exploring science - ministry of education | official …€¦ · exploring science this book...

A joint publication of National Institute of Education, Maldives and Cambridge University Press, India

Exploring Science

This book belongs to

Class

Student Activity Book2

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© Cambridge University Press 2015

This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.

First published 2015

Printed in India by Chennai Micro Print (P) Ltd., Chennai–600029

A catalogue record for this publication is available from the British Library

ISBN 978-9-384-46364-9 Paperback

Additional resources for this publication at www.cambridgeindia.org

Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.

notice to teachers in the ukThe photocopy masters in this publication may be photocopied or distributed [electronically] free of charge for classroom use within the school or institution that purchased the publication. Worksheets and copies of them remain in the copyright of Cambridge University Press, and such copies may not be distributed or used in any way outside the purchasing institution.

Every effort has been made to trace the owners of copyright material included in this book. The publishers would be grateful for any omissions brought to their notice for acknowledgement in future editions of the book.

Exploring Science Series for Key Stage 1 is written to meet the requirements of new National Curriculum. This intends to cover the contents of the Science Syllabus. The series consist of three books, for grades 1, 2 and 3. The series enable students to acquire knowledge, skills and attitudes so as to develop an informed and critical understanding of, environment, science and technological issues.The series aims to cultivate humane and responsible attitudes and an appreciation of the world in accordance with Islamic principles and values. It is envisaged that teachers use this series as an aid to teach science adopting inquiry approach where students are encouraged to be actively involved in the learning process. We extend our sincere thanks to Cambridge University Press for partnering with us in this endeavour.We are beholden to the members of the NIE Curriculum Team for the support rendered.

Aminath Ismail, Education Development Officer CoordinatorGulfishan Shafeeu, Education Development OfficerAminath Mohamed, Education Development Officer

Preface

Table of Contents

1. Living Things 1

2. Me and My Health 27

Warm UpLook at the pictures.

Tick ( ) the things which a robot cannot do.

Eat food Walk on its own

Breathe air Talk on its own

Which of the two pictures show a living thing?_________________________________

Who am I?

_____________

Who am I?

_____________

Living ThingsChapter 1

Living ThingsLiving ThingsChapter 1Chapter 1

Living ThingsChapter 1Chapter 1Chapter 1Chapter 1

1

Activity

Living and non-living

Look out for some old magazines, newspapers and books. Find the pictures of living and non-living things. Cut out those pictures and paste them in the picture here wherever they might belong to. For example, you may cut out a photo of a house and paste it on the ground. Mark it as a non-living thing.

Chapter 1 Living Things

2

What is classification?Classification means “separating the items into groups or categories based on similar features”.Classification helps us to organise things in an order. Classification helps us to learn similarities and differences among things. It can be done in many different ways, depending on the purpose of classification.

Discuss some of the ways in which we can classify things around us?

Activity

Classifying on my own!

Visit and tick ( ) any of the following places.

a. Beach

b. Market

c. Garden/park

Chapter 1Living Things

3

Classify the things you saw there into living things and non-living things.

Living things Non-living things


Key Competency: Relating to peopleCommunication skills and cooperation

4

Similar or different!

This is Rahil and his pet cat.

Activity

How are they similar?


5

How are they different?

DiversityWe have a variety of things around us. We see different things every day. Some of these things are alive, while others are not. Some are alike while others are different. The materials and objects around us have a wide variety of properties or characteristics. To help us understand the diversity around us we can classify things by looking at their properties or characteristics.


6

ActivityGroup the animals!

Group these animals based on similar characteristics. Cut out the pictures and paste them on a chart paper in the group they belong to. Give the name to each group. For example, animals with fur on their bodies can be named ‘fur everywhere’.


7


8

AdaptationWhy do you think animals who live in cold places have fur on their bodies?How does a camel manage to live in desert without food and water for days?

Animals develop certain characteristics to adjust to their environment. This process is known as adaptation.

ActivityAdaptations everywhere!

Look at the pictures of these animals.

Why does a duck have webbed feet?

____________________________________


9

____________________________________

Why do you think a heron has a long neck?

____________________________________

____________________________________

Why does a fish have a slimy body?

____________________________________

____________________________________


10

ActivityDiscuss in your class.

Use of the beak in a bird

Why does a bear sniff?


Key Competency: Thinking critically and creativelyHelps students understand the use of various body parts in animals and appreciate them

Key Competency: Thinking critically Key Competency: Thinking critically

11

Why is a camel’s toes shaped like this?

Why does a snail have a shell on its body?


12

This is a porcupine. It has spines all over its body. What do you think is the use of these spines?

This is a giraffe. It has really long neck. Why do you think it has a long neck?


13

Activity

Can they live here?

Look at these pictures.

Can a

camel live in snow?

cat live on a beach?

duck live in a park?

giraffe live in a desert?

Why or why not?


14

Why is it that a camel can live in the desert while a giraffe cannot?

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

What will happen if a duck is made to live in a city and not near the water?

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________


15

Fathimath is planting a tree. We all must plant trees. Trees help us to keep our environment clean.

Think of some of the ways in which plants help our environment.

1. _________________________________

2. _________________________________

3. _________________________________

4. _________________________________

5. _________________________________

Let us study plants!


Key Competency: Using sustainable practicesRaise awareness among students about planting more trees

our environment clean.

Key Competency: Using sustainable Key Competency: Using sustainable practices

16

Adaptations in plantsLike animals, plants also develop certain characteristics to adapt to their environment.

Activity

To study adaptations in plants

Look at the picture of these plants.

This is a lotus flower. It grows in water. Why does a lotus flower have broad leaves?


17

This is a cactus plant. It has thorns all over its body. It is mostly found in deserts. What is the use of these thorns?

What do you understand from the above activity?

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________


18

Activity

Comparing the plants!

Studying the differences between a plant found near the beach and a plant found inland.

Plant from the beachTasks

Name the plant you studied.

Draw the shape of leaves.

How long is the stem?

Plant from inland


19

What is the colour of the

plant?

Does it have flowers?

What do you think is the function of the leaves?

Why is it found in this

particular area?

What do you think is the function of the stem?

DiscussWhat differences have you observed between the two plants?


20

HabitatHabitat is a place where a particular plant or animal lives.

For example, a bird cannot live under water and a fi sh cannot live on a tree. All of us live in our own habitats.

Ahmed made a wonderful diorama of the animals and plants living in a jungle. Look how beautiful it is!

Key Competency: Practising IslamThe Prophet said: ‘If a Muslim plants

a seedling or cultivates a fi eld, whenever a bird, a human or an animal eats of it, it will be counted as a charity for him.’

(Sahîh Muslim)

Key Competency: Practising IslamKey Competency: Practising Islam


21

My diorama!

Make your own diorama of the animals and plants living in or near the beach.

You will require:

Which plants you included

in your diorama?

Which animals you included in

your diorama?

How could you have improved

your diorama?

Activity


22

Paste the picture of you with your diorama here.

Me with My Diorama


23

Take us home!

These are some of the animals who lost their way home. Take them to their homes.

Activity


24

New Words

Explore Deeper

Classify: to put items into a group or a categoryDiversity: different things around usAdaptation: development of certain characteristics in plants and animals to adjust to their environmentHabitat: the natural environment or home of an animal or plant

Tiger and giraffe can be placed in the same group. Discuss the common features that make it possible.


25

Project Idea Count the number of spiders, cats, snails, ants, cockroaches, geckos, birds and butterfl ies that you fi nd near your house. Show your results in a bar chart form. For example, if you fi nd 2 spiders, colour 2 boxes. Do not extend your search for animals beyond 10.

10987654321

Which animal did you fi nd most in number?

____________________________________


26

Warm UpLabel the different body parts.

Hair Eye Leg Arm NoseHandMouth Shoulder Ear Knee Elbow Foot

Me and My HealthChapter 2

Me and My HealthMe and My HealthChapter 2Chapter 2

Me and My HealthMe and My HealthChapter 2Chapter 2Chapter 2Chapter 2

27

Organs

External organs

Our body is an amazing machine! It does so many tasks at one time. It works even when we are asleep.

Like any other machine, our body also has various parts which help in its proper functioning. We call these parts as organs.

Our body has external organs and internal organs.

The body parts which are present on the outside of our body are called external organs. You can see the external organs with your eyes.

Chapter 2 Me and My Health

Key Competency: Thinking critically and creativelyExternal and internal organs worktogether for the effective functioning of our body.

your eyes.

Key Competency: Thinking critically Key Competency: Thinking critically and creatively

28

ActivityList down 5 external organs of your body and write the use of each organ.

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

Organs Uses

Chapter 2Me and My Health

29

My sense organsOur body has 5 sense organs. We use these sense organs to understand the world around us.

Label the 5 sense organs.

We see through _______________.We smell through _______________.We taste through _______________.We touch through _______________.

We hear through _______________.

Do you know, like various organs of our body, our sense organs also share a relationship with each other?


Key Competency: Making meaningUnderstanding that sense organs work in coordination

each other?

Key Competency: Making meaningKey Competency: Making meaning

30

Activity

Sense organs protect us!

Put on your headphones. Listen to some music. Now, try to call your friend sitting near you. Did the pitch (loudness) of your voice increase? Why?

When the dust gets into our eyes, why do we blink?

____________________________________

____________________________________

Have you noticed, that music sounds loud in darkness? Why?

____________________________________

____________________________________

Often it has been seen that, when a person loses one of the senses (either sight or hearing), the other sense organ becomes more effective in understanding the world. Discuss why this occurs.


31

Activity

Nature walk!

Go out for a walk in a park, garden or a beach. Find out the things you can see, hear, taste, feel and smell. Now, fill in the following observation map.

I can see

I can taste

I can feel

I can smellI can hear


32

Do you think we need our fi ve senses to understand the world around us? Discuss.

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________


Key Competency: Relating to peopleUnderstanding the viewpoint of others

along with developing their communication skills.

Key Competency: Relating to peopleKey Competency: Relating to people

33

Look at this picture. It shows some of the internal organs of our body.

Take a deep breath. Do you feel air fi lled up inside your chest? Where do you think air is going?

____________________________________

____________________________________

Brain

HeartLungs

Liver Stomach

Kidneys

Internal organsThe body parts which are present inside our body are called internal organs.


34

Run for a few minutes. Now, place your right hand on the left side of your chest. Do you feel a movement?

____________________________________

Which organ of your body helps you understand things and study well? ____________________________________

When you eat food, which organ stores food for sometime?

____________________________________

Water helps to clean wastes from our body. Which internal organ do you think help the body from getting rid of the waste? ____________________________________


35

Missing letters!

Complete the words.

When we eat food, it goes into our S __ O __ __ C H.

The H E __ __ T pumps blood and sends it to all organs of the body.

The L __ N G __ help us to breathe.

The K __ D N __ Y __ help to clean body.

The __ N T E __ T __ N __ helps to absorb nutrients from the food we eat.

Our internal organs are delicate. How do you think they are protected?

____________________________________

Activity


36

Look at these pictures. These show some of the ways how our internal organs can be harmed in everyday life.

Which internal organ is being affected the most? ____________________________________

What does this child need to do to remain healthy?

____________________________________


37

____________________________________

____________________________________

____________________________________

Do you think eating too much unhealthy food can harm our internal organs? How?

____________________________________

____________________________________

Discuss. How can we protect our internal organs?


38

Sense organs in animalsJust like humans, animals are also blessed with sense organs to understand the world around them. Some animals have very powerful sense organs. For example, rats can detect the slightest movement in the surrounding and run away. This is due to the reason that its sense of hearing is more powerful than ours.

Similarly, we are not able to see in the dark, but a cat can see very clearly in the dark.


39

Activity

Wow! This pirini is very tasty.

Be careful Madeeha! Do not drop the sweet on

the table. You might invite ants?

But how would ants come to know that I am eating a

sweet dish. They are not even here.

How animals sense things!


40

Can you answer the query of Madeeha?

____________________________________

____________________________________

____________________________________

____________________________________

Discuss and write the names of some of the animals which are blessed with a strong sense organ. ____________________________________

____________________________________

____________________________________

____________________________________


Key Competency: Using technology and media

Uses various resources (like media) to search information

Key Competency: Using technology Key Competency: Using technology and mediaand media

41

Our foodAll living things need food to remain healthy. Healthy food protects all the organs of our body and keeps us fi t and healthy. Therefore, we must never skip our meals.

Write the names of some of the healthy foods which protect all our organs.

____________________________________

____________________________________

____________________________________

____________________________________

and keeps us fi t and healthy. Therefore, we must


42

ActivityKeep a record of the food you eat in a week and based on the information fill in the table.

How many times in the week did you eat


43

Do you think you eat a healthy diet? Give reasons.

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________


Key Competency: Understanding and managing selfAssessing the food habits and understanding its impact on our bodies.

____________________________________

Key Competency: Understanding and Key Competency: Understanding and managing self

44

Look at the food items and match them with their respective food groups.

We must include foods from all the food groups in our diet.

Cereals group

Milk group

Meat group

Fruits and vegetables

group


45

ActivityMy health diet plan

Plan a healthy diet for yourself

We must be thankful to Allah (SWT) for providing us with food to eat. There are many people in the world who are not able to get food. We must respect food and should never waste it.

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________


46

New Words Internal organs: organs present inside our bodyDiet: the kind of food we eat

Project Idea Collect the packets of fi ve different foods from each food group—cereals, milk, meat, vegetables and fruits. Fill in the following information.

Name of the food items

Name of the food groups

DiscussWhat is common among foods in different groups? Which food is the healthiest of all and why?


47

Key Competency: Practising IslamProphet Muhammad (SAW) advised his followers,

to work, to be energetic, and to start their day early, all of which are conditions for a healthy body. He said “O God, make the early morning

hours blessed for my nation.” (Imam Ahmed)

Key Competency: Practising IslamKey Competency: Practising IslamProphet Muhammad (SAW) advised his followers, Prophet Muhammad (SAW) advised his followers,

Explore Deeper

You will fi nd that some of your friends are overweight and some are underweight. Whom do you think is healthy? Discuss.


48

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