National

Papua New Guinea

Department of Education
Issued free to schools by the Department of Education

First Edition

Published in 2019 by the Department of Education, Papua New Guinea.

© Copyright 2019, 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 978-9980-905-14-7

Acknowledgements
The Grade 4 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 also 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 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 4

Papua New Guinea

Department of Education
Minister’s Message

Dear Grade 4 Students,

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

Government of Papua New Guinea through the Department of Education has been
giving priority to improve students’ learning in the area of Science for many years. I
would like to thank the Government of Japan for its support in improving the quality of
learning and education for our children in PNG.

This Science Textbook was developed by our very own Curriculum Officers, Textbook
Writers and pilot teachers who have worked together with the Japanese specialists for
three years to complete this Textbook. I believe this is the best national textbook for
Grade 4 students in PNG because it is comparable with international standards.

I am excited about this Textbook because it contains a lot of exciting student centered
topics and activities for science recommended for learning in Grade 4. You will find many
photographs, illustrations, charts and diagrams that are based on PNG context and are
interesting and exciting for learning. I hope this textbook will motivate you to explore
more because Science is about learning what, why and how things work in everyday life.

Students, Science is a very important subject because it allows you to make your own
predictions, carry out experiments to test your predictions and find solutions for your
predictions. This will then challenge you to find ways of improving your learning using
the Science as Inquiry approach. Science is about everything – everywhere and by using
the inquiry approach you will enjoy learning many things that happen around you every
day. You will learn about why things move, how plants grow, why we have days and
nights and many more interesting things that happen. In addition, Science processes will
help you become an independent learner and empower you to become a scientist in the
future to solve problems relating to life in PNG and anywhere else in the world.

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

I wish you a happy and fun learning experience with this Grade 4 Science Textbook.

Hon. Nick Kuman, B.ApSci.UWSyd, MP

Minister of Education
Message from the Ambassador of Japan
Greetings to Grade 4 Students of Papua New Guinea!

It is a great pleasure that the Department of Education of Papua New Guinea and the
Government of Japan worked together to publish 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 national land 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 knowledge you obtained and play
an important role in realizing such potential.

I am honoured that, through the publication of this textbook, Japan helped your country
develop science education and 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
Secretary’s Message
Dear students,

This is your Science Textbook that you will use in Grade 4. 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 lifting heavy coffee bags
onto a vehicle, travelling long distances to fetch water and trying our best to make our
food plants grow during dry seasons. These situations are real and they contribute to the
way we live. By learning Science through this textbook, it will help you address real-life
problems.

This Textbook provides you with a variety of science activities and ideas that are
interactive. It allows you to learn with your teacher or on your own as an independent
learner. The activities are designed in a way that a problem is given and you as the
learner will have to solve the problem using the different scientific skills such as making
predictions, measuring, recording data and communicating results. These are important
tools needed to understand the concepts given in each chapter or topic and are applied
in solving science problems. In addition, science process skills will help you to make
decisions that will benefit you, your family, your community, province and the country to
improve the standard of living in PNG in the 21st Century and beyond.

I encourage you to enjoy learning Science and think like a young Scientist who is
competent to solve problems and issues that are happening in the community, country
and the world today.

I wish you all the best in studying Science using this Textbook.
 Content
Chapter 1 . Living Things in the Environment
❶ .1. Relationship among Living Things .............. 11

Chapter 2 . Life Cycle of Plants 1

❷ .1. Stages of Life Cycle of Plants 1 ................... 23

Chapter 3 . Soil for Human Beings

❸ .1. Soil and Human Beings ............................... 27

Chapter 4 . Life Cycle of Plants 2

❹ .1. Stages of Life Cycle of Plants 2 ................... 41

Chapter 5 . Properties of Matter

❺ .1. Characteristics of Air .................................... 45

Chapter 6 . Observing Weather

❻ .1. Weather Descriptions and Changes ............ 59

Chapter 7 . Life Cycle of Plants 3

❼ .1. Stages of Life Cycle of Plants 3 ................... 71

Chapter 8 . Electricity 1
❽ .1. Electricity in Our Life .................................... 75
❽ .2. Function of Electricity ................................... 81

6
Chapter 9 . Life Cycle of Plants 4
❾ .1. Stages of Life Cycle of Plants 4 ................... 95

Chapter 10 . Life Cycle of Animals

.1. Stages of Life Cycle of Animals ................. 105

Chapter 11 . Sound
.1. Properties of Sound ................................... 119

Chapter 12 . Matter Change

.1. Physical and Chemical Changes in Matter 133
.2. States of Water ........................................... 143

Chapter 13 . Water on the Earth

.1. Water in Natural World ............................... 159
.2. Water and Human ...................................... 169

Chapter 14 . Structures and Movement of Human

.1. Bones and Muscles ................................... 181

Chapter 15 . The Moon

.1. Moon in the Sky.......................................... 197

Chapter 16 . Force and Motion

.1. Describing and Measuring Motion ............. 209
.2. Machine and Its Work ................................ 217

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 in 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 of this textbook

Each symbol gives you an attention about:
: Key question in the lesson.
: Activity that you will try.
: Discussion question with your friends.
: Caution and warning.
: Try it!
8
with this Textbook
Learn about nature, learn from nature
 Findings
3 • Present and share your findings to your
friends.
• Discuss with your friends 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

Living Things in
the Environment

We have learnt that living

things use non-living
things to survive.

What is this clownfish

doing? Do living things
use only non-living
things to survive?
1. Relationships among
❶ Living Things
Lesson 1: “Animals and Plants in
the Environment”
Animals and plants are living things. Living things survive and
grow together in their environment in many ways.

How do animals depend on plants in the

environment?

Activity : Animals depend on plants

What to Do:
1. Draw a table like the one shown below.
Ways animals depend on plants

2. Make a list of ways that animals depend on plants in the table.

3. Share your ideas with your classmates. Talk about how animals
depend on plants.

Look at the animals in the

pictures. What are they doing?

How do these
animals use
plants?
11
 Summary
Animals depend on plants for food,
shelter and breathing.
Food
Animals get the energy they need
from food. Many animals eat plants
to get energy. Cows and goats eat
grass or leaves. Some birds eat
fruits found on plants.
A horse is eating leaves to get energy.
Shelter
Some animals use plants for their
shelter. A shelter is a place where
animals can be safe. Some animals
use a hole in a tree. Some animals,
like birds use plant parts to build
nests. Others find shelter at the
base of trees and under roots or
leaves. Some animals find shelter in holes of trees.

Breathing
Animals depend on plants for
breathing. Animals use the
oxygen given off by plants to
breathe. Oxygen is one of the
gases found in the air. It has
no colour, taste or smell and
is necessary for life. Without
oxygen, animals cannot survive.
A bird builds a nest on a tree.

12
Lesson 2: “Animals in the
Environment”
Animals depend on plants in many ways. Do animals depend
on other animals?

How do animals depend on other animals?

Activity : Animals depend on other

animals
What to Do:
1. Draw a table like the one shown below.
Ways animals depend on other animals
Look at the animals
in the pictures. What
are they doing?

2. Make a list of ways on how animals depend on

other animals in the table.
3. Share your ideas with your classmates. Talk
about how animals depend on other animals.

A bird stands on
a buffalo and a
crocodile is eating
a fish!

13
 Summary
Animals depend on other animals in many ways. Animals get energy
by eating food. Some animals eat other animals as food to grow and
survive. In water, large fish eat small fish. Some animals get energy
by eating animals that eat plants.

A large fish gets energy by eating a small fish. A lion is eating a zebra.

Some animals live together to survive. For example, one kind of bird
picks out tiny bits of food stuck between the crocodile’s teeth. The bird
gets food from the crocodile’s teeth and the crocodile keeps its teeth
clean. In the sea, some fish use other animal’s body as a safe shelter.
The fish can protect themselves from being attacked by other fish.

A bird finds food on the teeth of the crocodile. It A clownfish uses other animals (Sea
keeps the crocodile's teeth clean and healthy. anemones) for shelter.

14
Lesson 3: “People and Living
Things”
Animals depend on plants and other animals to survive and
grow in many ways. How about people? Do people depend on
other living things?
How do people depend on other living things
to survive?

People depend on living

Activity :
things
What to Do:
1. Draw a table like the one shown below.
Ways people depend on living things

2. Make a list of ways people depend on living things in the table.

3. Share your ideas with your classmates. Talk about how people
depend on living things.

Look at the pictures.

People are living How do people use
things. What do people plants and animals?
need to survive?

15
 Summary
People depend on other living things to
survive and grow in many ways such
as ; food, shelter, furniture and clothes.
Food
People need to get energy by eating
food. Food comes from plants and
animals. People eat plants such as
vegetable and fruits. They also eat
animals such as pig, chicken and fish.
Shelter and Furniture People eat animals to get energy.

People also need shelter and furniture. They build their houses by
using plants. Wood is used to make furniture.

A traditional house in PNG is made from plants. Desks in schools are made from wood.

Clothing
People use plants and animals for
clothing. Some clothings are made
from plant parts. Others are made
from animal skin or fur.

People use plants and animals for ethnic

costumes.

16
 m ary
Sum 1.1 Relationships among
and Summary Living Things
cise
Exer

Animals and Plants in the Environment

Animals depend on plants in many ways for food, shelter and breathing
to survive.
Food Shelter Breathing

A horse eats grass to get Some animals use holes in Animals breathe in oxygen
energy tree trunks as shelter given off by plants

Animals in the Environment

Animals depend on other animals in many ways.
Some animals eat other animals as food.

A large fish gets energy by eating a small A lion is eating a zebra.

fish

Some animals live together to survivie.

People and Living Things

People depend on living things to survive and grow in many ways such
as ; food, shelter, furniture and clothing.

17
 m ary
Sum 1.1 Relationships among
and
c ise
Exercise Living Things
Exer

Q1. Complete each sentence with the correct word.

(1) A sheep eats grass to get its ___________.
(2) Animals breathe in _________ given off by the plants.
(3) Some animals use the hole in tree trunks as ________.
(4) A frog gets its energy when it eats the grasshopper as ________.
(5) A kind of bird cleans the teeth of the crocodile when it eats the
_______stuck between the crocodile’s teeth.
Q2. Choose the letter with the correct answer.
(1) Which is not an example of the way people use living things for their
survival?
A. Bush hut
B. Cooked taro
C. Woven-leaf baskets
D. Boiling water for cooking
(2) Which of the following is not an example of “Animals depending on
other animals“?
A. Frogs lay eggs inside the water.
B. The clown fish gets protection from the sea anemone.
C. An eagle eats frogs, fish and snakes.
D. Birds eat food stuck in a crocodile’s teeth.
Q3. Answer the questions below.
Study the picture on the right and answer
the questions.
(1) What does the bird eat from the skin
of the buffalo?
(2) What does the buffalo get when the
bird stands on it?
Q4. What are some ways in which your local people depend on living things
to survive?

18
 Chapter 1
Science Extras

What is the shrimp doing at the mouth of the

fish?
Basically, fish eat shrimps as food to get energy. Look at the picture
below. Is the fish trying to eat the shrimp? The answer is "No". In fact,
the shrimp is cleaning food wastes from the teeth of the fish, so the
fish keeps its mouth open. It is impossible for the fish to remove the
food wastes since they do not have hands. Such shrimps also remove
not only food wastes but also eat tiny animals living on the fish body
that would cause diseases for the fish. As the picture shows, they
depend on each other. The shrimp enjoys food that is easy to get and
the fish becomes more comfortable and healthy.

The shrimp is removing food waste from the teeth of the fish.

19
 Chapter Test

1. Living Things in the Environment

Q1 Complete each sentence with the correct word.
(1) Animals depend on plants for food, shelter and _________.
(2) Some animals eat other animals as _______ to grow and survive.
(3) People build their __________ by using plants.

Q2 Choose the letter with the correct answer.

(1) Which of these sentences is about animals depending on plants for
shelter?
A. It is the only place where animals can be safe.
B. Animals get the energy they need from food.
C. Some animals use holes in trees.
D. Animals use the oxygen given off by plants.

(2) ‘Some animals get energy by eating plant-eating animals.’

According to this sentence, which of the following is a plant-eating
animal?
A. Grasshopper
B. Gecko
C. Spider
D. Shark

(3) Which list shows the ways people depend on living things?
A. shelter, furniture and space
B. clothes, food and furniture
C. light, space and air
D. food, shelter and light

(4) Which of these sentences is about animals getting energy from

plants?
A. Goats eat soil blocks containing salts and minerals.
B. People use oxygen given off by plants to breathe in.
C. Sharks get strength by eating small fish.
D. Small fish eat sea weeds in the sea.

20
Q3 (1) The crocodile and the bird live together
for their survival. How do they help each
other?
________________________________
________________________________

(2) Look at the picture on the right and

explain how people depend on other
living things.
________________________________
________________________________

(3) Look at the picture on the right and

explain how animals depend on plants.
________________________________
________________________________

Q4 (1) Give examples of how animals depend on other animals.

For food: _____________________________________________
Living together to survive: ________________________________

(2) If there are no other living things in the world, what problems will
people face?
_____________________________________________________
_____________________________________________________

21
 Chapter 2

Life Cycle of
Plants 1

We learnt that plants

What is this?
are living things.
It looks like a seed
How do they grow?
of a plant.
2. Stages of Life Cycle of
❶ Plants 1
Look around us We can find many different types of plants.
Let’s observe how plants grow.

Lesson 1: “Seeds”
We can find different kinds of seeds. But, what is a seed? Let’s
observe seeds

How do seeds look like?

Activity : Observing seeds

What We Need: When you observe

different kinds of seeds a seed, how can you
describe it?
What to Do:
1. Observe different kinds of seeds
and draw pictures of the seeds in Date:
your exercise book. Name of seeds:
Drawing
2. Write the properties of the seeds
such as ; size, colour or shape in
your exercise book.
3. Think about how the seeds grow
and record your prediction in your
What you found:
exercise book.
4. Share your ideas with your
classmates. Talk about the
properties of the seeds and your
predictions.

23
 Summary
All plants grow, change and
finally die. The series of
changes that a plant goes
through during its life is called
the life cycle of plants. The
life cycle of most plants start
Avocado Papaya
from seeds. A seed is the (Pawpaw)
part produced by plants from
which a new plant grows.
There are many kinds of
seeds. They have different
properties.
Water melon Apple
We can observe plant growth
by planting seeds. Different types of seeds

Try it!

s s s
• Prepare tomato seeds,
wer t and s il.
• t s il in the wer t. How can we grow seeds
• Place seeds in the soil well? Let’s discuss and
and then cover the seeds make a plan in class!

with soil.
• Continue to care for and
observe the seeds.

24
 Chapter 2
Science Extras

A growing seed under the ground

Plant seeds will grow and change little by little in the ground. After
a few days, remove the soil above the seed gently and observe the
seed. What changes can you find?

Tomato seed

Let's observe what

happens to the
seeds in the soil.

What is the white part

coming out from the
seed?

25
 Chapter 3

Soil for Human

Beings

There are a lot of rubbish

on the soil. What are they
doing?

We have learnt that

plants and animals use
soil. People also use soil
in their lives...
3. ❶ Soil and Human Beings

Lesson 1: “Uses of Soil for People”

Plants and animals depend on soil to grow and survive. How
about people? How do we depend on soil in our lives?

How do we use soil in our lives?

Activity : Finding uses of soil

What to Do:
1. Draw a table like the one shown on
Uses of soil

the right.
2. Write down how people use soil in
their daily lives in the table.
3. Share your ideas with your classmates. Talk about how people
use and depend on soil.

Plants and animals

depend on soil for food,
space and shelter!
How about people?

27
 Summary
Soil is important for people. People
depend on soil for their daily lives.
They use soil in many ways.
Agriculture
People use soil for growing plants.
People grow vegetables or crops
for food. People plant trees to get
wood for making furniture or paper.
Building
People use soil for agriculture.
People build houses and buildings
on soil. Soil can also be used for
building materials such as bricks
or concrete.
Arts and Crafts
Soil is used for making pottery that
can create kitchen goods such as
pots, vases and bowls. People
also use soil for artwork such as a
sculpture. People use soil for making artworks.

fi s
A lot of garbage that people throw
away goes to a fi . Landfills
are areas for proper disposal of
wastes. Soil is used to bury them.

People use soil to bury garbage.

28
Lesson 2: “Soil Pollution”
Soil pollution is the addition of harmful materials to the soil.
Why do soil pollution happen?

What causes soil pollution?

Activity : Finding the causes of soil

pollution
What to Do: Causes of soil pollution
1. Draw a table like the one shown
on the right.
2. Study the picture below.
3. Write down what causes soil pollution in the table.
4. Share your ideas with your classmates. Talk about the causes of
soil pollution. What kinds of harmful
materials can you
find?

Who causes
soil pollution?

29
 Summary
Soil pollution occurs when people
carelessly introduce harmful
materials which are not naturally
produced and cannot be broken
down by nature. These harmful
materials remain in the soil and
pollute it. Soil pollution is often Waste and garbage cause soil pollution.
caused by human beings in many ways.
Waste Disposal
Waste is one of the causes of soil pollution. When people carelessly
throw away waste or garbage from factories or homes on soil other
than a landfill, oil and toxic or harmful materials leak from the waste or
garbage into the soil. These pollute the soil.
Agriculture
People often use chemicals such as fertilisers or insecticides for
growing vegetables or crops. If people overuse these chemicals, they
remain in the soil and pollute it.
Mining
Mining may cause soil pollution too. Mining uses huge amounts of
chemicals to take out minerals from the soil and produces harmful
wastes. If a mine does not dispose its wastes correctly the wastes
pollute the soil. In fact, two billion
tones of untreated mining wastes
from the Ok Tedi Mine in the
Western Province of PNG has
been carried by Fly River between
1984 and 2013. The waste widely
polluted the soil along the river.
Poor management of waste disposal in mines
may cause soil pollution.
30
Lesson 3: “Effects of Soil Pollution”
Living things depend on soil in many ways. How does soil
pollution affect living things in the environment?

What are the effects of soil pollution on living

things?

Activity : Effects of soil pollution

What to Do:
1. Draw a table like the one
Effects of soil pollution on living things
shown on the right.
2. Write down your ideas on how
soil pollution affects living
things in the table.
3. Share your ideas with your classmates. Talk about the effects of
soil pollution on living things.

Can you guess what will

happen if soil is polluted
Do you remember how
by harmful materials?
plants, animals and
people depend on soil?

3_1_L3_A　修正 31
 Summary
Soil pollution affects plants, animals
and human beings in many ways.
Effect on Plants
The harmful materials in the soil
can decrease soil fertility. Plants
cannot grow well in polluted soil.
If plants grow in polluted soil,
they absorb much of the harmful
materials. These materials can
Plants cannot grow in polluted soil.
cause plants to die.
Effect on Animals
The harmful materials in the soil
harm animals that live on it. They
cannot live in polluted soil and may
lose their habitat. Some animals
eat polluted plants. These harmful
materials can cause animals to get
sick and die.
Effect on Humans Soil pollution causes animals to get sick.

Soil pollution can have negative

effects on human health. If people
eat the polluted crops and plants
as food, it causes illness such
as cancer and skin diseases.
Landfills also come with serious
problems like very bad smell if it is
not maintained well. Such landfills
breed rats, mice and insects that
Landfills cause bad smell.
carry diseases.
32
Lesson 4: “Preventing Soil
Pollution”
Soil pollution causes problems for living things in the
environment. How can we protect the soil from pollution?

How can we help prevent soil pollution?

Activity : Protecting soil

What to Do:
1. Draw a table like the one Ways to prevent soil pollution
shown on the right.
2. Write your ideas on how you
can prevent soil pollution in
the table.
3. Share your ideas with your classmates. Talk about how to
prevent soil pollution.

Do you remember How can we

what causes soil prevent the causes
pollution? of soil pollution?

33
 Summary
Harmful materials which cause soil pollution
cannot be broken down in nature. People must
take care of them to prevent the leakage of
harmful materials from wastes and the overusing
of chemicals in farming. This prevention is not
only for certain people but also for you too! Here
are some good ideas to prevent soil pollution.
1. Put garbage in correct places We should put garbage in
specific places.
Do not throw garbage or rubbish on the
ground. We should put garbage in correct
places.
s s
The greatest way to prevent soil pollution
is in the three R's; “Reduce wastes”, Newspaper can be turned into new
“Reuse wastes” and “Recycle wastes”. We paper.

must minimise the amount of waste. We

can use something over and over again.
Some wastes can be recycled to make
new things.
3. Pick up rubbish
When we find rubbish on the ground,
we must pick it up and always keep our Pick up rubbish and keep our
environment clean
environment clean.
4. Use compost as fertiliser
We can recycle natural wastes. A compost is a
mixture of naturally decaying plants and animals.
It is a nutrient-rich, natural alternative to chemical
Compost can improve
fertilisers for farming. The use of compost soil health.

prevents overuse of fertilisers.

34
 m ary
Sum
and Summary 3.1 Soil and Human Beings
cise
Exer

Uses of Soil for People

Soil is important for people. We use soil in many ways for agriculture,
building, arts, crafts and landfills.

Soil Pollution
Soil pollution is the addition of harmful materials to the soil.
Soil pollution happens when people introduce harmful materials directly
or indirectly into the soil.
It is caused by:
1. Careless disposal: for example, throwing away wastes or garbage.
2. Agriculture: for example, overuseing fertilisers or insecticides.
3. ining: for example, carelessly disposing of wastes.

Effects of Soil Pollution

Soil pollution affects plants, animals and human beings in many ways.

It can cause plants to die. It can cause animals to get It can cause negative effects
sick and die. on human health.

Effects of Soil Pollution

Soil pollution can be prevented in many ways;
1. Put garbage in specific places.
2. 3R's - Reduce, recycle and reuse waste.
3. Pick up rubbish.
4. Use compost and prevent overuse of fertilisers.

35
 m ary
Sum
and
e
Exercise 3.1 Soil and Human Beings
Ex ercis

Q1. Complete each sentence with the correct word.

(1) Soil is used for making ________ that create kitchen goods such as
pots and bowls.
(2) Soil ________ is the addition of harmful materials to the soil.
(3) The area where garbage is placed in the land is called ______.
(4) A mixture of naturally decaying plants and animals is called
_________.

Q2. Choose the letter with the correct answer.

(1) Which of the pictures most likely shows soil being polluted?

A B C D
(2) Which of these sentences is correct about the effects of soil
pollution?
A. Soil pollution causes plants not to grow well.
B. Soil pollution does not cause skin diseases.
C. Soil pollution helps animals to grow well.
D. Soil pollution produces good smell.

Q3. Answer the questions below.

(1) Give two examples of the importance of soil for human beings.
(2) Give two examples of the causes of soil pollution.

Q4. How can we help prevent soil pollution? Write down two ways.

36
 Chapter 3
Science Extras

How do we use sand to make our lives easier?

Sand is a type of soil. How do we use sand to make our live easier? If
you heat sand long enough to melt, you can change it into glass. Glass
is useful for us because it is used for many things such as glass cup,
window of houses and eyeglasses. Glassmakers put sand and some
minerals into hot oven to melt it. Then they can shape and mold it to
make glass cup, windows and other useful things.

Sand change into glass when enough heat is added.

37
 Chapter Test

3. Soil for Human Beings

Q1 Complete each sentence with the correct word.
(1) Soil ________ occurs when harmful materials remain in the soil.
(2) Soil pollution affects plants, ________ and human beings in many
ways.
(3) ________ is a mixture of naturally decaying plants and animals.

Q2 Choose the letter with the correct answer.

(1) What cause of soil pollution produces large holes in the ground to
remove natural resources?
A.Garbage
. andfills
C. Mining
D. Factories

(2) Which of the following is not a way to prevent soil pollution?

A. Prepare dust bins or rubbish boxes to collect garbage.
B. Use pesticides to kill harmful insects in crops.
C. Minimise the amount of waste.
D. Use compost as fertilisers.

(3) Which of the following is not included in the phrase 3 ’s to protect

soil?
A. Reuse
B. Recycle
C. Research
D. Reduce

38
Q3 For question (1), refer to the table below.
Rubbish Collected
1. sheets of paper
2. plastic bottles
3. old tyres
4. tin cans

s. Noel’s class collected rubbish in school.

The table above shows the items they collected.
(1) Which of the following items can be recycled to help prevent soil
pollution?
_________________________________

(2) While driving, Mike throws an empty plastic bottle out the window of
his car. xplain what wise decision he should make to help prevent
soil pollution.
_____________________________________________________
_____________________________________________________

Q4 Refer to the picture below and answer the two questions.

(1) What happens to animals that live in polluted soil?

_____________________________________________________
3_1_L3_A　修正

___________________________________________________

(2) What happens to plants that grow in polluted soil?

_____________________________________________________
___________________________________________________
39
 Chapter 4

Life Cycle of
Plants 2

How does the young

A young tomato plant grow and get
plant comes out bigger?
from the soil.
4. Stages of Life Cycle of
❶ Plants 2

Lesson 1: “Sprouting”
After a few weeks, a young plant comes out from a seed.

How do young plants grow and change?

Activity : Observing young plants

What We Need:
young plants, ruler

What to Do:
1. Draw a chart like the one shown below.
Date:
How can we
Drawing observe a young
plant grow?

What you found:

We can observe the
number of leaves, colour,
size, shape, height, etc.

2. Draw the picture of the young plant on the chart.

3. Measure the height and size of the young plant with a ruler.
4. Observe the young plant and record what you found on the
chart.
5. Repeat Steps 2, 3 and 4 twice a week for a month.
6. Share your ideas with your classmates. Talk about how a young
plant grows and changes.
41
 Summary
A young plant that grows from a seed is called a
seedling. A seedling grows and changes. The
number of leaves increase and the stem grows
up. The roots also grow down. Roots of a seedling

A seedling grows and changes

Try it!

s s h
into the ground.
• Dig a hole in the ground just enough to hold
the plant’s roots.
• Carefully remove the plant from the pot so
that the plant and soil slide out together.
• Observe the roots of the plant.
• Place the roots in the ground
then are lly fill in the s il
around the roots until the hole
is filled. Let's transfer the

• Water and care for your plant.

young tomato plant
into the ground.

42
 Chapter 4
Science Extras

s
For several weeks, the tomato plant keeps growing. What changes
can you find from its leaves and stem?

What is this part of

the tomato plant?

The tomato plant

is growing and
becoming taller!

43
 Chapter 5

Properties of
Matter

We have learnt that

What are they air is a matter but we
collecting? cannot see it.
5. ❶ Characteristics of Air

Lesson 1: “Air around Us”

Air is around us but we cannot see it with our eyes.

How can we tell that air is around us?

Activity 1 : Feeling air

What We Need:
plastic bag

What to Do:
1. Catch air with a plastic bag and tie the
top of the bag tightly.
2. Toss, push, hit, move the bag and
describe what you feel.

Activity 2 : Finding air

What We Need:
plastic bottle, water, clear water container

What to Do:
1. Fill clear water container with water.
2. Tighten the cap of the empty bottle and
place it under water.
3. Open the bottle cap and observe.
4. Record what you see.

45
 Summary
We cannot see air around us. But, we can feel air by tossing, pushing and
moving a plastic bag with air. We can see air as bubbles coming out from a
plastic bottle when we open the bottle cap in water.
A bottle before opening its cap under water.

When the cap is opened, air comes out as bubbles.

e an als find air in di erent ways. e find air when the lea es trees
are moving. When we run fast, we feel air on our face as wind. Wind is
m ing air. D y ha e any idea ab t h w we an find air ar nd s

46
Lesson 2: “Properties of Air 1”
Matter takes up space. How about air?

Does air take up space?

Activity : Tissue in a glass cup

What We Need:
tissue papers, glass cup,water,
clear water container

What to Do:
1. Draw a table like the one shown below.
Wet or Dry Reason
Your Prediction

Result

2. Put squashed tissue papers at the bottom

of a glass cup.
3. Predict whether the tissue will be wet or
Squashed
dry when you turn the cup upside-down tissue
and push it completely into the water. papers

Write your prediction in the table.

4. Push the cup upside-down
completely into the water and
observe what happens to the tissue
in the cup. Record your observation
in the table.
5. Share your ideas with your
classmates. Talk about your
prediction and your observation.

47
 Result
The tissue in the glass cup did
not get wet even though the
glass cup was put upside-down
completely into the water.
The tissue in the glass cup did not get wet.

Discussion

Think about the following question;

• Why didn’t the tissue in the glass cup get wet when it was put
side d wn m letely int the water

Summary
Tissue
Air takes up space. When air takes
up space, nothing else can take up the Glass cup

same space at the same time. When the Air

cup is put upside-down completely into Water

the water, air takes up the space in the Air and water cannot occupy the same
space at the same time.
cup.
Water cannot enter the cup because air and
water cannot occupy the cup at the same time. Do you have other
examples of how air takes
The amount of space that air takes up is called up space?
the volume of air.

48
Lesson 3: “Properties of Air 2”
Air is matter. Matter has its properties. What properties does air
have?

What happens if we press air?

Activity : Pressing air and water

What We Need:
empty plastic bottles with cap, water

What to Do:
1. Draw a table like the one shown below.
Bottle filled with air Bottle filled with water
Your Predictions
Your Findings

2. Tighten the cap of an empty plastic

bottle.
3. Predict what will happen when you
s ee e the lasti b ttle filled with
air.
4. Hold the plastic bottle and squeeze it.
Write what you feel in the table. ir ater
5. Open the bottle. Fill it completely with
Compare air and water!
water and close the bottle again.
Can you infer what
6. Predict what will happen to the plastic property air has?
b ttle filled with water when y
squeeze it.
. ld the lasti b ttle filled with water and s ee e
it. Write what you feel in the table.
8. Share and talk about what you feel and how the
b ttle filled with air and water are alike r di erent.

49
 Result
When we press the bottle filled with air, we can press the bottle easily.
However, we cannot press the bottle very much at all when the bottle
is filled with water. This means that we can compress the air inside
the bottle but we cannot compress the water inside it.

A bottle filled with air A bottle filled with water

Summary
Opposing
against a
Air has the property that it can be press
compressed. When we press air it
shrinks its size. When we release the Pressing
a ball
press, air expands its size.
We use this property of air in our daily
lives. This property of air is used in a
Air in the ball opposes a pressure.
ball and tyre pump.

50
Lesson 4: “Properties of Air 3”
When we hold a stone or a book with our hand, we feel their
weight. How about air? Have you ever felt the weight of air?

Does air have weight?

Activity : Which balloon is heavier?

What We Need:
hand-made balance,
two same sized balloons
Can you guess which
What to Do: balloon is heavier?
1. Draw a table like the one shown below. Why do you think so?

What happened to the balance?

Your Prediction
Your Findings

2. Attach the balloons to each end of the balance.

3. Make the balance perfectly horizontal. Remove one balloon from

the balance and blow it up as big as possible.
. redi t what will ha en t the balan e i the in ated ball n is
attached. Record your prediction in the table.
. tta h the in ated ball n t its riginal siti n and are lly
observe what happens to the balance. Record your observation.
6. Share and talk about what you observed.

51
 Discussion

Based on your observation think about the following questions:

. D es the balan e stay balan ed r n t
. hi h ball n is hea ier hy d y think s

Summary
When we attached the in ated balloon to the balance, the balance
tilted towards the in ated balloon. This is because the in ated balloon
has air inside it and is heavier than the de ated balloon. Now, we
know that air has weight.

A balloon without air A balloon without air

A balloon without air

A balloon with air

A balloon with air is heavier than a balloon without air.

52
 m ary
Sum
and Summary 5.1 Characteristics of Air
cise
Exer

Air around us
We cannot see air but it can be found in different ways.
Wind is a moving air.
Different ways we can find or feel air
By pushing and tossing a By looking at air as bubbles By seeing air as wind
plastic bag with air in the water

Properties of Air 1: Volume

Air takes up space.
When air takes up space, nothing else can take up the same space at
the same time.
The amount of space air takes up is known as the volume of air.

Properties of Air 2: Compression

Air has the property that it can be compressed.
Air can shrink its size when it is being compressed.
This property of air is used in our daily lives to pump balls and tyres.

Properties of Air 3: Weight

Air has weight.

53
 m ary
Sum
and
e
Exercise 5.1 Characteristics of Air
Ex ercis

Q1. Complete each sentence with the correct word.

(1) ________ takes up space.
(2) ________ is a moving air.
(3) Air can be _________ causing it to shrink its size.
(4) The amount of space that air takes up is the ________ of air.

Q2. Choose the letter with the correct answer.

(1) Which of the following is not true about the property of air?
A. Air has volume.
B. Air has weight.
C. Air has shape.
D. Air can be compressed.
(2) Willie placed a tissue into a cup and pushed the cup upside-down
completely into a bowl of water. What would happen to the tissue in
the cup?
A. The tissue will get wet.
B. The tissue will be partly wet.
C. The tissue will not get wet.
D. The tissue will oat in the bowl of water.

Q3. Air can be compressed. Write down two examples of how this property
of air can used in daily life.

Q4. Look at the picture carefully. Can you describe

air as shown in the picture?

54
 Chapter 5
Science Extras

Let's make an air cannon!

1) Cut off the bottom part of the plastic bottle.
2) Cut off the balloon as shown in diagram 2.
3) Cover the bottom of the plastic bottle with the balloon.
4) Tape the balloon to the plastic bottle.
5) Pull the balloon with your hand and let go. The air will burst out!
3)

2)

1)

4)

Target a mark by shooting with the air cannon!

55
 Chapter Test

5. Properties of Matter
Q1 Complete the blank in each sentence by using the words ‘can’ or
‘cannot’.
(1) We ______ see air around us. But we ______ feel air.
(2) When air takes up space, other objects _______ take up the same
space at the same time.
(3) We _______ press the bottle filled with air. owever, we _______
press the bottle filled with water.

Q2 Choose the letter with the correct answer.

(1) Which of the following is an example of air taking up space?
A. A blown-up balloon
. eat r m a fire
C. Light from a candle
D. The sound from a guitar

(2) What is the amount of space that air takes up called?

A. Volume
B. Mass
C. Weight
D. Shape

(3) What happens when we compress air in a plastic bottle?

A. It expands its size.
B. It changes its colour.
C. It shrinks its size.
D. It disappears.

(4) What is moving air in nature called?

A. Wave
B. Wind
C. Sunlight
D. Rain
56
Q3 Steven hung two balloons of similar sizes
on each end of a balance as shown in the
diagram.
(1) What would happen to the balance if
balloon B is pricked with a pin? Balloon A Balloon B

_______________________________

(2)Explain the reason for the above answer.

_____________________________________________________
_____________________________________________________
_____________________________________________________

Q4 ow can we find air around us?

(1) Suggest ways of how to feel air.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

(2) Suggest ways of how to find air.

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

57
 Chapter 6

Observing
Weather

Does the cloud stay

Look at the sky. The here after some
clouds are covering hours?
the school.
6. Weather Descriptions and
❶ Changes

Lesson 1: “Change in the Sky”

Look at the daytime sky. We may observe the Sun and clouds
on some days. We may not observe them on other days.

How does the sky change from day to day?

Activity : Observing the sky conditions

What to Do:
1. Draw a table like the one shown below.
Date / Time

Sky conditions

2. Go outside and observe the sky. When you observe

3. Write the date, time and the sky the sky, do not look
directly at the sun!
condition in the table.
. e eat the bser ati n r fi e days.
5. Share your ideas with your classmates. Talk
about the sky conditions you observed.

The sky may be covered

with clouds on some days.
We may not observe clouds
at all on other days!

59
 Summary
Weather is the condition of the air and the sky
at a particular time and place.
Kinds of Weather
There are many kinds of weather. The sky
may be sunny, cloudy or rainy. The air may be Windy

hot or cool. It may be windy or calm.

Sunny Cloudy Rainy

Weather Changes
Weather can change from day to day. Weather can also change
throughout the day. One day the weather can be cold and sunny.
The next day it may be warm and cloudy. The weather is different at
different places. In some places it may be sunny while in other places
it may be raining.
Papua New Guinea

Sunny
Sunny

Cloudy
Sunny

Rainy Cloudy

Rainy

Map of PNG showing weather conditions.

60
Lesson 2: “Measuring Weather”
Weather can change from day to day. Weather forecasts tell us
what kind of weather is coming by measuring weather.

How can we measure weather?

Activity : Observing weather

What We Need:
thermometer, Let’s observe and
measure weather
measuring jar, ruler at about the same
What to Do: time each day.

1. Draw a table like the one shown below.

1st day 2nd day 3rd day 4th day
Weather
Temperature (°C)
Rainfall (mm)
Cloud in sky
Wind (direction/speed)

2. Set the thermometer outside in a shady area and

place the measuring jar in an open area outside.
3. Observe the weather and measure the temperature
and any rainfall. How can we
4. Observe the clouds in the sky, describe the
direction of the
the wind direction and the wind
wind?
strength as calm, breezy or strong.
5. Record your observation in the
table at the same time each day for
four days.
6. Share your ideas with your
classmates. Talk about how we
can measure weather.

61
 Summary
Weather can be measured by the weather conditions such as
clouds, temperature, precipitation and wind. When the conditions
change, weather also changes.
Clouds
Clouds can be in many different colours,
shapes and sizes. Different clouds mean
different types of weather. Sometimes clouds
are white and puffy. Sometimes they are dark
and cover the entire sky.
Different types of clouds in the sky
Temperature
Air temperature is the measure of how hot or cold air is. We can
describe air temperature as cold, warm or hot. A thermometer is
used to measure temperature.
Precipitation
Precipitation is water that falls from the
clouds. Rain, hail and snow are examples
of precipitation. A rain gauge is used to
measure the amount of precipitation.
Wind Snow is a kind of precipitation.

Wind is moving air. Wind can be measured by its direction and its
speed. Wind direction is the direction from which the wind comes.
Wind speed can be described as gentle or strong. A windsock or wind
vane can be used to tell the direction and the speed of wind.

A windsock is used to tell wind direction and A wind vane is used to tell wind direction.
speed.
62
Lesson 3: “Weather and People”
Weather can change from day to day. One day the weather may
be hot and sunny. The next day it may be cool and rainy.

How do people change with weather in their

daily lives?

Activity : Weather affects people

What to Do: Do you remember

the kinds of
1. Draw a table like the one shown below. weather?
Weather What do you do?
Hot
Cool
Sunny
Rainy

2. Write what you do when the weather is hot, cool,

sunny, or rainy in the table.
3. Share your ideas with your classmates. Talk about how people
change with weather.

I go swimming in the river

or sea when it is hot. What
kinds of clothes do you
wear when the weather
changes?

63
 Summary
People change the things they do with weather. When the weather
is hot, people try to find ways to
keep them cool. People wear less
clothing. They may go swimming
to cool off in the river or sea.
When the weather is cold, people
wear clothes that keep them
warm. They might make a fire to A child is swimming in the sea.
keep warm.

People wear warm clothes in cold places. Children are sitting around a fire to warm
themselves.

People also change the things they do when the weather is rainy or
sunny. They might take shelter from rain or use an umbrella on a rainy
day. On a sunny day people might play or dry their clothes outside.

Children are using umbrellas on a rainy day. People hang clothes outside on a sunny day.

64
 m ary
Sum 6.1 Weather Descriptions and
and Summary Changes
cise
Exer

Change in the Sky

Weather is the condition of the air and the sky at a particular time and
place.
There are many different kinds of weather. The sky may be sunny, cloudy
or rainy. The air may be hot or cool. It may be windy or calm.

Measuring Weather
Weather can be described by:
Clouds can be in many different shapes
and sizes. Different clouds mean different
Clouds types of weather.

Temperature is the measure of how hot

or cold air is. A thermometer is used to
Temperature measure temperature.

Precipitation is water that falls from

clouds. Rain, hail and snow are kinds of
Precipitation precipitation. The amount of precipitation
that has fallen can be measured.

Wind is moving air. Wind can be measured

by its direction and its speed.
Wind

Weather and People

People change the things they do with weather in many ways such as
using an umbrella on a rainy day or drying their clothes outside on a
sunny day.
65
 m ary
Sum 6.1 Weather Descriptions and
and
c ise
Exercise Changes
Exer

Q1. Complete the sentence with the correct word.

(1) The measure of how hot or cold air is called __________.
(2) The different types of ________ mean different types of weather.
(3) Rain, hail and snow are examples of ___________.
(4) The ______ can be measured by its direction and its speed.

Q2. Choose the letter with the correct answer.

(1) Which of the following is not a correct explanation about weather?
A. It is the condition of the air and sky at a particular time and place.
B. It can change from day to day.
C. It is different at different places.
D. It stays the same throughout the day.
(2) Which terms are both used to describe weather?
A. Gravity and wind direction
B. Precipitation and runoff
C. Groundwater and erosion
D. Air temperature and wind speed

Q3. Answer the following questions.

A
Look at picture A and B on the right. B
(1) What is the name of the equipment in
picture A?
(2) What can be measured using the
equipment in picture A?
(3) What is the equipment in picture B
used for?

Q4. What do you do on a sunny, rainy or cold day in your daily life?

66
 Chapter 6
Science Extras

Big and Powerful Windstorms!

A tropical cyclone is a big and powerful windstorm. Look at the picture
below that shows a top view of a tropical cyclone. When the cyclone
comes closer, the weather rapidly changes for the worse. The wind
blows so hard that you cannot stand without holding onto something.
The rain falls down so hard that it can hurt your face. The cyclone can
do terrible damage to our lives with strong winds, rain and huge waves.
The different names such as hurricanes and typhoons are used for
the same storm. It depends on where the storm forms in the part of the
world.
Strong winds are
blowing in the circle
towards centre of the
cyclone!

A top view of a tropical cyclone

67
 Chapter Test

6. Observing Weather
Q1 Complete each sentence with the correct word.
(1) Weather is the condition of the ______________ and the
______________ at a particular time and place.
(2) Weather conditions can be described by clouds, ______________,
precipitation and wind.
(3) When the weather is ______________, people wear less clothes.
When the weather is ______________, people wear more clothes.

Q2 Choose the letter with the correct answer.

(1) What equipment is used to measure air temperature?
A. A rain gauge
B. A thermometer
C. A windsock
D. A wind vane

(2) What equipment is used to measure the amount of precipitation

that has fallen?
A. A rain gauge
B. A thermometer
C. A windsock
D. A wind vane

(3) Which of the following is not an example of precipitation?

A. Clouds
B. Rain
C. Hail
D. Snow

(4) During which kind of weather will you most likely use an umbrella?
A. On windy day
B. On rainy day
C. On cloudy day
D. On cold day

68
Q3 Ahmed observed the clouds one day and saw
that the clouds were puffy and white but after
a few hours it turned grey. He predicted that
the weather would become sunny later. Do
you agree with Ahmed’s prediction? What is
your prediction?
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________

Q4 The picture below shows the satellite map of PNG on a certain day.
Answer the following questions.

Wewak
Kokopo
Sunny
Sunny
Lae
Cloudy

Rainy Port Moresby

(1) Which town or city is most likely sunny? Choose the town or city
from the map.
___________________

(2) In which city or town would people most likely need an umbrella?
Choose the city or town from the map.
___________________

69
 Chapter 7

Life Cycle of
Plants 3

What is a flower
The tomato plant
made up of?
grows and flowers!
7. Stages of Life Cycle of
❶ Plants 3

Lesson 1:
A seedling changes to an adult plant as it grows. The adult plant
makes owers. Let’s observe a tomato ower.

h s ?

s s

h How many parts of a

1. Draw a chart like the one shown flower can you find?
What characteristic does
below. each part have?
2. Go out of the classroom and
bring a wer.
3. Carefully remove each part of the
wer and draw the i t re ea h
part on the chart. Drawing: Parts of a ower

. bser e ea h art the wer and

re rd what y find.
5. Share your ideas with your
classmates. Talk about what a
wer is made . What you found:

71
 Petal
A ower is made up of
different parts but they also
have some common parts.
The main ower parts have Stamen

male parts and female

parts.
The s is the male Pistil

part of a ower. The

stamen has h that Structure of a ower

contains . Anther

Pollen

Structure of stamen

The s is the female part of the ower. The pistil has s and
.

stigma
ovary

Structure of pistil

Another common part of a ower

is the . Petals are the bright
colourful parts of the ower that
attract birds and insects.

Different types of petals

72
 h
s

h s s
After a few days of blooming, the tomato ower will dry up and die.
What changes can you find after the ower dies?
After the tomato flower
dies, let's continue
observing it and find out
what will happen.

A green round
shaped thing is
growing! What is it?

73