.
Pupils will be required to observe carefully Figure 4.2 and discuss with their friends to learn
about how animals obtain shelter and protection. Under teachers guidance, pupils can be
encouraged to discuss about ways for the animals shown to hide from enemies or find shelter
during rain and storms.
For example, animals can hide in caves, under leaves, in holes, in trees or in the ground.
Some animals also use camouflage techniques to blend with their habitats so that their
predators cannot find them easily. The habitats also provide animals with a safe place
to protect their young ones.
Both activities 4.2 and 4.3 can be reinforced by use of additional pictures brought by teacher and
pupils. Furthermore, teacher can also consolidate pupils learning about animals shelter by using
the videos available on the following links:
o https://www.youtube.com/watch?v=7N58Z8uIVS0 (5 minutes)
o https://www.youtube.com/watch?v=-MQLqalP1yo (9 minutes)
After completing Activities 4.1 to 4.3, teacher will emphasize on what is a habitat and its
importance for the animals.
The What should I do ? section on page 135 will help pupils develop the relevant values and
attitudes when dealing with animals and also visiting nature reserves in Mauritius - for example
a visit to Macchabe forest. At this point, it is important for teacher to stress on the precautions
to be taken during such visits so as not to affect the habitats of animals.
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Activity 4.2 Observing where some animals live

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I remember
Observe Figure 4.1 which shows the place where some animals live and complete Table 1.2.
Figure 4.1: Place where animals live.
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Observe Figure 4.1 and discuss where the animal live.
Now fill in Table 4.2 below.
Name of animal Place where it lives
I infer
Animals live in different . For example, deers live on land, birds live on the
branches of trees and fishes live in water.
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Did you know?
A spider lives on a web. It eats insects that get stuck in the web.
Some animals such as frogs or toads live mainly on land but produce their eggs and
develop into adult form in water. They are known as amphibians.
The desert is also a place where animals live. The snake, camel, lizard and fox live in the desert.
Find
out Visit the internet and name and draw two animals living in the desert.
Keywords to learn
web spider desert place soil forest pond land wetland
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Activity 4.3 How the place where animals live provide

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shelter to them
1
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This activity will help you find out how the place where animals live gives shelter. It also
gives protection to the animals.
Discuss about how each animal finds shelter in the place where it
lives.
Nest of wasps Nest of a bird
Wetland Fresh water pond Deep cave
Dense forest Sand beach and lagoon
Figure 4.2: Animals find shelter in the place where they live.
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Now fill in Table 4.3 below
Name of animal Name of Habitat Shelter
Why does the bird build its nest on trees?

Q uestions
How does the deer protect itself in bad weather?
The earthworm lives in a hole in the soil.
Give one way in which the hole provides protection to the earthworm.
Discuss how the camel, snake and fox find shelter in the desert.
Keywords to learn
shelter protection web amphibians
What I have learnt
The habitat is a place where animals live.

The place where animals live gives them shelter and protection.
The habitat gives protection to the animals in case of bad weather and other dangers.
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Activity 4.4: Our endemic animals and their habitats
Learning outcomes:
To demonstrate an understanding of the term endemic animals.
To identify and name some endemic animals found in Mauritius and Rodrigues.
Skills: Observation, literacy, communication
Teacher starts by encouraging pupils to recall about the dodo and its fate (History & Geography
Standard IV book, Unit 5).
Teacher then helps pupils to develop an understanding of endemic animals and gives them
some examples of endemic animals.
Teacher also needs to encourage pupils to find out why many of these endemic animals have
become rare and some have already been extinct.
In the Find out section on page 129, teacher must ensure that all pupils will find information
about other endemic animals in Mauritius and Rodrigues. Pupils should also bring pictures of
these endemic animals and work in groups to prepare a poster on endemic animals which can
be displayed in the classroom.
Activity 4.5: Comparing changes in our forests.
Learning outcomes:
To discuss about the changes that have occurred in our forest areas.
To demonstrate an awareness of the decrease of our forest areas over the years.
To realize that deforestation causes destruction of the habitats of endemic animals.
Skills: observation, comparing, communication
This activity aims at developing an awareness of the drastic decrease of our forest areas over
the years (as illustrated in Figure 4.4) and that deforestation has destroyed the habitats of
our endemic animals. Thus, cutting down of forests destroys habitats, especially, those of our
endemic animals which are also endangered.
Through discussion with the pupils, teacher explains the reasons which have lead to the
decrease in our forest areas clearing of forest areas for building houses, building roads,
agriculture and for other infrastructures like airport and shopping centres amongst others.
Teacher must help pupils to realize the importance of protecting our forest areas as a means to
protect the habitats of our animals, some of which are endemic and in danger of extinction.
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Activity 4.4 Our endemic animals and their habitats

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This activity will help you to recognise and name some endemic animals in Mauritius
and Rodrigues.
Kestrel Round Island Boa Fauvette de Rodrigues
Figure 4.3A: Endemic animals living in the Republic of Mauritius
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An endemic animal is an animal that lives nowhere else except in a particular place. Some
endemic animals, unique to Mauritius, are the Pink Pigeon, the Mauritius Kestrel, the Echo
Parakeet, the coloured lizard and the boa of Round Island. In Rodrigues, the Cardinal Jaune
and the Fauvette de Rodrigues are two endemic birds.
Lizard (Gecko)
Echo Parakeet Pink Pigeon
Figure 4.3B: Endemic animals living in in the Republic of Mauritius
These endemic animals live in our natural forests
such as the Black River Gorges and Machabe
Forest.
The endemic animals get their food from:
(i) insects living in these forests
(ii) leaves, fruits and seeds from our endemic trees.
Machabe Forest
Black River Gorges
Ile aux Aigrettes

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The animals in figures 4.3A and 4.3B are endemic to Mauritius. This means that they are
only found in Mauritius and nowhere else in the world.
Find
Use your Atlas to find out and locate Round Island and Serpent Island.
out
Name two endemic animals in Mauritius and Rodrigues.
Long ago a variety of endemic animals lived in our forests but now
many have disappeared, such as the Dodo in Mauritius and the
Solitaire in Rodrigues. Others have become rare.
Keywords to learn
Kestrel Pink Pigeon Echo Parakeet Cadinal Jaune Fauvette de Rodrigues
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Activity 4.5 Comparing changes in our forests

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This activity will help you to compare changes in our forests.
I remember
When we compare things, we say how they are similar or different.
Observe and compare the maps in Figure 4.4 and say what has happened to the
natural forests of the island of Mauritius over many years.
Figure 4.4: Our natural forests long ago
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Write down what you see about our natural forests from 1773 to 1997.
Give two reasons why our natural forests have decreased over the years:
(i)
(ii)
Discuss and share how our natural forest will change over the next
25 years.
Using Figure 4.4 as a guide draw the natural forest of Mauritius after 25 years that is, in 2040.
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Activity 4.6 : Protecting our endemic and rare animals
Learning outcomes:
To identify some nature reserves in Mauritius.
To identify some endemic animals living in these nature reserves.
To recognize the Mauritius Wildlife Foundation as an organization, which is responsible to
protect our endemic animals.
Skills : literacy, communication
Teacher starts this activity by discussing about some nature reserves in Mauritius. Some nature
reserves and nature parks in Mauritius include:
Black River Gorges National Park, Bras-dEau National Park and the Islets National Park, comprising
the islands of Ile DAmbre, Pigeon Rock, Rocher des Oiseaux, le aux Fous, le aux Vacoas, le
aux Fouquets, lot Flamant et les aux Oiseaux. These are managed by the National Parks and
Conservation Service. Ile aux Aigrettes is a nature reserve, administred by the government and
Mauritius Wildlife Foundation (MWF).
Teacher must make use of relevant pictures showing these nature reserves and of maps to
show their geographic location in Mauritius.
It is also important for the teacher to highlight the endemic animals living in each of these
nature reserves.
Teacher must help pupils understand that the Government has passed laws to protect our
endangered animals. For example, the endemic birds such as the Mauritius Parakeet and
the Pink Pigeon are protected by law. Thus, different places in Mauritius have been declared
nature reserves. It is forbidden to cut down trees and hunt in these places.
Teacher introduces the work done by the MWF, which is involved in protecting our endemic
animals which are in danger of extinction.
It is also important for teachers to know that the MWF also organizes guided, educational visits to
islets, especially Ile aux Aigrettes, where children learn about ways to care for the environment
in general. Pupils can learn more about the MWF on the link http://www.mauritian-wildlife.org/
application/
132
10
9
8
7
Activity 4.6 Protecting our endemic and rare animals

6
5
4
3
2
1
0
This activity will help you to understand how we protect our endemic animals.
Ile aux Aigrettes
Ile Ronde
Figure 4.5: Nature Reserves
Today most of our endemic animals have become rare. In order to protect our rare animals, the
Government of the Republic of Mauritius has declared the remaining natural forests as nature
reserves. A few islets such as Ile aux Aigrettes and Ile Ronde (Round Island) are also nature
reserves.
133
Find out from your parents the names of a few endemic animals living in the habitats shown
in Table 4.4.
Table 4.4
Habitat Animal
Black River Gorges
Macchabe Forest.
Ile aux Aigrettes
Ile Ronde
Today our endemic animals are being looked after by the Mauritius Wildlife Foundation
in collaboration with the Government of Mauritius.
Scientists visit the animals in their habitat and sometimes breed them in captivity before
releasing them in the natural forests.
Figure 4.4: Scientists taking care of animals
134
Q uestions
What can you do to protect our endemic animals?
Protection of Rare Birds in the Republic of Mauritius
The Government of Mauritius has passed laws to protect rare endemic birds. Some of these are:
1. We have no right to kill rare birds.
2. We have no right to pick eggs and destroy nests of rare birds.
3. The natural forests which are the habitats of rare birds are protected areas and must be
preserved.
What I should do
During visits to forests, I should:
Be careful not to disturb the animals;
Follow trails and be quiet so that I can see or hear the animals living there;
Never destroy the habitat of an animal, and
Never remove an animal from its habitat.
Discuss and share how far these laws are observed in Mauritius.
Find
out Find out the name of an island in the west of Rodrigues which has been
declared as a bird sanctuary.
What do birds need in a habitat?
Birds found in wetlands usually have very long beaks.

Why?
135
Answers to End of Unit Exercises
1. (a) (i)Dog, cat or other relevant answers

(b) (i) Fish (ii) dolphin or other relevant answers
2. (a) Mauritius Wildlife Foundation
(b) Mauritius (i) Construction of roads (road development)
(ii) Construction of buildings (houses, industries) (urban development)
(iii) Plantation of new crops (agricultural development)
or any other relevant answers (e.g. construction of dam, canalsetc)
Rodrigues
(i) Construction of roads
(ii) Construction of buildings (houses, companies)
(iii) Plantation of crops
(c) (i) La Valle de Ferney ; the Black River Gorges

(ii) Ile Ronde
(iii) Ile aux Aigrettes
(d)
You should do You should not do
(i) Always follow necessary instructions provided Do not pluck flowers/ break leaves or branches
by the Officer/Guide of the nature reserve;
follow the pathway advised by sign posts;
record important information about your visit
in a note book
(ii) Keep a flyer/pamphlet with you (provides Do not throw litter
information about the nature reserve)
(iii) Wear appropriate clothes and shoes; apply Do not make noise
insect repellent creams
3. (i) Exotic ; (ii) Endemic ; (iii) Extinct ; (iv) Endemic ; (v) Exotic ; (vi) Exotic ; (vii) Endemic
(viii) Endemic ; (ix) Endemic
4. (i) land ; (ii) ponds/rivers; (iii) trees ; (iv) trees/rocks ; (v) soil ; (vi) soil ; (vii) forest ; (viii) sea
(You may give any other relevant answer for the animals mentioned in Ex 5)
5. (i) Round island

(ii) Crocodile Park
(iii) They breed birds in captivity
(iv) We must have or reinforce laws to protect rare endemic birds; nobody has the right to kill rare
birds; nobody has the right to pick up eggs and destroy nests of endemic birds; the habitats of
endemic birds must be protected; there should be no trade of endemic birds; endemic birds may
be bred in the protected environment. When numbers have sufficiently increased, they can be
reintroduced into the wild.
136
1.(a)Name two animals which live on land.
(i) (ii)
(b) Name two animals which live in water.
(i) (ii)
2. (a) Name an organisation that takes care of endemic animals in Mauritius.
(b) Give three reasons why trees have been cut down in:
Mauritius
(i)
(ii)
(iii)
Rodrigues
(i)
(ii)
(iii)
137
(c) Name three nature reserves in Mauritius.
(i)
(ii)
(iii)
(d) Write three things that you should do and should not do, while visiting nature reserves in
Mauritius.
You should do You should not do
(i)
(ii)
(iii)
3. Match the birds using the following words as defined below:

Extinct- that has disappeared for ever
Exotic- that have been introduced to Mauritius
Endemic- lives nowhere else except in Mauritius
A sparrow (moineau) _______________________________
Fauvette de Rodrigues _______________________________
The Solitaire _______________________________
The Pink Pigeon _______________________________
The Pic pic _______________________________
A pigeon _______________________________
The Kestrel _______________________________
The Mauritius Parakeet _______________________________
The Cardinal Jaune _______________________________
138
4. Fill in the table below with most appropriate answers:

Animal Where it lives (its habitat)
Land snail
Frog
Butterfly
Day gecko (lezard vert)
Earthworm
Tenrec (tang)
Wild pig (cochon marron)
Sea turtle
5. Answer the following questions:

(i) Name an island to the north of Mauritius where two types of snakes unique to
Mauritius are found.
(ii) Where are crocodiles bred in captivity in Mauritius?
(iii) Describe the work done at the Conservation Services at Grande Riviere Noire to
protect rare birds.
(iv) How can we prevent endemic birds from becoming extinct?
139
I check my progress
1 Define habitat
2 Name the place where an organism lives
3 Name a few endangered animals in the Republic of

Mauritius
4 Give reasons why they have become rare
5 State what is being done to protect endangered and rare

animals and their habitat
140
Mauritius Institute of Education 2017

Science Grade 5 Part 1 - Teacher's Book

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GRADE 5

THE SCIENCE PANEL

MAURITIUS INSTITUTE OF EDUCATION

Illustration and layout

The aims of the Science Curriculum are to ensure that learners:

Demonstrate an understanding of what science is

Effective Pedagogy for Science

Learning and Teaching Science by Inquiry

Motivating Pupils and Arousing their Interest in Science

Using ICT to learn science

Formative and Summative Assessment

What I have learnt summarises key learning points in science.

Dr (Mrs) Sarojiny Saddul-Hauzaree

The three states of Water Pg 3-38

Plants around us Pg 39-76

Plants in their Habitats Pg 77-114

Animals in their Habitats Pg 115-140

UNIT 1: The three states of Water

Teacher is advised to:

IMPORTANT SAFETY ASPECT:

The three states of Water UNIT 1

You are right!

At the end of this unit, you should be able to:

Use a thermometer to measure temperature

Teachers note pg 5-6

Activity 1.1: Observing two different types of thermometers

Skills: Observation, comparing, drawing, communication, respecting safety guidelines

This activity aims at introducing the thermometer as a tool to measure temperature.

Activity 1.1 Observing two different types of thermometers

Did you know?

Some thermometers are digital or electronic

Fig 1.3 A digital thermometer

Teachers note pg 8-9

Activity 1.2: Using a thermometer to measure the temperature of water

Skills: Observation, recording, communication

Activity 1.2 Using a thermometer to measure the

Now place the thermometer in glass C.

Lastly, place the thermometer in glass A.

Read and record the temperature of the water.

temperature thermometer mercury alcohol

Answer the questions below.

What do you conclude from this activity?

What I have learnt

Teachers note pg 11-12

Activity 1.3: Using a thermometer to measure air temperature

Skills: Observation, measuring, recording, comparing

Activity 1.3 Using a thermometer to measure air

In this activity, you will need a thermometer.

Hold the thermometer as in Figure 1.4

Figure 1.4 Measuring air temperature in different places

Compare your measurements with your friends.

When you watch the weather forecast on TV remember the following:

Answer the questions below.

How is the temperature at place C?

Sometimes during a hot summer day, we like to sit down at A.

A thermometer is also used to take air temperature.

What is your normal body temperature?

Teachers note pg 14-16

Activity 1.4: Observing ice

Skills: Observation, recording, inferring, communication, literacy

Resources: Ice cubes in small trays.

Notes for page 15 (Figure 1.5)

Notes for page 16 (Figure 1.6)