Grade 6

Papua New Guinea

Department of Education
'FREE
ISSUE
NOT
FOR
SALE'
Issued free to schools by the Department of Education

First Edition

Published in 2020 by the Department of Education, Papua New Guinea.

© Copyright 2020, Department of Education, Papua New Guinea.

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system or transmitted by any form or by any means of electronic,
mechanical, photocopying, recording or otherwise without the prior written
permission of the publisher.

ISBN 978-9980-905-16-1

Acknowledgements
The Grade 6 National Science Textbook was developed by the Curriculum
Development Division in partnership with the Science specialists from
Japan through the Project for Improving the Quality of Mathematics and Science
Education known as QUIS-ME Project.

The Science curriculum officers, textbook writers, pilot teachers from NCD
and Central Provinces and the Subject Curriculum Group (SCG) are acknowledged
for their contribution in writing, piloting and validating this textbook.

The Curriculum Panel (CP) members, members of the Subject Advisory Committee
(SAC) and the Basic Education Board of Studies (BEBoS) are also acknowledged
for their advice, recommendation and endorsement of this Textbook.

A special acknowledgement is given to the People and the Government of

Japan for the partnership and support in funding and expertise through
Japan International Cooperation Agency (JICA) - QUIS-ME Project with
Curriculum Development Division (CDD).
 National
Science Textbook

Grade 6

Papua New Guinea

Department of Education
Dear Grade 6 Students,

I am honoured to give you my message in this National Science Textbook. The

Government of Papua New Guinea through the National Department of Education
has been giving priority to improve standards of learning in the area of Science for
many years. A big thank you to the Government and the people of Japan for the
continuous support in improving the quality of education in Papua New Guinea.

Students, this Science Textbook was developed by our very own Textbook Writers,
Pilot teachers and Curriculum officers who have worked together with the Japanese
specialists for three years to complete this Textbook. This is the first of its kind and
also the best National Textbook for Grade 6 students in PNG. Do you know why?
Because what you will learn from this textbook is comparable with international
standards.

This textbook is exciting because it contains a lot of interesting student-centred

topics and activities recommended for Grade 6 Science. The photographs,
illustrations, charts and diagrams are based on PNG contexts and are interesting
and exciting for learning. I am confident that this textbook will motivate you to
explore more about Science.

Students, Science is a very important subject because it allows you to explore

the things around you by using all your senses. You will have the opportunity to
investigate scientific problems by yourself using the Science process skills; make
predictions, test predictions and find solutions to the scientific problems.

I encourage you to be committed and to enjoy and love Science, because one
day in future you will be a very resourceful person, participating in developing and
looking after this very beautiful and resourceful country of ours and improving the
quality of living.

I wish you a happy and fun learning experience with this Grade 6 Science Textbook.

Joseph Yopyyopy, MP
Minister of Education
Greetings to Grade 6 Students of Papua New Guinea!

It is a great pleasure that the Department of Education of Papua New Guinea and
the Government of Japan have worked together to publish the national textbooks
on science for the first time.

The officers of the Curriculum Development Division of the Department of

Education made full efforts to publish this textbook with Japanese science experts.
To be good at science, you need to keep studying with this textbook. In this
textbook, you will learn many things about science with a lot of fun and interest,
and you will find it useful in your daily life. This textbook is made not only for you
but also for the future students.

You will be able to think much better and smarter if you gain more knowledge on
numbers and diagrams through learning science. I hope that this textbook will
enable you to enjoy learning science and enrich your life from now on. Papua New
Guinea has a big land mass with plenty of natural resources, and a great chance
for a better life and progress. I hope that each of you will make full use of the
knowledge you obtained and play an important role in realising such potential.

I am honoured that, through the publication of this textbook, Japan helped your
country develop science education to improve your ability, which is essential for the
future of Papua New Guinea. I sincerely hope that, through the teamwork between
your country and Japan, our friendship will last forever.

Satoshi Nakajima
Ambassador of Japan to Papua New Guinea
Dear students,

This is your Science Textbook that you will use in Grade 6. It contains a lot of very
interesting and enjoyable activities that you will be learning in your daily Science
lessons.

In our everyday lives, we come across many situations such as food chains in
different environments, things falling down and breaking, the moon changing its
shape and the list goes on. These situations are real and they are part of the way
we live. By learning Science using this textbook, you will be able to find out why
these things occur.

This Textbook provides a variety of enjoyable and interesting science activities

and ideas. It provides the opportunity for the learner to learn together with the
class or as an independent learner. The activities are designed in a way that a
scientific problem is identified and the learner will have to solve the problem using
the different scientific skills like making predictions, measuring, recording data
and communicating the results. These are the important skills needed in order to
understand the concepts of the lessons. The use of science process skills will help
you to make decisions that will benefit you, your family, your community, your
province and the country to improve the standard of living in the 21st Century and
beyond.

I encourage you to enjoy learning Science and use the scientific knowledge learned
to solve problems and issues that are encountered in the community and country
today.

I wish you all the best in studying Science using this Textbook.
 Content
Chapter 1. Paths of Energy
❶ .1. Food Chain and Food Web .......................... 11

Chapter 2. Change and Formation of Land

❷ .1. The Changes of the Earth's Surface ............ 25
❷ .2. Formation of Rock Layers and Rocks .......... 35

Chapter 3. Force
❸ .1. Forces around Us......................................... 47

Chapter 4. Plants and Water

❹ .1. Water in Plants ............................................. 59

Chapter 5. Reproduction and Heredity in Plants

❺ .1. Reproduction and Heredity .......................... 69

Chapter 6. Star
❻ .1. Stars ............................................................. 83

6
Chapter 7. Energy
❼ .1. Forms and Uses of Energy .......................... 95
❼ .2. Energy Conversion ..................................... 105

Chapter 8. Moon
❽ .1. Moon in Motion........................................... 115

Chapter 9. Electromagnet
❾ .1. Properties of Electromagnet....................... 125

Chapter 10 . Human Body System

.1. Respiratory System .................................... 139
.2. Circulatory System ..................................... 145

Chapter 11 . Mixtures and Solutions

.1. Mixtures ...................................................... 157
.2. Solutions..................................................... 167

Life
Strand Physical Science
Earth and Space

7
 How to learn SCIENCE
 Wonder or Question
1 • Look carefully at things in nature around
you and things in your daily life.
• Realise things that you wonder about.
• Identify the key question of the lesson.

 Research
2 • Guess what will happen at the end of the
activity.
• Understand the steps of the activity.
• Observe or conduct experiments in the activity.
• Record the result in your exercise book.
• Check if the result is the same with your guess.
• What do you find from the observation or experiment?

Symbols in this textbook

Each symbol gives you an attention about:
: Key question of the lesson.
: Activity that you will try.
: Discussion question with your classmates.
: Caution and warning.
: Try it!
8
with this Textbook
Learn about nature, learn from nature
 Findings
3 • Present and share your findings with
your classmates.
• Discuss with your classmates to make
sure if your findings are correct.
• Make conclusion to the key question.

 Summary
4 • Read the textbook and confirm
what you learnt in the lesson.
• Summarise what you did in the
lesson.
• Let’s try to use things you learnt
in your daily life.

Friends learning together with you Enjoy SCIENCE with us!!

Friends learning together in this textbook

Mero Naiko Sare Gawi

Kekeni Ambai Vavi Yamo

9
 Chapter 1

Paths of Energy

We learnt that energy We can find fungi on the

is transferred through fallen tree. Where do they
living things in food get their energy?
chains.

10
1. Food Chain and Food
❶ Web
Lesson 1 Living Things in a Food
Chain
A food chain is the path of food energy from plants to animals.
Plants are eaten by some animals, and some animals are eaten by
other animals. What are the roles of living things in a food chain?

How do living things play a role in a food

chain?

Activity : Roles of living things in a

food chain
What to Do:
How can we
1. Study the picture of the food chain below. differentiate
2. Think about the following questions: living things in
a food chain?
(1) How do plants and animals get energy?
How are they different?
(2) What types of food do the two animals eat? How are they different?
(3) Which animal eats another animal and which animal is eaten by
another? What is the relationship between the two
animals?
The arrow in the food
3. Share your ideas with your chain shows ‘is eaten
classmates. Discuss how living by’. Which animal is
things play their roles in the food eaten by which animal?

chain.

Plants Caterpillar Bird

11
 Summary
Living things are parts of a food chain. Plants are called producers
because they produce their own food by using light energy from the Sun.
Animals in a food chain are called consumers because they consume
other plants and animals.
Consumers can be classified into three groups by their food source. An
animal that eats only plants is called a herbivore. Deers and kangaroos are
herbivores. An animal that eats only animals is called a carnivore. Snakes
and owls are carnivores. An animal that eats both plants and animals is
called an omnivore. Humans are omnivores.
Herbivores Carnivores Omnivores

Among consumers, some animals eat other animals and some animals are
eaten by other animals. An animal that hunts and eats other animals is called
a predator. An animal that is hunted and eaten by predators is called a
prey. Predator
Sun

Prey

Producer Consumer Consumer

Animals can be both predators and preys. For example, a frog eats other
animals such as grasshoppers or butterflies, but it is also eaten by a snake
or an owl. A frog can be both predator and prey.

12
Lesson 2 Food Chain in Different
Environments
Living things live in different environments such as deserts,
rainforests, grasslands, rivers, lakes and oceans.

What food chains are found in different

environments?

Activity : Food chains around you

What to Do: Do you remember what

1. Study the pictures of the environments below habitats are? What kinds
of habitats do you live in?
and the environment around you. Write the
names of different environments in your exercise books.
2. Make a list of living things that live in the different
environments you found.
3. Draw the food chains in these environments using arrows.
4. Share your ideas with your classmates. Discuss the food
chains in the different environments.

Environment around us
Food chain in River
River shrimp fish bird
Ocean ......
......
Food chain in Ocean

13
 Summary What types of food
chains can you find in a
Food chains exist wherever living things forest and pond habitat?

are found. Food chains are different in

different environments. The following are examples of some
food chains in different environments.

Food Chains in Forests

Different types of food
chains exist in forests
because many types of
plants and animals can
be found in forests. For
example, some insects
eat plants to get energy.
Mice eat the insects
and then snakes eat the
mice. The snakes are
Plants and animals in a forest
then eaten by owls.

Food Chains in Ponds

Different types of food
chains can be found in
ponds. For example,
algae get their energy
from the sun. Freshwater
shrimps often eat algae
to get energy. Small fish
eat the shrimps. Then
the small fish are eaten
by big fish.

Plants and animals in a pond

14
Lesson 3 Food Web in Different
Environments
Food chains are different in different environments. How about food
webs?

What food webs are found in different

environments?

Activity : Food webs around you

What to Do: Do you remember

1. Study the picture below. Write the names of the what a food web is?

animals in your exercise book.

2. Draw arrows to show how one living thing is eaten by
other living things.
3. Share your ideas with your A food chain shows only
classmates. Discuss: a path of food energy but
(1) How many food chains can we can find many different
paths in this diagram.
you find?
(2) How is one living thing
interconnected with other living things?
(3) How is the interconnection different from food chains?

15
 Summary
A food web is made up of several food chains connected together in an
ecosystem. It shows how consumers and producers are interconnected in
many ways to help them survive. An ecosystem is made up of all the living
and non-living things in a given area interacting with one another. Different
food webs can be found in different ecosystem.
Food Webs in Forests
The diagram shows an
example of a food web
in a forest. Plants are
producers in a forest.
Plants are eaten by insects.
Insects may be eaten by
mice, frogs or small birds.
Snakes eat the insects too
but they also eat frogs or
mice.
Food Webs in Oceans
Different food webs can also be found in oceans. The picture below shows
an example of a food web in the ocean. Sea weed is a producer. It is eaten
by crabs or shrimps. The shrimps are not only eaten by small fish but also
the octopus. The small fish are eaten by big fish or sharks.

16
Lesson 4 End of Food Chains
Energy from food is transferred from producers to consumers through
food chains. What happens to the energy after living things die?

What happens to the energy in food chains

after living things die?

Activity : Food chains on and in soil

What to Do:
1. Go to a place where fallen leaves are piled up over a period of time.
2. Remove the leaves and record what you observe under the fallen
leaves.
3. Dig out the top soil and record the types of Can you guess what will
happen to the bodies of
living things and the things you observed. living things after they die?
4. Share your ideas with your classmates. Discuss:
(1) What types of living things you found?
(2) How the fallen leaves and the soils look like?
(3) Why the Earth is not covered with dead plants and
animals?

17
 Summary
Ant Centipede Ground beetle
Many small living things
feed on dead plants or Mite
Slug
animals to get energy. Springtail
Pill bug
Some examples of these
Fungi
living things are fungi, Earthworm Bacteria

earthworms, pill bugs and

slug. All of them form food
chains on and in the soil. Soil food chains

Organisms that break

down dead animals and plants are called decomposers.
Worm, fungi, bacteria and some insects are examples of
decomposers. Bacteria are tiny little organisms that are
everywhere around us. We cannot see them without a
microscope.
Decomposers are part of a food chain. They are the last Bacteria

link in the food chain. Plants get energy from the Sun and animals eat plants
or other animals to get energy. When a plant or an animal dies, decomposers
break down the dead plants or animals into smaller pieces. They then turn
them into nutrients in the soil. Plants use the nutrients to grow again. Thus
the food chain becomes a complete cycle. Without decomposers, dead
plants or animals would pile up on the Earth.

Producer Consumer
Consumer
Consumer

Eagle
Grasshopper Snake

Decomposers

Nutrients Dead body

Springtail

Earthworm Fungi Bacteria

18
 m ary
Sum
and
e
Summary 1.1 Food Chain and Food Web
Exercis

Living Thingsin a Food Chain

Plants are producers that produce their own food.

Animals are consumers that consume plants and other animals to get energy.

Herbivores are animals that eat only plants.

Carnivores are animals that eat only animals.

Omnivores are animals that eat both plants and animals.
A predator is an animal that hunts and eats other animals.
A prey is an animal that is hunted and eaten by predator.

Food Chain in Different Environments

Food chains exist wherever living things are found.

Food chains are different in different environments because different types of

plants and animals live there.

Food Web in Different Environments

A food web is made up of several food chains
connected together in an ecosystem. It shows how
consumers and producers are interconnected in
many ways to help them survive.
Example of food web
An ecosystem is made up of all the living and
non-living things in a given area interacting with one another.

Different food webs can be found in different ecosystems.

End of Food Chains

Decomposers are organisms that break down dead plants
and animals to get energy.

Bacteria are tiny little organisms that are everywhere

Example of decomposers
around us. We cannot see them without a microscope.
19
 mary
Sum
and
e
Exercise 1.1 Food Chain and Food Web
Ex ercis

Q1. Complete each sentence with the correct word.

(1) An animal that eats both plants and other animals is called an __________.
(2) An animal that is hunted and eaten by other animals is called a _________.
(3) An ___________ is made up of all the living things and non-living things in a
given area interacting with one another.
(4) Organisms that break down the remains of dead animals and plants are called
___________.

Q2. Choose the letter with the correct answer.

(1) Which of the following eats other animals only?
A. Carnivore
B. Prey
C. Herbivore
D. Omnivore
(2) What do decomposers provide for soil and plants?
A. Bacteria
B. Nutrients
C. Water
D. Sunlight

Q3. Answer the following questions.

(1) Place each living thing below under the correct heading.
tomato, frog, seaweed, butterfly, snake, hibiscus
Producer Consumer

(2) What makes a food web different in different environments?

Q4. Why is the Earth not piled up with dead plants and animals?

20
 Chapter 1
Science Extras

How much energy is transferred in a food

chain?
When a plant is eaten by a primary consumer, only 10% of the energy is
passed on. The low percentage of transferred energy can be recognised
for different reasons like some of the organism not being eaten, incomplete
digestion of the eaten organism, energy lost in remove of waste processes
or energy lost as heat.
Consumers pass 10% of their energy onto other consumers that feeds on
them. Because they are far more able than plants when passing on the
energy. A lot of the energy is lost in the removal of waste and some is lost in
trying to maintain a constant body temperature.

Third consumers (0.1%)

Second consumers (1%)

Primary consumers (10%)

Producers (100%)

Energy pyramid

The pyramid shows the total energy stored in organisms at each feeding
level in an ecosystem. Starting with the primary consumers at the base
feeding level of the pyramid. The pyramid makes it clear why there can be
only a limited number of feeding levels in a food chain or web. Because there
is less energy at higher feeding levels, there are usually fewer organisms as
well. Organisms tend to be larger in size at higher feeding levels.

21
 Chapter Test

1. Paths of Energy
Q1 Complete each sentence with the correct word.
(1) Organisms that break down the bodies of dead animals and plants
to get energy are called ____________.
(2) Animals in a food chain are called _________ because they eat
other plants and animals.
(3) Humans are called __________ because they eat both plants and
animals.
(4) Tiny decomposers that cannot be seen without a microscope are
called ____________.

Q2 Choose the letter with the correct answer.

(1) What do all food chains end with?
A. Producers
B. Herbivores
C. Carnivores
D. Decomposers
(2) Which is a food chain that is found in a pond?
A. Seaweed Grasshopper Fish Shark
B. Shrimp Seaweed Small fish Large fish
C. Grass Grasshopper Frog Snake
D. Seaweed Shrimp Fish Shark
(3) Study the food web shown in the picture
on the right and identify the omnivore.
A. Corn plant
B. Grasshopper
C. Rat
D. Snake
(4) Why do food chains differ from others in different environments?
A. Because same animals eat the same food.
B. Because same living things live in different environment
C. Because different living things live in different environment.
D. Because same plants live in different environments.

22
Q3 (1) A student observed living things in an
environment and drew a food web as shown
below, however there was something wrong
with his food web. Explain why.

Algae Shells Small fish

Shrimps Big fish

______________________________________________________
______________________________________________________

(2) How do algae get their energy?

_____________________________________________________

Q4 (1) A bird died and laid on the soil. After some days the bird looked as
though it had disappeared into the ground. What had happened?
Explain your answer.
_______________________________
_______________________________
_______________________________
_______________________________

(2) What would happen to the energy that was in the bird?
_____________________________________________________
_____________________________________________________
_____________________________________________________

23
 Chapter 2

Change and
Formation of
Land

What happens to the

sediments when a river
flows?

We learnt that sediments

are sand particles of rocks
and small bits of soil piled
up over time.

24 Photo of Mt. Kare, Enga Province

2. The Changes of the
❶ Earth’s Surface
Lesson 1 Breaking Apart of
Rocks
Study the picture on the right. The rock looks like a
giant mushroom! How was it formed?

How does the surface of the Earth change?

Activity : Shaking a mixture of chalk

and salt
What We Need: Salt represents
jar, some pieces of sand and chalk
represents rock
the same coloured
chalk, salt
What to Do:
1. Record the size and shape of the chalk.
2. Put the chalk into the jar and pour salt until it covers the
chalk. Close the lid tightly and shake it over 100 times.
3. Pour the mixture of chalk and salt on a paper.
Observe the colour of salt, and the size and
shape of the chalk.
4. Think about the following questions:
(1) Why did the colour of the salt and the size
and shape of the chalk change?
(2) Salt represents sand. What makes sand
move in nature?
(3) Chalk represents rocks. What changes the
size and shape of rocks in nature?
5. Share your ideas with your classmates. Talk
about what causes rocks to change in nature.
25
 Summary
The surface of the arth is slowly changing. The change of the arth s
surface is caused by weathering. Weathering is a process where rock
is broken down into smaller pieces over time. The smaller pieces of rock
are called sediments.
Weathering can shape rocks
into unusual formations. Wind,
water, ice, chemicals and
living things are causes of
weathering.
Sand blown by wind and rain
hits large rocks over and over.
The rocks are weakened and
An arch of rock is a result of weathering.
broken down into smaller
pieces of rocks.
Most rocks have tiny cracks in
them. Rainwater gets into the
cracks. In cold climates, the
water freezes and expands.
The expanding ice makes
the cracks bigger and breaks
rocks over time. A rock wall is damaged by acid rain.
Gases such as carbon dioxide
in the air react with rainwater
to form acid rain. Acid rain
weakens rocks such as
limestone, causing it to break.
Plants also cause weathering.
They slowly grow into cracks
in the rocks and widen the
cracks and the rock breaks.

A plant is growing out of the cracks in the rocks.

26
Lesson 2 Carrying Away of
Sediments
Wind, water, ice, chemicals and living things cause rocks to break
down into sediments.

What happens to sediments after weathering?

Activity : How do waves change the

beach?
What We Need: Sand represents
tray, sand, ruler, water beach and water
represents ocean.
What to Do:
1. Place some sand on
one side of the tray
to make a beach model and then add
enough water to cover the bottom
of it.
2. Place the ruler at the opposite end
of the tray to the beach. Slowly
move the ruler back and forth to
create waves against the sand for 3
minutes.
3. Observe the beach and record your
observations in your exercise book.
4. Based on your observations, think
about the following questions:
(1) What happened to the shape of
the beach when waves hit it?
(2) What happened to the sand
after the waves hit the beach?
(3) How did the waves change the beach?
Share your deas h your lassma es s uss ho o ng a er
changes the Earth’s surface.

27
 Summary
Once rocks are broken up by weathering, the small pieces of rocks called
sediments are carried away. The movement of sediments from one place to
another is called erosion. Erosion is caused by water, wind and ice.
Water is the main cause of
erosion. ain, ri ers, floods
and the ocean carry away
sediments. For example,
rivers erode the riverbed
and pick up sediments. The
flowing water carries them
away downstream. Ocean Flowing water break down rocks and carries sediments
wa es also erode the arth s downstream.

surface. Waves hit the

coastline over time, causing
the rocks to break down and
are washed away.
In dry areas, wind picks up
and carries away sand and
soil to different places.
A glacier is a large mass of Waves cause the rock to break down and be carried away.

moving ice. As the glacier moves slowly, it digs out huge areas of rocks and
soil and carries them away.

Glaciers dig out huge areas of rock and soil and carries them away.
28
Lesson 3 Works of Rivers
ater is the main cause of erosion. i ers or flowing water carry away
sediments. What happens to sediments? Where do they go?

What happens to sediments after they are

carried away by rivers?

Activity : Making a river model

What to Do: Where can water run fast

1. Make a heap of soil and dig a winding waterway in or slow? What happens
to the soil when water
the soil as shown in the picture below.
runs fast or slow?
2. Start pouring water slowly into the waterway from
the top of the mound and observe the following
points:
(1) At which part of the waterway is water running faster
or slower?
(2) At which parts of the waterway is soil most eroded?
(3) At which parts of the waterway does soil accumulate most?
3. Record your observations in your exercise book.
4. Share your ideas with your classmates. Discuss how rivers work to
change the Earth’s surface.

29
 Result
We found out that at the steep slope, water runs faster. Soil is eroded deeply
and is carried away by flowing water. At the gentle slope, water runs slowly
and soil accumulates most. At the outside of the curve in the waterway, soil
is eroded. At the same time, soil also accumulates at the inside of the curve
in the waterway.

At the steep slope, water runs At the gentle slope, water runs At the outside of the curve, soil
faster. Soil is eroded and slowly and soil accumulates is eroded. At the inside of the
carried away. most. curve, soil accumulates.

Summary
As water in a ri er flows fast, the
rushing water erodes the ground,
Deep
Deep
picks up sediments from the riverbed V-shaped
V-shaped
and carries them downstream. This Valley
Valley

process makes the river channel

deeper and wider over time. The
ri er tends to slow down as it flows
into the ocean or lake. When the
river slows, sediments are dropped
and deposited at mouths of the river
or in the oceans. Slowly sediments Delta
Delta
build up into a landform such as
a delta or beach. The dropping of
sediments moved by water, wind
and ice is called deposition.
Erosion and deposition occur in the
river.

30
Lesson 4 Other Causes that Change
the Earth’s Surface
Weathering and erosion cause the changes on the surface of the
arth. Are there any other causes that change the arth s surface

What else changes the surface of the Earth?

Activity : Changes of mountain

What to Do: What causes the change

1. Draw a table like the one shown below. to the mountain? Wind?
Water? Glacier? mmm….
How does the mountain change?

2. Study the pictures below. Both are the pictures of the same
mountain taken over time.
3. Compare the two pictures and record how the mountain
has changed in your exercise book.
4. Share your ideas with your
classmates. Discuss what causes the The mountains in
the pictures are the
change to the surface of the Earth.
same mountain but
they look different!

Photo taken in 1973 Photo taken in 1982

31
 Summary
The surface of the Earth rapidly changes. Some of these changes are
caused by earthquakes, volcanoes and landslides.
Earthquakes
An earthquake is the shaking
of the arth s surface. hen
earthquakes occur, they can
change the shape of mountains.
The land is lowered in certain
areas. Cracks appear on the
ground. Earthquakes may create
mountains and valleys.
Earthquakes cause cracks on the ground.
Volcanoes
A volcano is an opening
(usually in a mountain) on the
Earth's surface which allows hot
magma, volcanic gas and ash to
escape. After a volcano erupts,
the shape of the mountain will
change. A new mountain, a large
bowl-shaped hole in the ground A lake is formed after a volcanic eruption.
or lakes may be formed.
Landslides
A landslide is the rapid
downhill movement of large
amount of rock and soil. Heavy
rains, earthquakes and volcanic
activities often cause landslides.
Parts of mountains and hills are
destroyed by landslides.

Parts of a mountain and a town destroyed by landslide.

32
 m ary
Sum 2.1 The Changes of the
and
ise
Summary Earth’s Surface
c
Exer

Breaking Apart of Rocks

Weathering is a process where rock is broken down into smaller pieces overtime.

Wind, water, ice, chemicals and living things are causes of weathering.

An arch of rock is the result A rock wall is damaged by A plant slowly grows into
of rock being weathered by acid rain. cracks in rocks.
wind.

Carrying Away of Sediments Deep

Deep
V-shaped
V-shaped
Valley
Valley
Erosion is the movement of sediments from one
place to another caused by water, wind and ice.

The dropping of sediments moved by water, wind

and ice is called deposition.
Delta
Delta

Erosion and deposition occur in the river.

Erosion and depostition in the river

Other Causes that Change the Earth’s Surface

Rapid changes to the surface of the Earth are caused by earthquakes, volcanoes
and landslides.

An earthquake is the shaking of the ground caused by the sudden movement of

the arth s surface.

A olcano is an opening in the arth s surface which allows hot magma, olcanic
gas or ash to escape.

A landslide is the rapid downhill movement of a large amount of rocks and soil.

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 Sum
mary
and

Exer
cise
Exercise 2.1 The Changes of the
Earth’s Surface
2
Q1. Complete each sentence with the correct word.
(1) The process where a rock is broken down into smaller pieces over time is
called _________.
(2) Erosion is mainly caused by water, ___________ and ice.
(3) The rapid downhill movement of a large amount of rocks and soil is called a
_____________.
The shaking of the ground caused by the sudden mo ement of the arth s
surface is called an ____________.

Q2. Choose the letter with the correct answer.

(1) Which of the following is the best explanation of erosion?
A. Erosion is the process of dropping rocks.
B. Erosion is the movement of sediments from one place to another.
C. Erosion is the process of breaking down rock.
D. None of the above.

(2) What are the small pieces of rocks that are broken down by weathering
called?
A. Glacier
B. Carbon dioxide
C. Acid rain
D. Sediments

Q3. Answer the following questions.

(1) What are the causes of weathering? List at least three.
(2) Study the picture on the right and explain how acid rain
affects the rock wall.

Q4. What changes would be observed when a volcano erupts?

34
2. Formation of Rock
❷ Layers and Rocks
Lesson 1 Cross Section of a Cliff
hen we look at a cross section of a cliff, we find the striped
patterns.

Why does a cross section of a cliff have the

stripe pattern?

Activity : Observing a cross section of

a cliff
What We Need:
tape measure, hand lens, shovel
What to Do:
1. Go to a cliff, road cuts or river
banks near your school. Don’t climb the
2. Observe the cross section based on the following points: cliff! Be careful
(1) Colour of each layer of falling rocks!

(2) Components and properties of each layer

3. Sketch the cross section and record your observations in
your exercise book.
4. Share your ideas with your classmates. Discuss why a
cross section of a cliff has striped patterns.

35
 Result
We found out that there are Gravels
many different layers on the
cross section of a cliff. Each
layer had different colours. Some
are pale or dark grey and some
Sand
are khaki(dull brownish yellow).
Each layer has different size and
types of materials. Some layers
consists of clay and sand. Others
Clay
consist of sand and small rocks.
Each layer has different size and colour of materials.
Summary
The striped patterns of the cross section are formed with many layers that
consist of materials such as gravels, sand, volcanic ash, or silt known as
sediment. Each of the sediment has a different colour. This makes the
cross section appear in different colours, forming striped patterns. The
horizontal layers of sediment are called strata. In nature, strata come in
many layers.

These are different

types of strata. Why
do they look different?

36 Different types of strata

Lesson 2 Formation of Strata
Strata come in many layers. Each layer of strata consists of different
materials such as gravels, sand and silt.

How are strata formed?

Activity : Making a model of strata

Can you guess

What We Need:
how strata are
soil with gravels, sand and formed?
clay, clear plastic bottle,
water,
What to Do:
1. Pour soil and water into a
plastic bottle. Fasten the bottle
cap and shake it well.
2. After shaking, leave it for a while until the water
becomes clear.
3. Observe the soil in the bottle and sketch your
observations in your exercise book.
4. Share your ideas with your classmates. Discuss how
layers of soil are formed.

Do you Making a model of Strata

remember how
a river works?

37
 Result Smaller size
of sediment

We found out that

some layers can
be observed. The
different sizes and
colours of sediments
are deposited and Larger size
of sediment
divided into layers
of gravels, sand and
clay.

Summary Layers of soil

Strata are formed by works of flowing water or ri ers. Sediments such as

gravels, sand and soil are carried by rivers to the ocean or lakes. As rivers
slow down, sediments are deposited at the bottom of the oceans and lakes
as layers, and are divided into different sizes. When weathering, erosion and
deposition processes are repeated over time, strata are formed.

Weathering
Erosion
Deposition

Strata

Formation of strata with works of water

38
Lesson 3 Formation of Sedimentary
Rock
A sedimentary rock is formed by sediments such as minerals, sand,
mud and even fossils.

How are sedimentary rocks formed?

Activity : Making a model of

sedimentary rock
What We Need:
syringe with the end cut off,
two paper cups, sugar,
sand, water, spoon, tissue
What to Do:
1. Pour a spoonful of sand
into the paper cup.
2. Add 5 spoonfuls of sugar and a spoonful of
water in another paper cup and stir it until it is
dissolved.
3. Pour the sugar water mixture slowly into the
cup of sand until it is moistened. Pour off any
excess water.
4. Fill the syringe with the sand and compress
h your finger or he alm o your hand o
squeeze out any air.
5. Carefully push the sand out onto the
piece of paper and observe what
happens to the sand.
6. Share your ideas with your
classmates. Discuss how a rock is
formed.

39
 Summary
A sedimentary rock is formed from layers of sediments called strata, usually
at the bottom of rivers, lakes and oceans.
As thick layers of sediments build up over millions of years, the weight of the
upper layers press the sediments at the bottom.
The pressure forces out the Sediments are
water and slowly turns the transported by
o ng a er
sediments into sedimentary
rocks. Sedimentary rocks may
contain fossils of animals and
plants.
There are different types of
sedimentary rocks such as
siltstone, shale, sandstone, Sediments are
deposited on the
conglomerate and limestone. bottom of the ocean.
Sedimentary rocks can be
classified based on what they Increasing
pressure
are made of and how they are
formed.
Formation of sedimentary rock

Shale Sandstone Conglomerate Limestone

Shale is formed from Sandstone is formed Conglomerate Limestone is formed

mud. from grains of quartz is formed from from the remains
in sand. different size of of shells, corals,
pebbles cemented planktons and other
together with sand marine animals.
and dissolved
minerals.

40
 m ary
Sum 2.2 Formation of Rock Layers
and
ise
Summary and Rocks
c
Exer

Cross Section of a Cliff

The strata are the horizontal layers of sediments.

The striped patterns of the cross section of a cliff are

formed with many layers that consist of materials
such as gravels, sand, volcanic ash or silt known as
sediment.

Each of the sediment has a different colour. This

makes the cross section appear in different colours, Strata
forming striped patterns.

Formation of Strata Weathering

Erosion
Strata are formed by works of flowing water. Deposition
. Sediments that are eroded by flowing water
are transported to the ocean or lakes.
2. Sediments are deposited at the bottom of
ocean and lakes as layers and are divided
into different sizes.
3. When weathering, erosion and deposition Formation of strata by works of water

processes are repeated over time, strata

are formed.

Formation of Sedimentary Rocks

A sedimentary rock is formed from layers of sediments usually at the bottom of
rivers, lakes and oceans.

The pressure due to the weight of the upper layers forces out the water and
slowly turns the sediments into sedimentary rocks.

There are different types of sedimentary

rocks such as siltstone, shale, sandstone,
conglomerate and limestone.
Sandstone Conglomerate

41
 mary
Sum 2.2 Formation of Rock Layers
and
cise
Exercise and Rocks
Exer

Q1. Complete each sentence with the correct word.

(1) The horizontal layers of sediments are __________.
(2) The rock that is formed from layers of sediments is called ___________ rock.
(3) Strata are formed by works of _____________ water.

Q2. Choose the letter with the correct answer.

(1) Study the picture of a cross-section of a cliff. Why does
it have striped patterns?
A. Because different layers have different colour and size of sediments.
B. Because all layers have same colour of sediments.
C. Because all layers have same size of sediments.
D. Because different layers have different smells of sediments.

(2) What type of sedimentary rock is formed from remains of shells, corals,
plankton and other marine animals?
A. Shale
B. Conglomerate
C. Limestone
D. Sandstone

Q3. Study the diagram on the right that shows formation

A
of strata with works of water. What is the name of the
process of dropping sediments mo ed by flowing water
caused at place A?

Q4. Answer the following questions.

(1) Sedimentray rocks are formed at the bottom part of the thick layers
of sediments. Why do sedimentary rocks not formed at the top part of
sediments?
(2) There are several kinds of sedimentary rocks. How are the sedimentary rocks
classified

42
 Chapter 2
Science Extras

hen electricity is cut off during natural ha ards, such as floods,

earthquakes and landslides, there is a simple way to produce electricity
using another source and that is by using a charcoal.

Let’s make a charcoal cell for natural hazard!

1. Soak newspaper 2. Wrap the newspaper around the charcoal except

properly in the salt the two ends.
solution.

3. Completely cover the newspaper with a sheet 4. Connect one of the

of aluminum foil carefully. (Make sure the wire from the lamp to
aluminum foil does not touch the charcoal.) the aluminum foil and
the other wire to one
end of the charcoal.

43
 Chapter Test

2. Change and Formation of Land

Q1 Complete each sentence with the correct word.
(1) The process by which eroded material drops or settles is called
___________.
(2) A sedimentary rock formed from mud is ___________.
An opening in the arth s surface which allows hot magma, olcanic
gas or ash to escape is a __________.

Q2 Choose the letter with the correct answer.

(1) What is sediment?
A. Decaying plant or animal material.
B. The process of rocks being broken down and carried away.
C. The top layer of the soil.
D. Bits of rock, sand and silt caused by weathering of rocks.

(2) What happens when glaciers slowly move down a mountain?

A. The glaciers cause no change.
B. The glaciers melt and form giant lakes.
C. The glaciers cause erosion by taking sediments and moving them
somewhere else.
D. The glaciers melt and freeze.

hich of the following is a rapid change in the arth s surface

A. Deposition
B. Erosion
C. Weathering
D. Landslide

(4) How do plants weather rocks?

A. When the leaves dissolve the rocks.
B. When roots grow into cracks of rocks and expand the rocks.
C. When the plants moves water from the roots to the leaves.
D. When water in the leaves evaporates.

44
Q3 (1) A student took this picture on the right
during a holiday trip. What process has
made the rock to look the way it is?
_______________________________

(2) Explain how freezing water can cause the weathering of rocks.
_____________________________________________________
_____________________________________________________

(3) The diagram below shows a river. Points A and B are locations on
the banks of the river. What process is occurring at locations A and
B?
Position A: ______________
Position B: ______________

A B

Q4 (1) A group of students studied rocks. They

collected different samples of sedimentary
rocks. One of the rocks had different size of
pebbles that got cemented together with sand
and dissolved minerals. What is this rock
called? _____________________

(2) Why do sedimentary rocks appear in strata?

_____________________________________________________
_____________________________________________________
_____________________________________________________

45