Science

Class IV

Department of School Education

Ministry of Education and Skills Development
Royal Government of Bhutan
Thimphu
Published by
Department of School Education (DSE), Ministry of Educationand Skills Development (MoESD)
Provisional edition 2013
First edition 2017
Second edition 2020

Reprint 2024

Copyright © 2023 DSE, MoESD, Thimphu

Acknowledgments
The Royal Education Council would like to thank all the science faculty members of the Colleges
of Education, Paro and Samtse and teachers from different schools for their valuable contributions
towards the development of this book. Our sincere gratitude goes to Ministry of Education, Royal
Society for Protection of Nature, Ministry of Agriculture, Ministry of Health, Ministry of Economic
Affairs, and other relevant agencies for their unfailing support, starting from the development of the
Science Curriculum Framework to the production of science textbooks and manuals.
The curriculum revision was possible with the generous financial and technical support rendered by
relevant stake holders. The National Environment Commission in integration of Sustainable Waste
Management from ‘Ecology Note: Towards a Clean, Green, and Beautiful Bhutan’. The United
Nations Population Fund (UNFPA) through Ministry of Education in inclusion of components of
Comprehensive Sexuality Education in strengthening life skill education for children.
Our sincere courtesy to all the source of pictures that are used in this book.
Advisors
Sangay Zam, Secretary, Ministry of Education, Thimphu
Tshewang Tandin, Director General, Department of Adult and Higher Education, Ministry of
Education, Thimphu
Kesang C Dorji, Director, Department of Curriculum and Research Division, Ministry of Education,
Paro
Kinga Dakpa, Director General, Royal Education Council, Paro
Wangpo Tenzin, Curriculum Specialist, Royal Education Council, Paro
Coordination
Wangchuk, Royal Education Council, Paro
Proof Reading
Gopilal Acharya, Free Lance Editor, Thimphu
Amber Kumar Rai, Curriculum Officer, Royal Education Council, Paro
Sharda Rai, Subject Specialist, Bhutan Council for School Examination and Assessment, Thimphu
Art Work and Layout
Surjay Lepcha, Curriculum Officer, Royal Education Council, Paro
Sangay Tshering, Teacher, Drugyel HSS, Paro.

No part of this book shall be used without written permission from Royal Education Council,
other than for educational purposes

ISBN 978-99936-0-370-2
 Foreword
Today, science is an indispensable discipline of learning that shapes the lives of
humankind and their wellbeing. The enduring engagement of people in the scientific
world of exploration, inquiry and investigation has culminated in the addition of an
ever-growing repository of scientific knowledge and milestones. Through the time, how
science works and affects the world has been influencing the way we view and deal with
the subject.
Unfortunately, many a times, the subject is seen as very complex and difficult, hard to
comprehend and demanding to learn, thereby posing challenges in our effort in instilling
scientific beliefs and attitudes in young learners. Such generalisation has influenced the
learners to shy away from the experiential learning and the scientific endeavour in
favour of a discipline that is perceived to be easier. Therefore, it is time that concerted
efforts are pursued in making learning of science a way of igniting the fire of curiosity
and investigation in the minds of learners.
Towards making education meaningful and relevant for students, it is imperative to
link the scientific concepts to the real world through rigorous engagement of learners
in the scientific processes of observation, inquiry, investigation, experimentation and
generalisation. The timely revision of science textbooks is an attempt to align learning
outcomes with the emerging global view of science and educational philosophies,
accentuate the development of scientific skills of doing science, and foster the scientific
temper and literacy in young minds. However, the endeavour in science education in
our context emanates from the national, social, cultural and religious belief system
imperative to nurturing nationally rooted and globally competent citizens who can
productively contribute to the nation building initiatives and development of a dynamic
global society.
Therefore, it is our sincere hope that the science curriculum provides a limitless avenue
for every learner as a young scientist to explore continuously and engage in doing
science. The meaningful participation is crucial in the development of transversal
competencies of critical thinking, creativity, communication and collaboration along
with other essential life skills fundamental to succeed and excel in the 21st century
world as productive and socially responsible individuals.
I would like to wish all our teachers and students, a fulfilling social and academic
engagement and experiential experiences through enduring and enterprising learning
and doing science as part of every learner’s life.
Tashi Delek

Kinga Dakpa
Director General

iii
 Contents
iii
Foreword
Introduction vii
Chapter 1. Materials in Our Surroundings 1
1.1 Everyday Materials 1
1.2 Sorting Materials 4
1.3 Floating and Sinking 7
1.4 Natural and Human-made Things 10
1.5 Degradable and Non-degradable Things 13
Chapter 2. Matter 18
2.1 What is Matter? 18
2.2 Is Solid a Matter? 20
2.3 Is Liquid a Matter? 23
2.4 Is Gas a Matter? 26
2.5 Heating and Cooling of Substances 28
Chapter 3. Materials in Mixture 33
3.1 Pure Substance and Mixtures 33
3.2 Soluble and Insoluble Substances 36
3.3 Solid-solid Mixture 39
3.4 Solid-liquid Mixture 41
3.5 Liquid-liquid Mixture 43
Chapter 4. Separating Mixture 46
4.1 Sedimentation and Decantation 46
4.2 Separating Insoluble Substances by Sedimentation and
49
Decantation
4.3 Separating Insoluble Substances by Filtration 52
4.4 Making Water Safe for Drinking 55
Chapter 5. Force 59
5.1 Let us Look at Forces 59
5.2 What can a Force Do 62
5.3 Contact Force 64
5.4 Non-contact Force 66

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Chapter 6. Light and Sound 69
6.1 Sources of Light 69
6.2 How Light Travels 72
6.3 Light and Shadow 75
6.4 Making a Sound 78
6.5 Fading Sound 80
Chapter 7. Electricity and Magnetism 83
7.1 Sources of Electricity 83
7.2 Where Electricity is Used 86
7.3 Making Connections 88
7.4 Things that are Magnetic 92
7.5 Magnets at Home 95
Chapter 8. Living Things and their Environment 99
8.1 Living Things and Non-Living Things 99
8.2 Plants and Animals in their Habitat 101
8.3 How Plants Adapt in the Habitat 104
8.4 How Animals Adapt in their Habitat 107
8.5 Living Together 111
8.6 Feeding Habits 113
Chapter 9. Green Plant 118
9.1 Effect of Light on the Growth of Plant 118
9.2 Effect of Air on the Growth of Plant 120
9.3 Effect of Temperature on the Growth of Plant 122
9.4 Effect of Water on the Growth of Plant 126
9.5 Flower 129
Chapter 10. Food 134
10.1 Different Kinds of Food 134
10.2. Food for Activity 136
10.3. Food for Growth 138
10.4. Food for Protection 140
10.5 Eat all Types of Food 142

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 Chapter 11. Our Earth 146
11.1. Shape of the Earth 146
11.2. Rotation of the Earth 148
11.3. Day and Night 150
11.4. Revolution of the Earth 152
11.5. Seasons in a Year 154
Annexure
Annexure A 158
Annexure B 171
Annuxure C 183
Annexure D 185

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INTRODUCTION
Science is the study of everything around us, including our body. It includes studies
about plants, water, soil, stones, wind, air, and how they work and influence us. We
also study about our body, how each part of our body works, and how we can lead a
healthy life. We develop a good understanding of our world, ourselves by observing
the characteristics of things around us and their patterns by actively engaging in the
processes of doing science. This is fundamental to assimilate indispensable scientific
knowledge and skills that not only for the well-being of people, natural and social
environment but also treasuring and conserving them for the future generations.
Science is the body of knowledge developed through the human activities. The volume
of scientific knowledge with which we live and make meaning of this world can be
attributed to the hard work of many people whom we call scientists. The contribution
of science in the field of medicine and technology has always been a boon for the entire
living organism on this Earth. Machines, simple or complicated, help people to work
easily. Further, the scientific knowledge and skills developed through the learning of
science are vital; making people as critical thinkers whose actions on the environment
and society are based on sound scientific ideas and knowledge. This makes people to
take good care of the environment and create a peaceful and prosperous society. On the
contrary, the accelerated pace of development in the fields of science and technology
also brings drastic changes on the Earth in the form of climate changes and human
conflicts.
The learning of science, therefore, should equip young minds with the scientific
knowledge and skill to make educated decisions in their everyday life. In this context,
the study of primary science for class IV to VI is critical in laying a sound foundation.
With this in mind, the science textbooks for these classes contain a variety of learning
activities, embedded with the basic scientific concepts and ideas instrumental in helping
learners to make good sense of the world around them. The basics that the learners
acquire in these classes serve as stepping stones to pursue higher studies in the field of
science.
The constructivist theory of learning informs the varieties of learning experiences in
science for these classes. It ensures the active engagement of learners in the scientific
processes and share responsibility in their learning. Rather than learning as a complacent
listener waiting for their teachers, learners experience experiential learning through
active engagement in the scientific processes.
Scientific Process
The scientific process is an inquiry approach that involves a systematic understanding
of the natural and physical world. It forms the basis of experimentation for scientific
knowledge. It entails asking relevant questions related to observation, testing ideas

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 and communicating the findings. Learners in sciences practice the following scientific
process:
1. Observation: It is the fundamental skill that enables learners to view the world
objectively and systematically by using the senses. It consists of gathering
information, evidence and ideas about different phenomena. This facilitates
learners to compare, contrast and generalise ideas about the world around. These
experiences foster inquisitiveness in them.
2. Questioning: Reflective and enquiry approach develops the competency to link the
known with the unknown ideas. It enhances the ability of the learners to put their
observations in the form of a question that is clear, concise, and testable.
3. Hypothesis: It is an educated guess and possible explanation about the observation
and question. Based on the limited evidence as a starting point, learners carry out
further investigation. Therefore, hypothesis is a specific and testable prediction
about what may happen in a study.
4. Design: It is an experimental set-up that allows investigation of the relationship
between variables. This allows learners to manipulate the variables and test whether
their prediction is accurate.
5. Data collection: It is the systematic observation, measurement and recording of
information of various phenomena happening in the experimental set-up. It allows
learners to gather evidence to answer stated research questions, test hypotheses,
and evaluate outcomes.
6. Analysis: It is an interpretation of data through the use of analytical and logical
reasoning to determine pattern, relationship and trends. The learner makes sense
out of information recorded to establish a relationship between variables, based on
which results and conclusions are drawn.
7. Conclusion: It is the step where the learner makes generalisation of the information
based on the data analysis and interpretation. The generalisation may or may not
support the hypothesis. This facilitates learners to develop the skills of articulating
diverse information to draw a comprehensive conclusion about the phenomena.
8. Sharing: This is the final step wherein the learner presents their findings in the
form of a final report, display or presentation as asked by the subject teacher. The
learners explore and learn to use different forms of communication such as graphic,
audio, visual, etc. to share their ideas or findings.
Based on the premise that, no book, by itself, can make learner gain knowledge and
skills unless the learner meaningfully engages himself or herself with its contents, each
topic has several activities that learners are required to do in fulfilling the learning

viii
objectives outlined in the syllabus. Therefore, this textbook is developed based on the
following learning experiences and plans.
Textbook content
The elements of textbook are arranged in the following sequence.
1. Test Yourself: This is to check what learners already know about the topic to be
taught. This helps the teacher to understand the diverse experiences and knowledge
of learners on the topic.
2. You already know: Set of questions provided to recapitulate the earlier ideas
and scientific concepts learnt or known on the topic from the earlier lessons. This
is to ensure that the teacher takes into consideration of the prior knowledge and
experiences of learners in planning the teaching.
3. You will learn: This lists the expected learning objectives to be achieved in the
lesson. At the end of the lesson, one can use this list to evaluate the learning.
4. Learning activities: This describes how the learning activities are carried out,
either individually or in groups, and things needed for each activity in making
generalisation of the scientific phenomena.
5. Check your progress: The questions determine the progressive learning of learners
on the topic. The results help learners and teachers determine interventions needed
in learning.
6. Think again: This part is to check the understanding and learning of learners on
the chapter. It has different type of questions to test learning in terms of scientific
knowledge, skills, and values and attitude towards science and the society.
7. Do you know: Wherever relevant, there is additional information provided as “Do
you know” to add to your general knowledge in science. This is not for testing.
8. Community involvement: To vary the teaching process, wherever relevant,
local community is invited to take science classes to share the local knowledge
on various topics. This is to help learners keep abreast of the local knowledge
vital in conserving the local knowledge and practices which, if not preserved, can
disappear from the society.
9. Model Question: The model question paper with the sample answers is provided
at the end of the textbook to help learners to understand the type of questions that
are expected in the summative assessment. This also provides the cue of the range
of cognitive levels of learning, skills, and the values and attitudes that the science
curriculum are expected to achieve.

ix
 The science as a body of knowledge and as one of the essential learning areas in school
education stimulates learners to wonder and explore extensively in the field of science
and technology. Through the active engagement in scientific processes, learners develop
the 21st century education skills of critical thinking, creativity, collaboration and
communication. These skills are inter-disciplinary and transferable into other learning
areas and influence the intellectual development and overall performance of learners in
school education.
In spite of the noble intention of every textbook, it has the limitation of fostering
inspirational and experiential science learning. Cognizant of meaningful doing of
science transcends beyond the science classroom and textbooks, it is imperative that
both teachers and learners explore to use diverse resources and strategies of teaching
and learning science through all grades and lessons.

STEM Unit
Royal Education Council

x
 CHAPTER 1
Materials in Our Surrounding

1.1. Everyday Materials

Test Yourself
1. Name two things that we use while brushing
our teeth.
2. Name five things that we use everyday.
3. What are the uses of five things you have
named?
4. Name two things that we get from animals.
5. What is a chair made up of?

You already know:

• different things that we use everyday.
• different things are used for different purposes.
You will learn:
• things are made up of materials.
• group of materials.

A. Every day we see and use different things made up of different

materials as shown in Figure 1.1.

Wooden table Steel pot Earthen pot

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 Science Class Four

A steel plate A wooden bowl Plastic plates

Figure 1.1. Things we use everyday.

In Figure 1.1 the table and a bowl are made up of wood, the pot is
made up of clay or metal, and the plate is made up of metal or plastic.

Work in groups

Your teacher will provide you a list of things.

Copy Table 1.1 in your notebook. Classify the list of things into
different groups.
Table 1.1 Classifying Things

Plant Animal
Metal Plastic Rock Glass
Product Product

Present your work to the class.

Which material is used to make a mirror?
Name two things which are made of metal.

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 Chapter 1: Materials in Our Surrounding

B. Work in pairs

Look around your classroom.

Make a list of five things that you see. Name the materials they
are made up of.
Share your findings with other pairs.

Check Your Progress

i. List ten things that you find at home.
ii. Write down their uses.

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 Science Class Four

1.2. Sorting Materials

Test Yourself

1. What is a bottle made of?

2. Name a few materials used to build houses.
3. Name five things made of wood.
4. Give two examples of materials that we can see
through.
5. Why are plastic bags easily blown away by the
wind?

You already know:

• stones are used to build houses.
• wood is used to make tables and chairs.
• bottles are made from plastic or glass.
You will learn:
characteristics of materials like:
• heavy.
• light.
• transparent.
• opaque.

A. You see many things around you. You might have seen papers
being blown away by wind but not the stones. You can clearly
see through the glass window but not through the walls of your
classroom.

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 Chapter 1: Materials in Our Surrounding

Work in pairs

Use MS Word to create Table 1.2. Sort the classroom objects

under different materials.
Table 1.2 Classifying Objects
Material Wood Glass Plastic Cloth Paper Metal

Classroom
objects

Which material is mostly used in making the classroom objects?

What materials are used other than the ones given in Table 1.2?

B. Work in groups

Use the list of objects given in the box.

1. Identify the materials that are used to make the objects.
2. Sort these materials into heavy and light materials.
3. Copy and write them in Table 1.3.
ruler, eraser, pencil, pen, book, window pane, curtain, broom, wall,
table, chair, duster, chalk, light bulb, chalkboard, door hinge, floor,
bag, shoes and dust bin.
Heavy and light are the two characteristics of materials.
Now sort these materials into transparent (can be seen through)
materials and opaque (cannot be seen through) materials. These
are two other characteristics of materials.
Observe and feel the classroom objects. Identify two more
characteristics of materials.

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 Science Class Four

Table 1.3 Characteristics of Material

Material from which Classroom Object are
Characteristic
Made
Heavy metal, stone
Light
Transparent
Opaque
.......................
.......................
What do you mean by characteristic of material?
Write the characteristics of a feather.

Check Your Progress

i. Define the terms transparent and opaque in your own words.
ii. Sort the objects given below. Copy and complete Table 1.4.
cotton, spade, plastic bottle, crowbar, wool, leaf, hammer,
log, axe, stones, paper, and feather.

Table 1.4 Classifying Objects into Heavy and Light

Heavy Object Light Object

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 Chapter 1: Materials in Our Surrounding

1.3. Floating and Sinking

Test Yourself

1. Which is heavier: a pencil or a book?

2. Name three objects we use everyday that float
in water.
3. What will happen if a paper boat is placed in a
bucket of water?
4. What will happen when a small stone is put in
a beaker of water?
5. Why do some objects float while others sink in
water?

You already know:

• paper boat floats on water.
• stone sinks in water.
• different things that we use everyday.
You will learn:
• objects that sink and float in water.

A. Work in groups

You may need:

• a bucket of water.
Collect some small objects that you find in and around your
classroom. Some of the objects are shown in Figure 1.3(a).
Predict whether the objects float or sink in water and write your
prediction after copying table 1.5.
Now, put them in water one at a time as shown in Figure 1.3(b).
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 Science Class Four

Observe whether they float or sink in water and record your

observation in table 1.5.

Eraser Stone
Crayon Scissors
Pencil sharpner
Pencil

Paper pieces Leaf

Paper clips Chalks
Figure 1.3 (a). Objects Figure 1.3 (b). Objects in
bucket of water

Table 1.5 Floating or Sinking Objects

Object Prediction Observation

Why do some objects float?

Why do some objects sink?
B. Design and carry out an experiment to find whether an object
filled with air floats or sinks.
Write about your experiment and include the followings:
what you needed.
what you did.
what you observed.
what are the variables you have identified.

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 Chapter 1: Materials in Our Surrounding

Check Your Progress

i. Why does a football float in water?

http://www.primaryresources.co.uk/science/science4b.htm

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 Science Class Four

1.4. Natural and Human-made Things

Test Yourself

1. Mention a few things heavier than the science

textbook.
2. Name the materials used to make the things
mentioned in question 1.
3. Name one natural thing.
4. Name a few things made by human beings.

You already know:

• things are made from different materials.
• people make many things to use in their daily lives.
You will learn:
• natural and human-made things.
• raw materials.

A. We find many things in nature. For example: the sun, the moon,
stones, trees, water, etc. These things exist or occur in nature and
are called natural things.
There are other things like bicycles, cars, pens, shoes, bags, etc.,
made by humans from natural materials as shown in Figure 1.4.
These things are called human-made things.

Bicycle Books Bag

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 Chapter 1: Materials in Our Surrounding

Pens Car Shoes

Figure 1.4. Human-made things.

Work in groups

Copy and complete Table 1.6. List five natural things and five
human-made things that you see in your school campus.
Table 1.6 Natural and Human-Made Things
Natural Thing Human-made Thing

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

Write one difference between natural and human-made things.

B. Natural things can be used to make human-made things.
Materials from which other things can be made are called raw
materials. To build a house; we need raw materials such as wood,
stone, and mud.
Name the raw materials required to make the following things:
• paper
• pen
• gho and kira
• table
• brick
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 Science Class Four

Use presentation software and share your

Do You Know?
work in the class.
Nylon was the first
Make your favourite toy and display it in synthetic material
the class. developed in 1935.
Nylon materials are
List the raw materials you used. much stronger than
other natural materials.

Take help of adults while using

sharp and pointed objects.

Check Your Progress

i. What are natural things? Give two examples.
ii. What are human-made things? Give two examples.
iii. List the raw materials you get from the forest to build a house.
iv. What are the raw materials made by human, which are used
to build a house?

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 Chapter 1: Materials in Our Surrounding

1.5. Degradable and Non-degradable Things

Test Yourself

1. What is paper made from?

2. Is paper a natural or a human-made
thing?
3. What will happen to the food kept in
open for a long period?
4. Which one do you think will decay faster,
a plastic or a paper?
5. Why is it important to dispose waste
properly?

You already know:

• materials we use everyday.
• things are made of different materials.
• natural and human-made things.
You will learn:
• degradable and non-degradable things.

A. Pieces of dead plant and animal waste decay in the soil. Find out
the meaning of ‘decay’ in the dictionary.
Worms and insects in the soil help things decay. Worms and
insects are organisms.
There are other organisms in the soil which cause decay. Some of
them are so small that you cannot see with our naked eyes. These
are called micro-organisms. Some kinds of micro-organisms
are bacteria and fungi as shown in Figure 1.5.

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 Science Class Four

Bacteria
Fungi

Decaying
matter

Figure 1.5. Micro-organisms in decaying matter.

Work in groups

You will need:

• jar, bread, water, and hand lens.
Follow the steps as shown in Figure 1.6.

Step 1: Step 2 : Step 3 : Step 4 :

Put a slice of Sprinkle Cover the mouth of the Observe the bread using a
bread in a jar. some water. jar with the lid. Keep hand lens everyday for a
the jar in a warm place. week.
Leave it for a week.
Figure 1.6. Observing micro-organism.

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 Chapter 1: Materials in Our Surrounding

What do you see on the bread?

What happens to the bread?
Design a control experiment.
B. Things that decay are called degradable. Things that do not decay
are called non-degradable. Both degradable and non-degradable
things form waste. However, non-degradable waste pollutes the
environment.
Which of the following things in Figure 1.7 are degradable and
non-degradable?

Paper Leather shoes Cow dung Plastic bottle

Glass Nail Wood Vegetable waste

Figure 1.7. Degradable and non-degradable things.

C. Find out what type of materials make compost.
Dig two small pits.
Go around the school campus and collect the waste materials.
Put plant and animal wastes in one pit (Pit 1).
Put plastic bottle, plastic bag and pieces of metal in the other pit
(Pit 2).

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 Science Class Four

Cover the pits with soil. Check the pits after every two weeks and
note the changes, such as colour, size and smell.
Copy Table 1.7 and fill it in.
Table 1.7 Observing Decay
Changes Observed
Waste
Pit After 2 After 4 After 6
Material Day 1
Weeks Weeks Weeks

Pit 1
Pit 2

In which pit did the materials decay?

Which ones are degradable materials?
Which ones are non-degradable materials?
Where can we use the compost?
Why should we have separate pits for degradable and non-
degradable wastes?
Check Your Progress
i. Define degradable and non-degradable things.
ii. What causes decay?

Do You Know?
Normal plastic has a life
span of about 200 years.
During that time, plastic
bottles and containers
http://www.biology4kids.com/files/ litter the environment. Now
scientists have developed a
micro_main.html biodegradable plastic that
can decay naturally within
15 months.

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 Chapter 1: Materials in Our Surrounding

Think Again

1. Fill in the blanks.

a. Things that are made by humans are called
_______________.
b. Small organisms which we cannot see with our naked eyes
are called_______________.
c. An example of a non-degradable thing is______________.
d. Materials from which other things can be made are
called_______________.
e. Stone and iron nail sink in water because they are
_______________.
2. Write one difference between degradable and non-degradable
things.
3. Why is glass a good material for window panes?
4. Why are plants and animals natural things?
5. Plastic is a handy material, but using plastic is bad for the
environment. Why?
6. Why do people use rubber tube while swimming?

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 CHAPTER 2
Matter

2.1. What is matter?

Test Yourself

1. Differentiate degradable and non-degradable

things.
2. Name two objects which sink in water.
3. What is a human-made things?
4. Name two objects that occupy space.
5. Do these objects have mass?

You already know:

• different things we use everyday.
• heavy and light things.
• degradable and non-degradable things.
You will learn:
• matter has mass and occupies space.

A. Book, pen, cow, table, dog, man, chair, rose, plant, tree, duster,
chalk are all examples of matter.
Matter is anything that has mass and occupies space. Mass is
the quantity of matter contained in a body. Mass of an object is
measured with the help of a pan balance as shown in Figure 2.1.
Give five more examples of matter.

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 Chapter 2: Matter

B. Does matter have mass?

Work in groups

You may need:

• pan balance or any other balance.
Figure 2.1. Pan Balance.
• lock or any other objects.
Take a pan balance.
Take the lock and place it on a pan balance. The needle moves.
What does the movement of the needle show?
Remove the lock from the pan balance and place it on a new page
of your note book.
Draw the outline of the lock as shown in Figure 2.2.

Do You Know?

Every object
in the universe
from elephant to
dust particle is a
matter.
Figure 2.2. Drawing outline of a lock.

Does it occupy any space?

Is lock a matter? Give reasons.
Now your teacher will provide you a set of objects.
Find whether they are matter.

Check Your Progress

a. Is shadow a matter? Why?
b. Give two characteristics of a matter.

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2.2. Is solid a matter?

Test Yourself

1. What is matter?
2. What is the use of a pan balance?
3. How do we determine that an object is a matter?
4. Give three examples of solids.
5. Is paper a matter?

You already know:

• matter has mass and occupies space.
You will learn:
• solid as one of the forms of matter.

A. Look at the pictures in Figure 2.3.

Pencils
Stone Wall

Chair
Bricks Table Books
Figure 2.3. Solids.
They are all solids.
Let us investigate that solid occupies space.
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 Chapter 2: Matter

Work in groups

You may need:

• measuring cylinder
• stone
• water
• thread
Put some water in the measuring cylinder.
Place the measuring cylinder on a flat surface.
Record the level of the water.
While recording, read the level of water by viewing the
cylinder at eye level as shown in Figure 2.4.

Figure 2.4. Reading the meniscus.

The curve seen at the surface of the water in

the measuring cylinder is called meniscus.
Look at the lowest point of the meniscus
while reading the volume.
Now slowly lower the stone into the water Figure 2.5. Change in
with the help of a thread as shown in Figure volume.
2.5.
What happens to the level of water on lowering the stone in the
cylinder?
Why does the level of water in the cylinder change?
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 Science Class Four

B. Work in groups

Design and carry out an experiment to prove solid as a matter.

You may need:
● Pan Balance
● Thread
● Measuring cylinder
● Any solid

Write:
what you did.
what you observed.

Check Your Progress

i. Are all solids matter? Why?

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 Chapter 2: Matter

2.3. Is liquid a matter?

Test Yourself

1. Give three examples of liquid that you use at

home.
2. Why is solid a matter?
3. What is mass?

You already know:

• all solids are matter.
You will learn:
• liquid as one of the forms of matter.

A. Look at the pictures in Figure 2.6.

Water Milk Rain Oil Kerosene

Figure 2.6. Liquids.

They are all liquids.
Let us investigate if liquid has mass.

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 Science Class Four

Work in groups

You may need:

• empty bottle
• pan balance
• water
Take an empty bottle.
Place it on a pan balance as shown in Figure 2.7. Pan balance.
Figure 2.7.
Copy Table 2.1 in your notebook and record the mass of the
empty bottle.

Now fill water in the bottle and weigh again.

Record the mass of bottle filled with water in the table.
Table 2.1 Mass of Liquid

Mass of Empty Mass of Bottle Filled

Mass of water
Bottle with Water

What is the mass of the water?

B. Work in groups

Design and carry out an experiment to show that liquid occupies

space using water and empty containers.
Write:
what you needed.
what you did.

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 Chapter 2: Matter

what you observed.

is water a matter? Why?

Check Your Progress

i. Name four liquids that you use other than water.
ii. Are all liquids matter? Why?

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 Science Class Four

2.4. Is gas a matter?

Test Yourself

1. Why is liquid a matter?

2. Mention two similarities between a solid and
a liquid.
3. What is present inside an inflated balloon?
4. Give two examples of gas.

You already know:

• solid is a matter.
• liquid is a matter.
You will learn:
• gas has mass and occupies space.
• gas is a form of matter.

A. When incense sticks are burnt, dense white fumes are seen
coming from it. This is an example of a gas.
Does gas have mass?

Work in groups

Set up the experiment as shown in Figure 2.8.

Stick String Stick String

Deflated
Inflated balloons
balloon Inflated balloon
Figure 2.8. Balancing balloons.

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 Chapter 2: Matter

Deflate one of the balloons and observe.

Write:
what you did.
what you observed.
B. Let us have fun with air.

Work in groups
Predict what will happen to a
crumpled paper in a beaker as
shown in Figure 2.9 when it is
placed upside down in a bowl of
water.
a. Stay dry
b. Get wet
c. Fall apart
d. Absorb all the water in the
Figure 2.9. Paper in a bowl of water.
bowl
Now check your prediction.
Crumple a piece of paper and place it into the bottom of the
beaker as shown in Figure 2.9. Make sure it does not fall down
when you turn the beaker upside down. Turn the beaker over and
push it straight down into a bowl of water.
What happens to the paper? Give reasons.
Plasma is the fourth state of matter. Recently, scientists have
discovered many other states of matter such as Bose-Einstein
condensate, Quark-gluon plasma, Degenerate matter, etc.
Use internet to explore other states of matter.

Check Your Progress

i. Why is gas a matter?
ii. Are empty bottles really empty?

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 Science Class Four

2.5. Heating and Cooling of Substances

Test Yourself

1. Is ice cream solid, liquid or gas?

2. What happens to an ice cream when it is kept
in the sunlight?
3. What will be observed when water is heated?
4. What will happen to water when it is kept in a
freezer?
5. Name any everyday material which changes on
heating.

You already know:

• solid is a matter.
• liquid is a matter.
• gas is a matter.
You will learn:
• effect of heating and cooling on substances.

A. All substances change on heating or on cooling. The change can

be in colour, taste, size, shape and state.

Work in groups

You may need:

• butter
• test tube Take extreme care when working
• test tube holder with matches and flames. Do not
touch any heated object.
• spatula

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 Chapter 2: Matter

• spirit lamp
• match box
Take a spatula of butter in the test tube.
Heat it gently over the spirit lamp for about two minutes.
Copy Table 2.2 in your notebook. Observe the changes and record
the observation in the table.
Table 2.2 Heating of Butter
Characteristic Before Heating After Heating
1. Colour
2. State
(solid, liquid, or gas)

Allow the test tube to cool.

What happens to the butter on cooling?

B. Heat can also bring about changes in liquids.

Your teacher will demonstrate the changes that occur on heating
a liquid.
List the materials used by the teacher in the demonstration.
Write the steps involved in the demonstration.
What happens to the liquid when heated?
Many people use refrigerators at home to preserve food at low
temperature. When liquids such as water, milk, fruit juice, etc.,
are kept in the freezer, they change into solids.
C. Gas expands on heating and contracts on cooling.

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 Science Class Four

Work in groups

You may need:

• balloon
• beaker
• hot water
• test tube
Fix a balloon on the mouth of a test tube tightly.
Now place the test tube into a beaker containing hot water.
Keep it for some time.
What happens to the size of the balloon?
Why does the size of the balloon change?
Now remove the test tube from the beaker and cool it.
What do you observe?
What happens to the gas inside the balloon?

Check Your Progress

i. What will happen when ice is heated?
ii. What will happen when gas is heated?

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 Chapter 2: Matter

Think Again

1. State whether the following statements are TRUE or FALSE.

i. Matter has mass and occupies space.
ii. Gas expands on heating.
iii. The level of water in a beaker decreases when a stone is
immersed into it.
iv. Milk is a solid form of matter.
v. Pan balance is used for measuring weight.
2. Classify the following as solid, liquid, and gas.

book water pencil smoke air kerosene

3. Give two examples of non-matter.

4. Give two properties that are common in all matter.
5. What is meniscus?
6. How will you measure the volume of a liquid correctly in a
measuring cylinder?

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7. The graph below represents the change of state of water at different

temperatures. Answer the questions that follow:

a. Should the temperature increase or decrease for water

vapour to change into water?
b. At what temperature does water change into ice?
c. What is the boiling point of water?

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 CHAPTER 3
Materials in Mixture

3.1. Pure Substance and Mixture

Test Yourself

1. What are different forms of matter?

2. Give an example for different forms of matter.
3. Name an object made up of different materials
and name the materials..
4. What is a mixture?
5. What is the substance called when it is free
from impurities?

You already know:

• different materials we use everyday.
• things are made up of different materials.
You will learn:
• differences between pure substance and mixture.

A. Most substances around us contain impurities.

Impurities are substances which lower the quality of another
substance or make it dirty.
Example: Rice contains impurities like stones, husk, and sand.

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 Science Class Four

Air contains impurities like smoke, dust particles, and water

vapour.
Name two more substances that contain impurities.
A substance consisting of two or more different substances mixed
together is called mixture.
A substance which contains impurities is called impure
substance. An impure substance is a mixture.
A pure substance is made up of a single substance.
Sugar, iron, gold are some examples of pure substances.

B. Work in groups
You may need:
• beaker
• watch glass
• glass rod
• tea spoon
• water
• salt
• measuring cylinder
Take two beakers with 20 mL of water in each.
Label them as beaker A and beaker B.
Take some salt in a watch glass.
Add a teaspoon of salt in beaker A.
Stir it to dissolve.
Do not add anything in the beaker B.
Which is a mixture? Why?
Which is a pure substance? Why?
Name two more pure substances that you see in your classroom.

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 Chapter 3: Materials in Mixture

C. Study the list of substances given in the box.

air water soil cake gold ice cream

sawdust suja tea leaves

Copy and complete Table 3.1.

Table 3.1 Classifying Substances
Pure Substance Mixture

Check Your Progress

i. Why is ema-datsi not a pure substance?
ii. Differentiate between pure substance and mixture.

http://www.chem4kids.com/files/matter_mixture.html

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3.2. Soluble and Insoluble Substances

Test Yourself

1. Name three things that are used to make tea.

2. Give two examples of pure substance.
3. Give two examples of mixture.
4. What happens when sugar is added to water
and stirred?
5. What happens when sand is added to water
and stirred?

You already know:

• sugar is used in making tea.
• salt is used in cooking.
You will learn:
• soluble substance.
• insoluble substance.

A. A substance which dissolves in liquid is called soluble substance.

A substance which does not dissolve in liquid is called insoluble
substance.

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 Chapter 3: Materials in Mixture

Work in groups
Do You Know?
You may need: Water dissolves
• beaker maximum
substances found
• water
in nature.
• measuring cylinder
• glass rod
• sugar, chalk powder, copper sulphate, glucose, and flour.
Predict how many substances are soluble in water.
Copy Table 3.2 and record your predictions.
Table 3.2 Investigation of Soluble and Insoluble Substances
Name of Prediction before Observation after
Substance Experiment Experiment
Sugar
Chalk powder
Copper sulphate
Glucose
Flour

Now take a pinch of sugar in a beaker and add 100 mL of water.

Stir the mixture with glass rod.
Similarly, make the mixture of each substance and water in
separate beakers.

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Record your observation in Table 3.2.

How many predictions were correct?
Name two other substances that are insoluble in water.

Check Your Progress

i. Define soluble substance. Give one example.
ii. Define insoluble substance. Give one example.

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 Chapter 3: Materials in Mixture

3.3. Solid-solid Mixture

Test Yourself

1. What is a pure substance?

2. Give two examples of insoluble substance.
3. Name one solid which does not dissolve in
water.
4. What is formed while mixing two or more
substances together?
5. Give an example of a mixture that contains
two solids.

You already know:

• soluble substances.
• insoluble substances.
You will learn:
• solid-solid mixture.

A. A mixture is formed by mixing of two or more substances. If

two or more solids are mixed, the mixture formed is called solid-
solid mixture.

Mixture of sand and gravels Mixture of sweets and candy

Figure 3.1. Solid-solid mixture.

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 Science Class Four

Work in groups

You may need:

• rice
• maize
• gravel
• peas
Mix rice and gravel, rice and maize, gravel and peas, maize and
peas.
What kind of mixtures are these?
Mix rice, gravel, maize, and peas.
What kind of mixture is this?
Give some more examples of such type of mixtures.
B. List five different solid-solid mixtures.
Share your list of mixture with the class.

Check Your Progress

i. Define solid-solid mixture.
ii. Give two examples of solid-solid mixtures that you find at
your home.

Do You Know?
Sometimes things
that we buy in market
are mixed with
unwanted substances
https://www.science-sparks.com/ which may be
making-mixtures/ harmful. This is
called adulteration.

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 Chapter 3: Materials in Mixture

3.4. Solid-liquid Mixture

Test Yourself

1. What type of mixture is tea leaves and salt?

2. Name one soluble substance.
3. Is salt in water a mixture?
4. Give two examples of mixture that contain
solid and liquid.
5. What is the mixture of solid and liquid called?

You already know:

• solid-solid mixture.
• some solids dissolve in liquid.
You will learn:
• solid-liquid mixture.

A. Work in groups

You may need:

• beaker
• teaspoon
• glass rod
• rice
• water
• measuring cylinder
Take 50 mL of water in a beaker and add a teaspoon of rice to it.

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 Science Class Four

Stir it with the help of a glass rod.

What do you observe?
Is this a mixture? Why?
When any solid is mixed with a liquid, it forms solid-liquid
mixture.
Name some more examples of such mixtures.
B. Design and carry out an experiment to show solid-liquid mixture
using ammonium chloride and water.
Write:
what you needed.
what you did.
what you observed.
Do not taste
How is the mixture in this experiment ammonium chloride.
different from the mixture obtained
in the previous activity?

Check Your Progress

i. Define solid-liquid mixtures. Give two examples.

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 Chapter 3: Materials in Mixture

3.5. Liquid-liquid Mixture

Test Yourself

1. Give three examples of liquids.

2. What is solid-liquid mixture?
3. Does oil mix with water?
4. What is the mixture called when milk and
water are mixed?
5. Give two examples of mixture containing two
or more liquids.

You already know:

• solid-solid mixture.
• solid-liquid mixture.
You will learn:
• liquid-liquid mixture.

A. If two or more liquids are mixed, the mixture formed is called

liquid-liquid mixture.

Work in groups

You may need:

• test tube
• dropper
• juice/milk
• water

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 Science Class Four

Take half a test tube of water.

Add 3-5 drops of juice/milk into it with the help of a dropper.
Shake the test tube.
Does juice/milk mix with water?
What type of mixture is this?
Name some more examples of such type of mixtures.

B. Carry out an experiment to show liquid-liquid mixture using oil

and water.
Write:
what you needed.
what you did.
what you observed.
Does oil mix with water?
Can it be called a liquid-liquid mixture? Why?

Check Your Progress

i. Define liquid-liquid mixture.
ii. Give two examples of liquid-liquid mixture that we use in our
day to day life.

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 Chapter 3: Materials in Mixture

Think Again

1. State whether the following statements are TRUE or FALSE.

i. Chalk powder is a soluble substance.
ii. Oil and water is a liquid-liquid mixture.
iii. Sand and sugar is a solid-liquid mixture.
iv. Dissolving of salt in water is a solid-liquid mixture.
v. A mixture contains different types of pure substances.
2. Is orange squash a mixture? Why?
3. What type of mixture is tea that we drink?
4. What do you observe when you open a bottle of fizzy drink?
What type of mixture is it?
5. Differentiate between soluble and insoluble substances.
6. What is a pure substance? Give two examples.

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 CHAPTER 4
Separating Mixture

4.1. Sedimentation and Decantation

Test Yourself

1. What is a soluble substance?

2. Give two examples of liquid-liquid mixture.
3. Give two examples of solid-solid mixture.
4. What will happen if sand is put in water?
5. Can the mixture of sand and water be separated
easily?

You already know:

• solid-liquid mixture.
• soluble and insoluble substances.
You will learn:
• sedimentation and decantation.

A. Substances that we eat, drink, or use contain soluble and insoluble

substances. Some of them are not useful to us and some may even
be harmful. Therefore, we need to remove them.

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 Chapter 4: Separating Mixture

Work in groups

You may need:

• beaker
• watch glass
• glass rod
• mud
• water
Take 100 mL of water in the beaker.
Add some mud into it and stir.
Let the beaker stand undisturbed for three to five minutes.
What do you observe?
Is mud soluble in water?
The mud that settles at the bottom is called sediment.
The settling of solid at the bottom of liquid in a container is called
sedimentation. The process of sedimentation is shown in Figure
4.1.
Muddy water

Sediment
Figure 4.1. Sedimentation.

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 Science Class Four

Now look at the Figure 4.2.

Mud and water

Figure 4.2. Decantation.

How is water separated from the mixture of sand and water?
What precaution should you take?
Why do you use the glass rod?

The method of separating an insoluble solid by pouring the liquid

carefully, leaving the sediment is called decantation.

Check Your Progress

i. What is sedimentation?
ii. What is decantation?

http://www.ekshiksha.org.in/eContent-Show.do?documentId=77

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 Chapter 4: Separating Mixture

4.2. Separating Insoluble Substances by Sedimentation

and Decantation

Test Yourself

1. Give one example of soluble substance.

2. Give one example of insoluble substance.
3. If a mixture of soil and water is kept undisturbed
for some time, what will happen to the soil?
4. What type of mixture is commonly separated
by decantation.
5. How would you separate insoluble substance
from a mixture?

You already know:

• sedimentation and decantation.
• some substances are insoluble in water.
You will learn:
• separating insoluble substances by sedimentation and
decantation.

A. Work in groups

You may need:

• beaker
• water
• rice
• glass rod
• cup

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 Science Class Four

Take a cup of rice and put it in a beaker of water.

Stir it.
Allow it to stand for one minute.
What do you observe?
How will you separate water from rice?

B. Work in groups

You may need:

• water
• tea leaves
• sugar
• chalk powder
• sawdust
• beaker
• glass rod
Prepare the following mixtures.
Tea leaves and water.
Sugar and water.
Chalk powder and water.
Sawdust and water.
Find out which mixtures can be separated by sedimentation and
decantation.

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 Chapter 4: Separating Mixture

Check Your Progress

i. Why is it possible to separate cheese from whey?
ii. Copy Table 4.1 and write the difference between sedimentation
and decantation.
Table 4.1
Sedimentation Decantation

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 Science Class Four

4.3. Separating Insoluble Substances by Filtration

Test Yourself

1. Give two examples of mixture that can be

separated by sedimentation and decantation.
2. What is the difference between sedimentation
and decantation?
3. In summer, drinking water is usually muddy.
How would you make it clear and clean?

You already know:

• sedimentation and decantation as method of
separation.
You will learn:
• separating insoluble substances by filtration.

A. You have learned that muddy water can be separated by the

process of sedimentation and decantation.
By decantation, a liquid is not completely separated from an
insoluble solid.
The better method to separate insoluble solid mixed in a liquid
is filtration.
In the laboratory, filtration is done with the help of a filter paper
which is a special type of paper with pores in it.
The liquid can pass through the holes of the filter paper but the
solids are held back on the filter paper. The liquid that passes
through the filter paper is called filtrate.

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The solid left behind on the filter paper after filtration is called
residue.
Your teacher will demonstrate how to fold a filter paper
correctly as shown in Figure 4.3 and use the filter paper for
the process of filtration of muddy water as shown in Figure
4.4.
2. Fold here 3. Note the overlap

4. Pull this single flap

away
1. Fold here

5. This forms a cone

Figure 4.3. Steps for folding filter paper.

Glass rod
List down the materials
used by your teacher for Mixture
filtration.
What was collected on the Filter
filter paper? paper

What is the colour of the Residue

filtrate?
Funnel

Filtrate

Figure 4.4. Filtration.

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B. Work in groups

You may need:

• filter paper Do You Know?
• beaker Clean water can save
• funnel 4.6 million children
who die each year
• stand of diarrhoea. Clean
• glass rod water improves
health and sanitation.
• spatula
• mud
• water
• measuring cylinder
Fold a filter paper correctly as shown in Figure 4.3.
Now arrange the materials as shown in Figure 4.4.
Take 10 mL of water in the beaker.
Add a spatula of mud in it and stir.
Carry out the filtration.
What do you get on the filter paper?
What is the colour of the filtrate?
Is filtration a better process than sedimentation and decantation?
Explain.

Check Your Progress

i. What is a filtrate?
ii. What is a residue?
iii. What is the importance of filtration?

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 Chapter 4: Separating Mixture

4.4. Making Water Safe for Drinking

Test Yourself

1. What is filtration?
2. Give one example of mixture that can be
separated by filtration.
3. Describe the process of filtration.
4. Name two methods to make water safe for
drinking.
5. Name a method used at home to make water
safe for drinking.

You already know:

• process of filtration.
You will learn:
• making water safe for drinking

A. Bhutan has freshwater flowing from snow-capped mountains.

Although this water is clean at the source, on the way downstream
people and animals use it for various purposes.
This makes the water unsafe for drinking.

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Discuss in groups.

Figure 4.5

1. What is the boy in the figure 4.5. doing?

2. Is it good to throw waste in water?
3. Is this water safe to drink? Why?
4. What are other ways by which water gets contaminated?
5. How can we make the water safe for drinking?

In many houses, we use special water filters to remove impurities

from water. This generally makes the water safe for drinking.
B. Follow the steps given in Figure 4.6 and design a water filter
that can be used at home.
You may need:
• water bottle with cap
• nail
• charcoal
• knife

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 Chapter 4: Separating Mixture

• sand
• gravels
• cloth piece

Step 1 Step 2 Step 3 Step 4

Step 5 Step 6 Step 7 Step 8

Figure 4.6. Designing water filter.

Show your home made filter to your
teacher.
Discuss the use of charcoal, sand
and gravel in your filter. Handle knife and nail
carefully.
Is your water safe for drinking?
Why?

Check Your Progress

i. Why is it unsafe to drink water straight from the tap?
ii. What can you do to keep water clean?

http://hendrika.hubpages.com/hub/Homemade-Water-Filtration-
Using-Charcoal-And-Sand

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Think Again

1. Match item of Column A with the correct answer in Column B

Column A Column B
1. Separates insoluble solid mixed in a liquid a. Decantation
2. Solid left behind after filtration b. Sedimentation
3. Separating by pouring out the top liquid c. Pure substance

4. Heavy materials settle down d. Filtration

5. Same kind of substance e. Residue

2. The following are the steps to obtain clear water from a bucket of
muddy water. Arrange the steps in the correct order.
(filtration, sedimentation, decantation)
3. Explain why decantation cannot be used to separate the mixture
of salt and water.
4. Define the terms:
a. Filtration
b. Sedimentation
5. Why is it advisable to boil and filter water before drinking?
6. Why is diarrhoea common among children during summer?
7. A teacher provides a student with 150 mL of water containing
sand and sawdust. Write the steps that you will use to separate
the water, sand and sawdust.

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 CHAPTER 5
Force

5.1. Let us Look at Forces

Test Yourself

1. How do you open the door when you enter the

house?
2. How do you pass a football to your friend?
3. How can you move an object with hands?
4. What would you do to lift a bucket of water
from a tank?
5. Will it be easier to push a log or to pull a log?

You already know:

• many objects move in our surroundings.
• objects move when we push or pull.
You will learn:
• push and pull as force.

A. When we look around us, we can see leaves falling from trees,
prayer flags fluttering in the wind and people moving lots of
things. What causes things to fall, flutter and move?

Work in groups

Look at each picture carefully, given in Figure 5.1.

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What do the following pictures represent?

(a) (b) (c)

(d) (e) (f)

(g) (h) (i)

Figure 5.1. Push and pull

Categorise the pictures into Column A and Column B based on

pull or push actions. Copy and complete Table 5.1.
Table 5.1 Pushing and pulling of the Objects
Column A Column B

a. People pulling a rope in a b. A woman pushing a wheel

tug of war. chair.

What is the common action in column A?

What is the common action in column B?

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 Chapter 5: Force

The common action in column A and B describes force.

Now, define force.

B. Work in pairs

In Table 5.2, identify the force applied and write it down in your
notebook.
Table 5.2 Forces in Action

Sl. Force Applied

Action
No (pull or push)

1 Stretching an elastic band

2 Throwing a ball
Squeezing toothpaste from
3
the tube
4 Loading logs onto a truck

5 Lifting a bucket of water

6 Kicking a football

Which one of the above activities would require the maximum

force?
What does your body need to pull or push things?

Check Your Progress

i. What causes a football to move when it is kicked?
ii. What makes a plough move?

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5.2. What can a force do

Test Yourself

1. What is force?
2. What makes a ball move when it is thrown?
3. What happens to a carom striker when it
strikes on carom board?
4. What happens to a piece of paper when you
crumple it?

You already know:

• force is push or pull.
You will learn:
• effects of force.

A. We cannot see force, but we can feel and see what it does. The
change that force brings on an object is called the effect of force.
Let us examine the changes that force can bring on objects.

Work in groups
You may need:
• empty plastic bottle
• ball
• marble
Perform the following actions:
a. crumple the plastic bottle
b. kick a ball
c. stop a rolling marble

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Write down the different effects of force you have observed from
the activities.
B. In groups come up with some more examples on effects of force.
Copy and complete Table 5.3.
Present your work to the class.

Table 5.3 Examples of Effects of Force

Effect Example
Stop a moving object
Change the shape of an object
Speed up a moving object
Start moving an object at rest
Slow down a moving object
Change the direction of a
moving object

Check Your Progress

i. Write the changes that a force can bring to an object.

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5.3. Contact Force

Test Yourself

1. What can a force do?

2. What is the effect of force when you knead a
dough?
3. What is the effect of force when you kick a ball
back?
4. Is it possible to kick a football without touching
it?

You already know:

• effects of force.
You will learn:
• contact force.

A. Can you perform the following activities without touching?

i. move a table
ii. close a door
iii. lift your bag
iv. clean the chalkboard
What should you do to carry out the above activities?
When we touch an object to move, a force is applied. This force
is called contact force.

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B. Think at least four examples of contact force that you come across
in your daily life. List down in your notebook.

Check Your Progress

i. What is contact force?
ii. Write three examples of contact force.
iii. How is contact force useful in your life?

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5.4. Non-contact Force

Test Yourself

1. What type of force do you apply when you

write?
2. Can you move an object without touching it?
3. Give one example of non-contact force.
4. Why do leaves fall from a tree?

You already know:

• Contact force.
You will learn:
• Non-contact force.

A. There is another kind of force called non-contact force. This force

helps us to push or pull the objects without touching. Force that
act between two bodies even when they are not in contact with
each other is called non-contact force.

Work in pairs

You may need:

• magnet
• paper clip
• string
• sellotape
Figure 5.2. Non-contact
Tie a paper clip to a short length of string. force between magnet
Tape the other end of the string on the table. and paper clip.

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Bring a magnet close to the clip.

What happens?
Slowly slide the magnet away from the clip separated by about 4
mm as shown in Figure 5.2. Lift and turn the magnet by keeping
fixed distance from the pin.
What happens?
The magnet does not touch the pin. The force of the magnet pulls
the pin towards the magnet. This force is known as magnetic
force. Magnetic force is one of the examples of non-contact
forces.
B. Throw an eraser in the air.
What happens?
We always see objects falling on the ground. This happens
because of the pull of the Earth. The pull of the Earth is called
gravitational force. Gravitational force is another example of
non-contact force.

Check Your Progress

i. What is non-contact force?
ii. Write two examples of non-contact force.
iii. Dechen combs her wet hair and Choki combs her dry hair
with same type of comb. Choki is surprised to see her hair
stand straight upward as she combs her hair, while Dechen
does not experience the same.
a. What type of force exists between comb and Choki’s hair?
b. What condition made it suitable for this type of force to act
on Choki’s hair?
c. Why do you think Dechen’s hair is not attracted?

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Think Again

1. Fill in the blanks. Use scratch programming prepared by your

teacher to answer these questions.
i. Push or pull on an object is called _____________.
ii. The force that moves things without touching them is
called ________ force.
iii. The ______ force of the Earth is an example of
non-contact force.
iv. Closing the door is an example of _____________
force.
v. The change brought about by a force on an object is
called _______ of force.
2. What are the effects of force?
3. Compare contact force and non-contact force.
4. If you kick a ball in the air, will it stay in the air? Why?
5. What happens when a ball of cotton is squeezed?
6. A force can make a moving object stop. Give one example.
7. Where can you use the non-contact force in your life?

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 CHAPTER 6
Light and Sound

6.1. Sources of Light

Test Yourself

1. What is the difference between day and night?

2. Why are we not able to see in the dark?
3. What do you use to see in the dark?
4. What helps you to see during the day?
5. What do you use at home to see at night?

You already know:

• light helps us to see in the dark.
• we use torch to see in the dark.
You will learn:
• sources of light.
• use MS Excel to analyse the sources of light in the locality.

A. Sun is the main source of light on the Earth. There are different
sources of light we use in our daily lives. We use light to see things
in the dark.

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Work in pairs

Look at the pictures in Figure 6.1.

Lighted torch Glowing car’s

Sun Wall headlight Table

Burning candle Stone Book Tree Lighted bulb

Figure 6.1. Things that gives light and that do not.

Copy and complete Table 6.1 given below:

Table 6.1 Identifying Sources of Light
Object Which Give Light Object Which Do Not Give
Light

An object which gives out light is called source of light.

Which sources of light do you use at home?

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B. Work in groups

Carry out a survey.

Find out the different sources of light used in your locality.
Copy and use Table 6.2 given below to record your information.
Table 6.2 Different Sources of Light Used in the Locality
House Number Light Source Used
1 a.
b.
c.
d.
2
3
4
5

Which is the most common source of light used in your locality?

Why?

Check Your Progress

i. Name two sources of light that are used outside your home.
ii. What is the main source of light on the Earth?

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6.2. How Light Travels

Test Yourself

1. Mention two uses of light.

2. Name some sources of light that you use at
home.
3. Which source of light is used in your school?
4. Why do you feel cool when you sit under a
shade?

You already know:

• sources of light.
You will learn:
• how light travels.

A. Work in pairs

You may need:

• drinking straw
• candle
• matchbox
Place a lighted candle on a table. Hold the drinking straw straight
in front of the candle flame.
Look through the other end of the drinking straw.
Can you see the light?
Now bend the straw.
Can you see the light? Why?

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Figure 6.2. Observing light through a straw.

B. Work in groups

You may need:

• cardboard
• candle
• matchbox
Take three cardboards A, B and C each with fine hole at the centre.
Arrange the cardboards and the candle as shown in Figure 6.3

A B C

Figure 6.3. Path of light

Look through the hole in cardboard C.

Can you see the flame of the candle?

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Move any one of the cardboard slightly from its position.

Look through the hole of cardboard C.
Can you see the flame now? Why?
What can you conclude on the path travelled by light?

Check Your Progress

i. Why are you not able to see the light through a bent straw?

Do You Know?

Light from the Sun

takes about eight
minutes to reach the
Earth.

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6.3. Light and Shadow

Test Yourself

1. How does the light travel?

2. When do you see your shadow?
3. Why are you not able to see the Sun on a cloudy
day?

You already know:

• sources of light.
• light travels in a straight line.
You will learn:
• formation of shadow.

A. Shadow is formed only when light is present. The darkness of

shadow depends on the brightness of the light. Shadow formed by
a dimmer light is less dark than the shadow formed by a brighter
light.
Do You Know?
Work in groups There were no watches
in olden days. People
You may need: could tell the time by
looking at the position
• torch of shadows made by
• tree made from cardboard the Sun.

Shine the torch at the wall.

Can you see the spot of light on the wall?

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Place a cardboard tree between the torch and the wall as shown
in Figure 6.4.

Torch
Cardboard Tree

Wall

Figure 6.4. Making a shadow.

What do you see on the wall?

The dark shape of the tree that you see on the wall is called
shadow. A shadow is formed when light is blocked by an object.
Switch off the torch.
Can you see the shadow now? Why?
What can you say from this investigation?

B. Work in pairs

You may need:

• metre stick/ruler
• clock/watch
Choose a spot in an open ground on a
sunny day.
Mark and use the same spot for all the
measurements. Measure the length of your
shadow in turns. Figure 6.5. Your shadow.

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Record your measurements in Table 6.3 using MS Excel sheet.

Table 6.3 Length of Shadow at Different Time of the Day
My Guess Observed
Observation Recorded (length of Length (length
Time Time shadow in of my shadow
cm) in cm)
8:00-8:30 a.m.
10:00-10:30
a.m.
12:00-12:30
p.m.
2:00-02:30 p.m.

3:00-04:00 pm

Plot a bar graph from the information recorded in Table 6.3. Use
time on X-axis and observed length of the shadow on Y-axis.

At what time interval of the day is your shadow the longest?

Why?

At what time interval of the day is your shadow the shortest?

Why?

Check Your Progress

i. Why does the length of the shadow change?
ii. How is shadow formed?

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6.4. Making a Sound

Test Yourself

1. What is music?
2. What is produced when the teacher taps on the
table?
3. Which sense organ is used for hearing?
4. How can you make a sound?
5. Is whispering a sound?

You already know:

• different sounds in your surrounding.
• you hear sound with your ears.
You will learn:
• vibrations and sound.

A. Sound is a form of energy. It is produced by vibrations.

Go outside the classroom.
Listen carefully for 2 minutes.
Write all the sounds that you hear.

Are all the sounds same?

Place your finger tips gently on your throat. Now speak or sing
for about ten to twenty seconds.
What do you feel?

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A vibration is the back and

forth movement of an object.
When we speak, the vocal
cords vibrate and produce
sound. Figure 6.6 shows the Vocal cords
diagrammatic representation
of the vocal cords.

B. Work in pairs

You will need: Figure 6.6. Vocal cords.

• metre ruler
• table
Fix a metre ruler at the edge of the table as shown in Figure 6.7

Now flick the ruler.

What do you see?
What do you hear?
Construct a simple instrument that
produces sound by vibrations.

Figure 6.7. Flicking ruler.

Check Your Progress

i. Why does metre ruler produce sound when it is flicked?
ii. List five sources of sound.
iii. How is sound useful in our life?

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6.5. Fading Sound

Test Yourself

1. What is vibration?
2. How can you produce sound?
3. What vibrates when you ring a bell?
4. How do you communicate with your friend
who is standing far away from you?
5. Why do you talk very softly with your friend
who is close to you?

You already know:

• sound is caused by vibrations.
• some sources of sounds.
You will learn:
• fading sound.

A. Sound travels through the air to reach our ears. The sounds
made closer to us are loud; and the sound made far away is
faint.
Work in groups
• measuring tape
• source of musical sound
• smart phone
Download and install decibel metre app in smartphone.
Your teacher may take you to an open place.
Your teacher will play a song from a music player.
Stand at different distances from the source of sound.

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Record the loudness of sound in Table 6.4 from decibel metre

app.
Table 6.4 Change in Loudness of Sound
Distance (m) Loudness of Sound in Decibel (dB) Metre
1
2
3
4
5

Check Your Progress

i. Why are you not able to hear the music from a certain distance?
ii. What can you do to hear a song from a farther distance?

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Think Again

1. Fill in the blanks.

i. Sound is produced by_________________.
ii. Light travels in a___________ line.
iii. The main source of light is _____________.
iv. Sound made close to us is ____________.
v. Sound is a form of _____________.
2. Name one source of light which your grandparents might have
used for lighting homes.
3. How can we make shadow bigger?
4. Distance can make sound fainter. What else can make sound
fainter?
5. If light travels around the corner, how will it affect the life on the
Earth?
6. You can hear a television programme in the other room but cannot
see it. Why?
7. Compare the shadow of transparent and translucent glasses.

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 CHAPTER 7
Electricity and Magnetism

7.1. Sources of Electricity

Test Yourself

1. Where do we get light from?

2. Do you use electricity at home?
3. What are the things in your house that use
electricity?
4. Where do you think we get electricity from?
5. What do people use to produce electricity?

You already know:

• source of light.
• electrical appliances at home.
You will learn:
• sources of electricity.

A. You have seen a bulb glowing, rice being cooked in an electric

cooker, water being boiled in a water boiler, etc. These are all done
with the help of electrical energy. Electrical energy is obtained
from electricity.

Work in groups
You may need: Looking at the torch light
• torch directly may harm their
eyes.
• batteries

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Step 1
Put on the switch of the torch without batteries.
What do you observe?
Put off the switch.
Step 2
Now put the batteries in the torch in the correct sequence.
Put on the switch.
What do you observe?
In which step did you see the torch bulb glowing?
Why do you think the torch bulb was glowing?
Name the source of electricity used in this experiment.
B. The electricity we use is not found naturally. We have to produce
electricity with the help of machines. In Bhutan, we have many
places where we produce electricity. For example, electricity is
produced in Chukha, Tala, Basochhu, Kurichhu, etc. These places
have power stations where electricity is produced.
Look at the Figure 7.1.

Rain Evaporation
Generator

Dam

Turbine

Figure 7.1. Generation of electricity.

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Find out the main source of electricity from Figure 7.1.

Write a paragraph on the process of generation of electricity.

C. Work in pairs

Discuss and write different sources of electricity.

After the discussion, share your information with the whole class.
List all the sources of electricity shared in the class in your
notebook.
Write two sources of electricity which are eco-friendly.

Check Your Progress

i. Name the main source of electricity in our country.
ii. Why do you think your answer in (i) is the main source of
electricity in our country?

Do You Know?
A scientist called
Benjamin Franklin
was the first person
to discover static
electricity.

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7.2. Where Electricity is Used

Test Yourself

1. Name two power stations in Bhutan.

2. Mention three sources of electricity.
3. Name five places where electricity is used.
4. How is electricity important in our life?
5. The devices that use electricity is called
____________.

You already know:

• electricity is used in your house.
• source of electricity.
You will learn:
• places and things where electricity is used.

A. Electricity has increased the comfort and services of humans to a

very high level. Electricity is used to do different kinds of work. It
is used to cook our food, wash our clothes, clean our house, light
our home and street, drive vehicles, etc.
Name the things given in Figure 7.2 that use electricity?

(a) (b) (c)

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(d) (e) (f) (g)

Figure 7.2. Things that use electricity and that do not.

Name ten things which use electricity.

B. Most of the things you have listed become unusable after
sometimes. These things form a type of waste called an e-waste.

1. Name five e-waste you find at home and school.

2. Suggest two ways to reduce e-waste.

Check Your Progress

i. Design a poster on the theme ‘Save water, save electricity.’
ii. Explain how your life would be without electricity.

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7.3. Making Connections

Test Yourself

1. Name two things which use electricity.

2. What is the source of electricity at your home?
3. Do you know how electricity is brought to our
house?
4. Name three places where electricity is used.
5. What are the things that you use to light a bulb
in your house?

You already know:

• electricity is used in many things.
You will learn:
• electrical connections.

A. Circuit is the continuous pathway through which electricity flows.

Circuit is made of wires, source of electricity and an electrical
appliance. Electricity will flow only when the circuit is complete.
Wires are used to make connection between source of electricity
and electrical appliance in a circuit.

Work in groups

You may need:

• torch bulb
• battery
• wires

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Make the bulb glow using

the things given in Figure
7.3.
Name the source of
electricity.
Name the electrical appliance Figure 7.3. Things needed to make a
used. circuit.

B. Work in groups

You may need: Do not try to make such

circuit with electricity
• torch bulb at home. Do not use the
rechargeable battery.
• battery
• wires
• computers
Try each connection given in Figure 7.4. using wires, battery and
bulb.

1 2 3

4 5 6
Figure 7.4. Types of connection.

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Use PhET simulation to try different connections shown in Figure

7.4.
Copy and fill Table 7.1.
Table 7.1 Investigating Connections
Diagram Is the Circuit
Will the Bulb Glow?
No Complete?
1
2
3
4
5
6

C. Work in groups

Samten has made a connection as shown in Figure 7.5, but the

bulb does not glow.

Figure 7.5. Simple circuit.

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Discuss in small groups:

Why is the bulb not glowing?
What can you do to make it glow?
How can you make the bulb glow brighter?
Exhausted battery and fused bulb need proper disposal. Why?
When the circuit is complete, the electricity will flow. The flow
of electricity is called current.

Check Your Progress

i. Write the uses of wire, bulb and battery in a circuit.
ii. Electricity may not flow even if the circuit is complete. Why?

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7.4. Things that are Magnetic

Test Yourself

1. What is magnetic force?

2. Is magnetic force a contact or non-contact
force? Why?
3. Where do we use magnetic force?
4. What materials are attracted by magnet?
5. Why is a pencil not attracted by magnet?

You already know:

• magnet attracts magnetic things.
You will learn:
• magnetic material.

A. Magnets have a magnetic force. We cannot see this force but we

can see the effect of the magnetic force.

Work in groups

You may need:

Do You Know?
• magnet
• copper wire The human body
generates its own
• plastic tray
magnetic effects.
• stone
• pin
• eraser
• iron nail
• pencil
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• pen
• paper clips
• compass
Put all the above things in a plastic tray.
Touch each object in the tray with a magnet.

Copy and record your observation in Table 7.2.

Table 7.2 Things Attracted and not Attracted by Magnet
Things Attracted by Things Not Attracted
Sl No
Magnet by Magnet
1
2
3
4
5
6

Why are some objects attracted by magnet and some are not?
Those things that are attracted by magnet are called magnetic
materials. Those things that are not attracted by magnet are
called non-magnetic materials. Usually things made out of iron
are attracted by magnet. Materials made up of cobalt and nickel
are also attracted by magnets.

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Go outside the classroom.

Touch different objects that you find
with the magnet. Be careful not to take
strong magnets near
List the objects which are magnetic computer, TV, watch
in your notebook. and radio.

Check Your Progress

i. Why is your note book not attracted by a magnet?
ii. Name two metals which are not attracted by magnet.

http://www.zephyrus.co.uk/magneticmaterials.html

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7.5. Magnets at Home

Test Yourself

1. Give two examples of magnetic materials.

2. Name two non-magnetic materials.
3. Name two magnetic materials in your class.
4. Name five things in your home that have
magnet inside them.

You already know:

• magnetic material.
• non-magnetic material.
You will learn:
• things that use magnet.

A. We have many things where magnets are used. Generally all

electrical devices use magnets. These magnets are usually located
inside the device.
Figure 7.6 shows a few electrical devices that use magnet.

(a) Television (b) Refrigerator (c) Laptop

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(d) Radio set (e) Water boiler cable (f) Ceiling Fan (g) Mobile phone
Figure 7.6. Electrical devices.
There are several non-electrical things where magnets are
used.
For example.

(a) Drawer (b) Cupboard (c) Window

(e) Geometry box (f) Mobile phone cover

(d) Hand bag
Figure 7.7. Non-electrical things with magnet.
What is the main purpose of magnet in the non-electrical
things?
Design and make a simple magnetic game or toy.

Check Your Progress

i. Differentiate magnetic and non-magnetic material.

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Think Again

1. Choose the correct answer.

i. The main source of electricity in Bhutan is
A. battery.
B. sun.
C. water.
D. wind.
ii. Which one of the following is attracted by magnet?
A. Copper wire
B. Nickle wire
C. Pencil
D. Stone
iii. Which set of things use electricity?
A. TV, magnet and pin
B. Pressure cooker, rice cooker and radio
C. Electric bulb, spoon and electric kettle
D. Computer, fans and radio
iv. Which one of the following supply electricity in a circuit?
A. Bulb
B. Wire
C. Fan
D. Battery

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v. Which of the following is an example of e-waste?

A. Plastics.
B. Papers.
C. Glasses.
D. Batteries.
2. Write three things that use electricity from battery.
3. What is an electric current?
4. Why are some utensils not attracted by magnet?
5. Will a strong magnet wrapped in a cloth attract pins? Why?
6. If water had not been the main source of electricity in our country,
what would be the other source?

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 CHAPTER 8
Living Things and their Environment

8.1. Living Things and Non-Living Things

Test Yourself

1. Name any two natural things that are found in

our forest.
2. Why are cell phones, smart watches and
computers called artificial things?
3. What are the three things that you can do but
a robot can’t?

You already know:

• natural and human-made things.
• degradable and non-degradable things.
You will learn:
• living and non-living things.

A. The things that have life are called living things and those things
that do not have life are called non-living things.
Go around your school campus.
List the names of things that you see around.
Sort them out into living and non-living.
Circle the smallest living thing from your list.
Underline the biggest non-living thing in your list.

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B. Describe the characteristics of a horse and a chair.

Complete Table 8.1 and play the online Kahoot game designed
by your teacher . Compare the characteristics of living things and
non-living things. (www.kahoot.it)
Table 8.1 Characteristics of Living and Non-living Things
Sl
Characteristic Living Non-Living
No
1 Can grow Yes No
2 Can breathe
3 Can feel
Need food and
4
water
Can move on their
5
own

In groups, discuss other differences between living things and

non-living things and present your findings to the class.

Check Your Progress

i. What are living things? Name five examples of living things.
ii. What are non-living things? Name five non-living things.

Do You Know?
There are different kinds
of living things on the
Earth that people have
not finished counting
them.

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8.2. Plants and Animals in their Habitat

Test Yourself

1. Give four examples of living things.

2. Give four examples of non-living things.
3. Mention one difference between living and
non-living things.
4. Where do birds live?
5. Name a living thing that lives in both land and
water.

You already know:

• plants and animals are living things.
• cats and dogs are domestic animals.
You will learn:
• plants and animals in your locality.
• habitat of plants and animals.

A. The place where plants and animals live is called habitat. A habitat
provides plants and animals with air, food, and shelter.

Work in groups

You may need:

• garden hoe Be careful while handling and
• hand lens observing plants and animals.
Some could be poisonous
• safety gloves while others may be fragile.
• blunt forceps

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Go outside and visit the places mentioned in Table 8.2 and Table
8.3.
List down the plants you observe in Table 8.2 and the animals in
Table 8.3.
Put on safety gloves and handle fragile animals like earthworms
with blunt forceps.
Use a hand lens to observe small organisms.
You may use garden hoe to explore and look for organisms living
in the soil.
Table 8.2 Habitats for Plants
Plant Habitat
Stream/Brook/ Rivulet/ Agriculture
Flower Garden Forest
Creek/Eco-pond Garden
1.
2.
3....

Table 8.3 Habitats for Animals

Plant Habitat
Stream/Brook/ Rivulet/ Agriculture
Flower Garden Forest
Creek/Eco-pond Garden
1.
2.
3....

Using the data from Table 8.2 and 8.3, plot a graph each in
spreadsheet or a graph paper.
Which habitat has more number of plants and animals? Why?

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B. Work in groups

Discuss habitats for the following plants and animals. Copy and
complete Table 8.4.
Table 8.4 Habitats for Plants and Animals

Plant Habitat Animal Habitat

Orchid Fish
Fern Frog
Rose Ant
Pine tree Caterpillar
Bean Dung beetle
Define habitat in your own words.

Check Your Progress

i. Name a wild animal and describe its habitat.
ii. Name three plants that are found in the same habitat.

Do You Know?
Bamboo is the
tallest grass.

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8.3. How Plants Adapt in their Habitat

Test Yourself

1. Define habitat.
2. Name some plants which grow in your locality.
3. State the characteristics of plants that grow in
your locality.
4. Are the plants in your locality surviving well?
Why?

You already know:

• plants in your locality.
• plants grow in different habitat.
You will learn:
• adaptive characteristics of plants.

A. The natural process by which plants and animals adjust to their

surrounding is called adaptation.
Plants growing in different places have adapted to their
environment.
Cactus is usually found in dry places. In cactus, leaves are reduced
to sharp pointed pin-like thorns to prevent the loss of water and
to protect itself from being eaten by animals.
Pines also have needle-shaped leaves to reduce the loss of water.
Some water plants have large leaves to absorb more sunlight and
to float. Figure 8.1 shows some plant adaptations.

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Cactus Pine leaves Lotus

A. Figure 8.1. Adaptations in Plants.
Go to the library or browse the internet and write the adaptive
features of plants.
Share your information with the whole class.

B. Work in groups
Go around the school campus. Locate plants in different habitats.
Write the habitat and adaptive characteristics of plants in Table
8.5.
Table 8.5 Adaptive Characteristics of Plants
Adaptive
Plant Habitat
Characteristic

How does adaptive characteristics Do You Know?

of an organism help it to survive in In desert, there is very
its habitat? little water. A place in
the desert which has a
natural supply of water
is called an oasis. An
oasis has enough water
to grow a variety of
plants.

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Check Your Progress

i. What is the habitat of the plant in
Figure 8.2?
ii. What are the adaptive features of
this plant?

A. Figure 8.2. Orchid.

http://www.mbgnet.net/bioplants/adapt.html

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8.4. How Animals Adapt in their Habitat

Test Yourself

1. Name three plants that are found in your

school.
2. Why do some plants have thorns?
3. Why do different animals live in different
habitats?
4. Yak is usually found in cold places in Bhutan.
Why?
5. Birds find it difficult to locate a green
grasshopper among green leaves. Why?

You already know:

• animals in your locality.
• different plants have different adaptive characteristics.
• fishes live in water.
You will learn:
• adaptive characteristics of animals.

A. All animals are well-adapted to live in their habitats. When

animals cannot adapt to their habitat(s), they either move to
places where they adapt.
Some adaptive features of animals are as given in Table 8.6.

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Table 8.6 Adaptive Features of some Animal.

Cockroach
Cockroach is usually found in dark
places. It has small eyes and long
antenna. The long antenna helps
them to feel in the dark.

Antenna
Grasshopper Hind
Grasshoppers have long, strong legs
hind legs that help them jump.
This adaptation helps them to
jump and escape from predators.
How does a grasshopper hide from
its predators?
Butterfly A butterfly with proboscis rolled
Butterflies have a feeding tube under its head.
instead of mouth. This tube is
called proboscis. It works like a
straw and helps butterflies to suck
nectar from flowers. Proboscis is
long and can be rolled under head
when not needed.

Yak Thick hair

Some animals like yak live in very
cold places like Laya, Lunana,
Merak and Sakteng. They have
thick hair on their body to protect
them from the harsh cold.
Why do yaks have broad and
strong hooves?
What will happen if a yak is taken
to hot places like Phuentsholing,
Samdrup Jongkhar or, Gelephu?

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B. Animals adopt colour or shape of their surrounding to hide

from their predators.

Work in groups

You may need:

• 40 matchsticks Do Not kindle fire with
matchsticks
• paint (red, green, blue)
• a stop clock
Paint a set of 10 matchsticks with each colour listed above. Let
them dry.
Keep one set uncoloured.
Choose one of your friends as the timekeeper.
Spread out the red matchsticks in the grassy place of about one
square metre.
Ask the timekeeper to record the time taken by you to find all the
matchsticks
Repeat this for the other set of matchsticks.
Copy and fill Table 8.7.
Table 8.7 Time taken to find the match sticks
Time taken to collect all the
Matchstick
Matchstick
Red
Green
Blue
Uncoloured

Which coloured matchsticks are the most difficult to find in the

grass?

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What can you conclude from the above activity?

Camouflage is a kind of adaptation which helps an animal to
hide from its predator or prey.
Green caterpillar camouflages amongst green leaves, which
makes it difficult for the predators to see them.
The stick insects resemble the leaves or twigs. They are green or
brown in colour. They tend to remain motionless for a long time
and hang from the plants. In this way, they escape from enemies.
Name some other animals which can camouflage.

C. Work in groups

Copy and complete Table 8.8.

Table 8.8 Adaptive Characteristics of Animals
Adaptive
Animal Habitat
Characteristic
Sparrow
High cold mountains
Long tail and strong
Monkey
arms
Fins and streamlined
body

Check Your Progress

i. Why do tigers have stripes?
ii. What adaptive characteristics do the following insects have?
a. Bees
b. Shield bug [stinkbug]
c. Ladybird

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8.5. Living Together

Test Yourself

1. Why do fishes have streamlined bodies?

2. Do you think rabbits can live in water? Why?
3. Name the habitat of the following animals.
a. Yak
b. Monkey
c. Sparrow
4. Why do we see snakes in the places where rats
and frogs live?
5. Name an animal which can eat snakes?

You already know:

• habitat.
• adaptation of plants and animals.
You will learn:
• food chains.

A. All living things depend on each other for food and shelter. The
feeding relationship of living organisms can be represented by a
chain. This chain is called food chain.
Figure 8.3 shows an example of a food chain.

Plants Caterpillar Small bird Large bird

A. Figure 8.3. Food chain.
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The source of food for the caterpillar is_____________.

The small bird eats the_______________.
The source of food for the large bird is__________.
The food chain begins from ___________ because they can
produce their own food.

Grasshopper Grass Eagle Frog Snake

Animals which kill and eat other animals are called predators
and their victims are called prey.
Name the prey and predators in the above food chain?
If we kill an animal or a plant, we also harm others by breaking
their food chain. For example, if we kill frogs, snakes will not
have food. There will also be lots of grasshoppers to eat the grass.
What will happen if all the snakes were killed?

Check Your Progress

i. What is a food chain?
ii. Animals should not be killed. Why?
iii. If we cut down many trees, all the other living things will
suffer. Explain.

https://www.brainpop.com/science/ecologyandbehavior/foodchains/
http://primaryhomeworkhelp.co.uk/adaptation.htm
http://www.primaryhomeworkhelp.co.uk/adaptations/giraffe.htm

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8.6. Feeding Habits

Test Yourself

1. What is a food chain?

2. Do humans eat both plants and animals?
3. Name three animals which eat only plants.
4. Name three animals which eat other animals.
5. Why does a food chain always begin with a
plant?

You already know:

• food chain.
• green plants are the main source of food.
You will learn:
• different types of feeding habits.

A. All animals have different ways of feeding. Some feed on plants.

Some feed on animals, while others feed on both plants and
animals.

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Work in groups

Copy and complete Table 8.9.

Table 8.9 Classification of Animals as per Feeding Habit
Animal What do they eat?
Herbivore
Examples: Cow, Deer
Carnivore
Examples: Tiger, Lion
Omnivore
Examples: Monkey, Crow
What is a herbivore? Give three examples.
What is the difference between herbivore and carnivore?
Is cat an omnivore? Give reason.
B. Food chains usually have no more than four to five organisms.
All herbivores, carnivores and omnivores are consumers. Green
plants are called producers because they prepare their own food.

Caterpillar
Bird Tiger

Deer
Plants Bear
B. Figure 8.4. Producer and consumers in a food chain.
A.
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Study Figure 8.4 and answer the following questions.

a. Trace out as many food chains as possible. Identify
the producer and consumers in each food chain.
b. Identify the following:
i producer
ii herbivore
iii carnivore
iv omnivore

Check Your Progress

i. Why are plants called producers?
ii. Why are human beings called omnivores?

Do You Know?
All omnivores are
carnivores but all
carnivores are not
omnivores.

http://www.nhptv.org/natureworks/nwep10.htm

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Think Again

1. Match the following.

Column I Column II
a. Eagle i. Herbivore
b. Plant ii. Carnivore
c. Eats only plants iii. Predator
d. Eats only animals iv. Omnivore
e. Eats both plants and animals v. Producer
2. Why are animals known as consumers?
3. Represent each list in the form of a food chain:
a. Caterpillar, cabbage, hawk, sparrow
b. Grass, eagle, rabbit
c. Paddy, snake, peacock, rat
4. Why are grasshoppers normally green?
5. Can a prey also be a predator? Give reasons.
6. A robot can move, but it is not a living thing. Why?

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7. Answer the following question with reference to Figure 8.5.

Figure 8.5.
a. What are the animals feeding on?
b. Why do you think animals are feeding on them?
c. How does waste affect animals?
d. What lesson can you draw from this picture?

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Green Plant

9.1. Effect of Light on the Growth of Plant

Test Yourself

1. State two differences between plants and

animals.
2. What are the different parts of a plant?
3. Can plants grow without light? Why?
4. Why is the Sun important for living beings?
5. Why do plants need sunlight?

You already know:

• characteristics of living things.
• plants are living things.
• plants grow.
• sources of light.
You will learn:
• effect of light on the growth of plants.

A. We know that plants are living things. They need suitable

conditions for proper growth.
We are going to investigate one of those conditions.
You may need:
• Two healthy potted plants of the same type and same height.

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Setup up A Setup up B
Sun

Keep one potted plant in sunlight in a Keep the other potted plant in a
safe place dark place
Figure 9.1.Set-up to observe the effect of sunlight on plant growth.

Set up the potted plants as shown in Figure 9.1. Water both the
plants regularly with the equal volume.
Observe two plants for one to two weeks.
What is the main difference between Setup up A and Setup up B?
List down the changes that you have observed in the two plants.
Which plant showed proper growth?
What can you conclude from this experiment?
What would happen to a plant which receives sunlight from one
direction?
Do You Know?
There are nearly
380,000 different kinds
of plants on the Earth.

Check Your Progress

i. Why is light important for plants?
ii. Why do we need to take the same type of potted plants in
activity A and B?

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9.2. Effect of Air on the Growth of Plant

Test Yourself

1. What will happen to the plant if we keep it in

the dark place?
2. Why is air important to us?
3. What do you think will happen if there is no
air?
4. How is air important to plants?

You already know:

• effect of light on the growth of plants.
You will learn:
• effect of air on the growth of plant.

A. Like human beings, plants need air. Plants need air for two
purposes. They use carbon dioxide to make their own food. They
also need oxygen to break down the food for energy.

Work in groups

You may need:

• jars with lid
• cotton
• soaked chickpeas
Spread thin sheets of cotton in the inner bottom of both the jars.
Sprinkle equal amount of water on the cotton in both the jars.
Put ten soaked seeds in each jar.

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Label one jar as A and the other as B.

Keep both the jars on the window sill.
After a few days, the seeds will grow into new plants.
Once the plants are about 2 cm in height, cover jar B with its lid
and make it airtight using a sellotape.
Leave jar A open.
How are the two set-up similar?
How are the two set-up different?
Observe the plants for about a week or two.
What happens to the plant in jar A?
What happens to the plant in jar B?
What does the experiment prove?

Check Your Progress

i. What will happen if plants do not get carbon dioxide?
ii. Which air is used by the plants to break down the food?

Figure 9.2. The roots of mangrove

plants grow upward to take air from
the surrounding.

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9.3. Effect of Temperature on the Growth of Plant

Test Yourself

1. What will happen to the plants if there is no

sunlight?
2. What will happen to the plants if there is no
air?
3. What is temperature?
4. If you play outside on a very hot day, what will
happen to your body?
5. Why do you think heat is important for plants?

You already know:

• effect of light and air on the growth of plants.
You will learn:
• effect of temperature on the growth of plants.

A. Temperature of a body tells us how hot or cold the body is. The
instrument used to measure temperature is called thermometer.
The temperature of the body is measured in degree Celsius (0 C).

Work in pairs

You may need:

• thermometer
• tap water

Bulb
Mercury level reading
in degree Celsius (0 C)
Figure 9.3. Temperature reading in thermometer.

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Your teacher will provide you a

thermometer. Record the room
temperature and the temperature of Handle thermometer with care.
Mercury is highly poisonous.
tap water in Table 9.1. While taking the
reading, look at the upper meniscus as
shown in Figure 9.3.
Do not touch the bulb as the heat of your finger will increase the
reading.
Table 9.1 Reading Temperature
Room Temperature Tap Water Temperature
(degree Celsius) (degree Celsius)

Which reading is high?

B. Plants need suitable temperature for proper growth.

Work in groups

You will need:

Do You Know?
• bean seeds
• trays The normal human
body temperature is
• soil 37 degree Celsius
• transparent plastic sheet (370C).
• thermometer
• water
Take two trays and fill them in with soil.
Label them as Tray 1 and Tray 2.
Sow equal number of bean seeds in both the trays.
Sprinkle some water. After a day or two, new plants grow from
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the seeds. The growth of plant from a seed is called germination.

Once seeds have germinated, place a thermometer in each tray.
Copy Table 9.2 and record the initial temperature of each tray as
shown in Figure 9.4.
Table 9.2 Recording Temperature
Tray 1 Temperature reading Tray 2 Temperature reading

Cover Tray 2 with a transparent plastic. Make sure it is not

airtight.
Keep both the trays in a safe place where there is sufficient
sunlight for two weeks. Record their final temperature.

Tray 1 Tray 2
Figure 9.4. Set-up for temperature reading
Which thermometer has higher reading? Why do you think so?
In which tray do plants grow faster?
Why do you think this happens?
What does this experiment show?
Have you seen a greenhouse?
Greenhouse helps in increasing the temperature.

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Some farmers in Bhutan grow plants or vegetables in greenhouses

as shown in Figure 9.5.

Figure 9.5. Greenhouse

Check Your Progress

i. Why would a greenhouse be useful in some parts of Bhutan?
ii. What do you think will happen to the growth of a plant if the
temperature is very high or very low?

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9.4. Effect of Water on the Growth of Plant

Test Yourself

1. Is temperature important for growth of the

plant?
2. A potted plant kept near the window bends
towards sunlight. Why?
3. Do plants grow properly during a very cold
winter? Why?
4. What are the uses of water?
5. What will happen to living things if there is no
water?

You already know:

• effect of light, air and temperature on the growth of
plants.
You will learn:
• effect of water on the growth of plants.

A. All forms of life need water. About eighty to ninety percent of the
plant body by weight is water. Water is essential for germination
of seeds and growth of plants.

Work in groups

You may need:

• two young potted plants of the same type and of the same
height.
• water

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Keep both the potted plants in a safe place

as shown in Figure 9.5.
Label them as Set-up A and Setup B
Water the plant in Set-up A regularly.
Keep the plant in Setup B without watering.
Observe the plants regularly for about two
weeks. Set-up A

Copy and complete the Table 9.3 after the

completing the observation. Draw graph using
MS excel sheet or any other spreadsheets.
Set-up B
Figure 9.6. Effect of
water on growth of
plant.

Table 9.3 Effect of Water on Plant Growth

Observation Set-up A Set-up B
Height of the plant
Number of leaves of the plant
Number of shoots of the plant

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B. Work in groups

Discuss in your group the importance of water for both plants

and animals.
Write your findings and present it to the class.
Plants prepare their own food using sunlight, water and air.
Therefore, plants are called autotrophs. On the contrary,
animals depend on plants for food therefore, animals are called
heterotrophs.

Check Your Progress

i. What happens to the flowers if you do not water your garden
regularly?
ii. What may happen to plants if there is excess of water?

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9.5. Flower

Test Yourself

1. Name the parts of a plant.

2. What are the necessary conditions for the
proper growth of plant?
3. Which is the most attractive part of a plant?
4. Name different parts of a flower.

You already know:

• effect of light, air, water and temperature on the growth
of plants.
• common types of flowers.
You will learn:
• different parts of a flower.

A. A plant is made up of roots, stems, leaves and flowers. Therefore,

a flower is the reproductive part of a plant. The male part of
a flower is called stamen. The female part of a flower is called
carpel.
Flower develops into fruit and seed. New plants grow from seed.

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Petal
Stigma Anther

Carpel Style Stamen

Filament
Ovary

Sepal

Pedicel

Figure 9.7. Parts of a flower.

Work in groups

You may need: Do Not pluck the flowers more

• flower than required

• forceps
• hand lens
Collect a flower from around your school.
Observe the flower carefully using hand lens.
Draw the flower in your exercise book.
Label the following parts:
1. Sepal. 2. Petal. 3. Stamen. 4. Carpel. 5. Pedicel.
What is the male part of a flower called?
Which part of a flower is brightly coloured?
Which part of a flower is normally green?
B. Remove each part of the flower carefully using forceps.
Paste all the parts in your scrap book and label them.
C. Draw the diagram of the flower using MS paint.
Label all the parts.

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Check Your Progress

i. Which is the reproductive part of a plant?
ii. What is the stalk of a flower called?

Do You Know?
Rafflesia is the
largest flower in the
world. It grows up to
one meter in diame-
ter and weighs up to
11 kilograms.

Figure 9.8. Rafflesia

Do You Know?
Water lily always remains
erect in the water because
it has abundant supply
of water. However, when
water is not abundant the
plant will droop and wilt.

Figure 9.9. Water lily

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Think Again

1. Choose the correct answer.

i. All of the following are required by a plant for its proper
growth, EXCEPT
A. light.
B. water.
C. micro-organism.
D. heat.
ii. The part of a plant that makes fruit and seed is
A. root.
B. stem.
C. flower.
D. leaf.
iii. The female part of a flower is called
A. carpel.
B. stamen.
C. sepal.
D. petal.
iv. Greenhouse is useful to grow crops in places where there is
A. lot of water.
B. no water at all.
C. low temperature.
D. high temperature.
v. In the absence of light, green leaves of a plant
A. turns yellow.
B. grows green.
C. grows in number.
D. grows in size.
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2. Why is greenhouse used to grow vegetables in cold places?

3. Why is the grass growing under stone yellow?
4. Plants do not grow well in dry soil. Why?
5. Why do farmers make soil loose around the plants?

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Food

10.1. Different Kinds of Food

Test Yourself

1. Human beings are generally omnivores.

Explain.
2. What is the main source of food for animals?
3. Why do you eat different kinds of food?
4. Name the food that we eat?
5. Why do we need to eat food?

You already know:

• all living things need food to live.
You will learn:
• different kinds of food.

A. Every day we eat a variety of food. These foods include pulses,

grains, fruits, vegetables, meat, and
milk products.
Pulses are seeds of certain plants
that grow within pods such as peas
as shown in Figure 10.1. Other
common pulses are beans, chickpeas Figure 10.1. Pea pod
and lentils.
Foods such as wheat, rice, barley are called grains.

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Work in groups

Make a list of food that you eat.

Classify the food that you have listed above under the food
groups in Table 10.1.
Table 10.1 Food Groups
Pulses Grain Fruit Milk product Meat Vegetable

Which pulses are grown in your locality?

Which foods are generally included in
i. breakfast
ii. lunch
iii. dinner
Check Your Progress
i. Name at least three examples of the following:
a. fruits
b. grains
c. milk products
ii. List the food items that are common in your locality.

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10.2. Food for Activity

Test Yourself

1. What are the different kinds of food that we eat

every day?
2. We feel tired when we do not eat food. Why?
3. Name some pulses that we eat?
4. Which food do we eat as the major part of our
diet?
5. Name three grains.

You already know:

• different kinds of food.
• we cannot work and play when we are hungry.
You will learn:
• some foods that help us to work and play.

A. Foods such as rice, wheat, maize, sugar, and potato give us the
energy to work and play. If we do not eat enough of these foods,
we feel tired and weak. The food that helps us to work and play is
called food for activity or energy giving food.

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Use the data from Table 10.2 and plot a bar graph in your notebook.
Table 10.2 Energy Contained in 10 grams Food
Food type Energy (kcal)
Boiled Egg 4
Salted Butter 730
Boiled Chicken 19
Walnut 263
Boiled Rice 8
Boiled Potato 7
Which food item gives us the most energy?
What kind of food helps us to do walk everyday?

Check Your Progress

i. Why should a heavy manual worker eat more rice than an
office worker?
ii. Name five energy giving food found in your locality.

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10.3. Food for Growth

Test Yourself

1. Why do we need energy?

2. Name three food items that give us energy.
3. Which food item gives us the most energy?
4. Why should we eat lentils regularly?

You already know:

• some foods that help us work and play.
You will learn:
• food that helps us grow.

A. Foods like lean meat, egg, fish, milk, and pulses help us to grow
and build the body. These foods are called food for growth or
body building food. We get these foods from both plants and
animals.
Use the data from Table 10.3 and plot a bar graph using MS excel
or any other spreadsheets.
Table 10.3 Protein contained in 100 grams Food
Food Type Energy (kcal)
Boiled Egg 12.5
Salted Butter 0.7
Boiled Chicken 32.0
Walnut 14.7
Boiled Rice 2.6
Boiled Potato 1.9
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Which food item gives us the most body building food?

What are body building food called?
Who needs more body building food, a father or a child? Why?

Check Your Progress

i. What would happen if we do not eat body building food?
ii. Name five body building food available in your locality.

http://www.indiadiets.com/foods/food_groups/food%20groups.htm

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10.4. Food for Protection

Test Yourself

1. Name some foods that help us to grow?

2. Pork is an energy giving food as well as a body
building food. Name any other food which
gives energy and helps us grow?
3. What food items do we use for making curries?
4. Name two fruits and vegetables.
5. What are protective foods?

You already know:

• food is needed for growth and daily activities.
You will learn:
• food that protects us from diseases.

A. Foods like fresh fruits and vegetables help us to keep our body
healthy and protect us from diseases. These foods are called
protective food. Some foods like fish, lean meat and milk also
protect our body from diseases.
Figure 10.2 shows foods that build our body, give us energy and
protect us from diseases. Identify and list the foods that help to
protect us from diseases in your notebook.

Lemon Aubergine Banana Carrot

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Cabbage Broccoli Grapes Onion

Watermelon Cauliflower Spinach Potatoes

Butter Egg Beef Pork

Cheese Wheat flour Lentils Tomato

Figure 10.2. Different kinds of food.

Write some more examples of food for
protection. Do You Know?
Lack of iodine
What would happen if protective food is not causes goitre.
included in your meals? Iodine is present
in table salt.

Check Your Progress

i. Name the protective foods available in your locality?
ii. Why do we have to eat different types of vegetables and fruits?

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10.5. Eat all Types of Food

Test Yourself

1. What are the food that:

• gives us energy
• helps us grow
• protects us from diseases
2. Name some fruits and vegetables available in
your locality.
3. What food do you eat in your everyday life
other than fruits and vegetables?
4. Why should we include different kinds of food
in our diet?

You already know:

• food for activity.
• food for growth.
• food for protection.
You will learn:
• right kinds of food to eat.

A. Everyday, we should eat body building food, energy giving food

and body protecting food.
Study Figure 10.3 and answer the questions that follows.

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Set A Set B

Rice Potato Rice Apple

Lentils Fish Milk Spinach

Set C Set D

Butter Spinach Beef Egg

Potato Bread Rice Maize

Figure 10.3. Sets of food

Identify the types of food present in set A,B,C,and D.

Which set of food is best for health? Why?
What did you eat in your breakfast today? Was it a balanced diet?
(Refer the nutrition chart provided in the Annexure to support
your answer )
B. Make a list of food that will keep us healthy. Fill in Table 10.4.
Each meal should contain at least one food item from each food
group.

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Table 10.4 Healthy Menu

Food for Food for Food for
Day Meal
Growth Activity Protection
Breakfast
1 Lunch
Dinner
Breakfast
2 Lunch
Dinner
Breakfast
3 Lunch
Dinner

Share your work with your friends. Find out whether your friend
has at least one food item from each food group.

Check Your Progress

i. Why is it important to include a variety of foods in your
meals?

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Think Again

1. State whether these statements are true or false.

a. Lean meat is protective food.
b. A farmer should eat less rice than a teacher.
c. We should always include all the three groups of food in a
meal.
d. The food that helps us grow is body building food.
e. Potatoes are also known as pulses.
2. Why do we need to eat green leafy vegetables?
3. Study the following meals. Which one is the best to eat? Give
reasons.
a. Rice, chicken, spinach, and oranges.
b. Bread, butter, banana, and apple.
c. Rice, egg, potatoes and butter tea (suja).
4. If we want to reduce fat intake, which food group should we eat
less?
5. What is the common food that is eaten in your locality? Why?
6. Draw a food chart of a sports person showing the type of food he
or she needs.

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CHAPTER 11
Our Earth

11.1. Shape of the Earth

Test Yourself

1. What is the difference between day and night?

2. What is the main source of light during the
day?
3. What is the shape of a football?
4. What is the most likely shape of the earth?

You already know:

• sun gives light.
You will learn:
• shape of the earth.

A. The sun is a star. There are a number of heavenly objects that

move around the sun. These objects and the sun form a family
called solar system. These objects include eight large bodies
called planets. Our earth is a planet.
Earlier people used to think that the earth is flat like a book or
table, but later, on scientists proved that it is almost round. It
moves around the sun.
People who have travelled into the sky have seen that our earth is
almost round.

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Look at Figure 11.1. This is how our earth looks like when
observed from the space. It is slightly flat at the top and bottom.
This shape is called oblate spheroid.

Do You Know?
As the Earth spins
around, the Sun
appears to move
Figure 11.1. The earth. across the sky.

Check Your Progress

i. What do you call the heavenly objects which revolve around
the sun?
ii. Mention the shape of the earth.

http://www.josleys.com/show_gallery.php?galid=313

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11.2. Rotation of the Earth

Test Yourself

1. What is the shape of the earth?

2. State one difference between the shape of a ball
and the shape of the earth.
3. Why does the sun rise in the morning and set
in the evening?
4. How does our earth rotate?

You already know:

• the shape of the earth.
You will learn:
• rotation of the earth.

A. Do you know that the earth is moving all the time? It spins and
moves around the sun at the same time.
Figure 11.2 shows the woollen ball of thread spinning about the
knitting needle passing through its centre. Just like the knitting
needle in the ball of thread, our earth spins about its imaginary
line called an axis. Knitting needle
Earth’s axis is slightly tilted like the knitting
needle as shown in Figure 11.2.
Your teacher will demonstrate this activity.
You may need:
• globe Woollen ball
Figure 11.2. Thread ball
with needle as axis.

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 Chapter 11: Our Earth

Spin a globe in counter clockwise direction as shown in Figure

11.3.

Axis

Figure 11.3. Spinning of globe

This is how our earth rotates on its axis. This spinning is called
rotation. It takes about 24 hours to complete one rotation. The
rotation of the earth causes day and night.

B. Work in groups

Design a model to show the rotation of the earth on its axis.

Explain the working of your model.

Check Your Progress

i. What is the axis of the earth?
ii. How long does it take for the earth to complete one rotation?

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11.3. Day and Night

Test Yourself

1. When do we experience day?

2. What do we experience on the other side of the
earth which is not facing the sun?
3. How does day and night occur?
4. Is the duration of day and night equal? Why?

You already know:

• rotation of the earth.
You will learn:
• cause of day and night.

A. We experience day and night. We know that the sun rises from
the east and sets in the west. The duration of time from midnight
to midday is called am. (ante meridiem). The duration of time
from midday to midnight is called pm. (post meridiem). We have
longer day in summer and shorter day in winter.
Let us find out how day and night are caused.
Your teacher will demonstrate this activity.
You will need:
• torch
• globe
• dark room
Place the globe where everyone can see it.

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 Chapter 11: Our Earth

Light the torch on one side of the globe as shown in Figure 11.4.

Figure 11.4. Set-up for day and night

What does the torch represent?

What does the globe represent?
What does the lighted part of the globe represent?
What does the dark part of the globe represent?
The part of the earth that receives the light experiences day and
the part that does not receive the light experiences night.
Keep the torch on the same point.
Now turn the globe slowly in counter clockwise direction.
What do you observe?
What causes day and night?
What will happen if the earth does not rotate?

Check Your Progress

i. Differentiate between day and night.
ii. How many rotations will the earth make in 24 hours?

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11.4. Revolution of the Earth

Test Yourself

1. Why do you think day and night are not of

equal duration?
2. How many hours are there in a day?
3. Does earth revolve around the sun?
4. How many days make a year?

You already know:

• rotation of the earth.
You will learn:
• revolution of the earth.

A. The earth moves around the sun in a fixed path called orbit. The
orbit is oval in shape. This movement of the earth in counter
clockwise direction around the sun is called revolution of
earth. The earth takes one year (about 365 days) to complete one
revolution.

Figure 11.5. Revolution of the earth

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 Chapter 11: Our Earth

Demonstrate the revolution of the earth.

You may need:
• globe
• candle
• matchbox
Light the candle and place it at the centre of the table.
Then take the globe and go around the candle in counter clockwise
direction.
This is how the earth revolves around the sun.
What does the globe represent?
What does the lighted candle represent?
What is the movement of globe around the candle called?

Check Your Progress

i. What is revolution of the earth?
ii. How long does the earth take to complete one revolution?

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11.5. Seasons in a Year

Test Yourself

1. Where have you seen rotation and revolution

taking place?
2. Why are seasons not same throughout the year
in Bhutan?
3. Name the seasons.
4. What will happen if the earth does not revolve?

You already know:

• rotation and revolution of the earth.
You will learn:
• seasons of the year.

A. Spring, summer, autumn, and winter are the four seasons of the
year. All these four seasons make a year.
For most places on the earth, year can be divided into four seasons:
spring, summer, autumn and winter. Each season has differences
in weather, temperature, and the length and amount of daylight
as shown in Figure 11.6. Seasons are not same everywhere.
Tilt of
earth’s Autumn
axis
Winter Summer

Sun

Spring

Figure 11.6. Change in seasons.

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 Chapter 11: Our Earth

We experience the seasons due to the revolution of the earth and

the tilt of the earth on its axis. The tilt causes different parts of the
earth to face directly to the sun at different times of the year. The
distance between the earth and the sun differs at different times
of the year, varying the amount of light received by earth.
What will happen if there is no tilt on the earth’s axis?
What will happen if the earth revolves around the sun at same
distance through out the year?

B. Work in groups

You will need:

• computer
• internet

Design power point presentation on four seasons by downloading

related images from google website.
Write the characteristics of weather for each season.

Check Your Progress

i. Name four seasons of the year.
ii. What causes the change in seasons on the earth?

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Think Again

1. Choose the correct answer from the bracket and fill it in the space
provided.
i. Days and nights are caused by the……................................…
of the earth. (rotation/revolution)
ii. The direction of the earth’s rotation and revolution is
in…….... direction. (clockwise/counter clockwise)
iii. The movement of the earth around the sun is called
............................. (revolution/rotation)
iv. The earth moves around the sun in a fixed path
called…................……. (orbit/axis)
v. The earth takes about ……..................... days to revolve
around the sun. (365/24)
2. Rearrange the words in the bubble and write them down in your
note book.
i ii iii iv
r
o n r e l p
s h s
o
v t i e r a
a t o u o n i i
x
i t o d
v vi vii
o m s
r a a
t i u n t o n s
b u e

i……………..... ii………….. iii…………...

iv……………... v……........... vi…...............
vii….................
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 Chapter 11: Our Earth

3. Which one of the following shape is oblate spheroid?

A B C D

4. Earth rotates and yet we do not feel its movement. Why?

5. How many seasons are there in a year? Name them.
6. Write the features of the four different seasons.
7. Which movement of the earth is shown in the following Figure
11.7?

Earth

Sun

Figure 11.7.

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Annexure - A

Assessment
Assessment in science involves testing of scientific knowledge, skills, values and
attitudes. The assessment should be able to diagnose the learning progress or gap of the
learner in terms of expected core competencies and learning outcomes. Consequently,
it is imperative to use appropriate assessment techniques and tools to provide relevant
feedback to the learners and to assess the impact of teaching learning processes.
Holistic assessment entails assessing all the three domains of learning: cognitive,
psychomotor and affective. Thus, the assessment practice in science assesses Scientific
Knowledge (SK), Working Scientifically (WS), Scientific Values and Attitudes (SV) of
the learners.
Purpose of Assessment
Assessment is used to:
i. inform and guide the teaching and learning process.
ii. gauge the efficacy of the teaching and learning process.
iii. assess the relevance of curriculum materials.
iv. help learner’s set learning goals.
v. monitor learner’s progress in achieving learning outcomes.
vi. generate reports on learner’s performance.
Areas of Assessment
The assessment in science focuses on the three domains of learning reflected as scientific
knowledge (cognitive), working scientifically (psychomotor) and scientific values and
attitudes (affective) as detailed below:
i. Scientific Knowledge (SK): The learner meets the requirement reflected in the
learning objectives and expected learning outcomes under each unit, chapter, and
topic. The learner is able to provide expected scientific information through various
ways as asked.
ii. Working Scientifically (WS): The learner demonstrates scientific skills such
as observing, predicting, inquiring, questioning, investigating, experimenting,
measuring, classifying, recording, analyzing, inferring, communicating, etc. and
explain how science works.
iii. Scientific Values and Attitudes (SV): The learner exhibits interest, curiosity,
intellectual drive, creativity, exploring possibilities, inquisitiveness, finding facts,
coherent presentation of ideas, reasoning skills, collaborative skills, respect and
concern for all, etc.

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Assessment Modalities
The assessment focuses on diagnosing the learning gap through Continuous Formative
Assessment (CFA), Continuous Summative Assessment (CSA) and Summative
Assessment (SA) using appropriate assessment tools.
Specifically, the assessment is carried out in the following ways:
i. Home work: The extended activities given to students encourages independent
learning and responsibility to complete the task. The task is assigned only on
important topics that require extra time and energy, and to be assessed using
appropriate assessment tools such as rubrics, rating scale, and checklist.

ii. Class work: The learning activities such as group discussion, presentation,
individual work, etc. are assessed using appropriate assessment tools.

iii. Scrapbook: It is a collection of pictures, specimens, photographs, etc. related to

scientific concepts and ideas along with a brief description and student’s personal
expression of feelings. It is aimed at instilling a scientific attitude: such as creativity,
critical thinking, and self-reflection. The scrapbook is maintained throughout the
academic session with periodical assessments. An exercise book can be maintained
by each student to make a minimum of 20 entries in their scrapbook. The following
are the suggested entries, but NOT limited to:
• clippings from newspaper, magazines, comics, newsletters, fliers, pamphlets,
and even including download from internet.
• specimens may include dry leaves, cereals, pulses, dyes, bird feathers, grains,
exoskeleton of insects, dried flower petals, nuts, plant parts, etc. with a few
statements of the students’ reflection.
• write up on any interesting scientific events and natural patterns like rainbows,
clouds, bird nests, leaf patterns, insect home, bird’s sounds, stream, animal
tracks, animal bones, animals caring their young ones, animal teeth with
students’ personal thoughts and reflections.
• report on any experiment or research work that the students have conducted
during the school science activities or science exhibition. The student has to
write about, how it has been done, why it is important and how it can benefit
in his or her life.
While making entries, students are expected to follow the common format provided
below:

• Date and time for each of the entries.

• The sources of the entries.
• Description of the entries.

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• Students personal expression.

• Every entry must contain teacher’s comments and feedback.
iv. Project work: It is an opportunity for the learner to learn and explore the basics of
science through the scientific process of observation, investigation, analysis, and
synthesis to generate scientific knowledge and understanding. The project work is
given based on the topic of the learner’s choice and assigned at the beginning of the
academic session to each grade. It is mandatory to assess both process and product
of the project work. The product of the project work must be inclusive of write ups,
illustrations, models or collection of real objects. The extent of the project work for
each class can be guided by the minimum number of words suggested below:
• Class IV: 300-400 words
• Class V: 500-600 words
• Class VI:700-800 words
The format for the project work write-up must include observation, questioning,
hypothesis, design, data collection, analysis, conclusion and sharing as explained
in the scientific processes. The teacher may use the given sample rubrics to assess
the students’ project work.

v. Practical work: It is a hands-on experience given to the learner to test, develop, and
apply the scientific theories learnt in the class. It enhances the deeper understanding
of scientific ideas which culminates in the development of scientific skills, temper
and positive attitudes and values. A practical work is conducted based on the
requirement of the topic and concept.

vi. Test and Examination: It is a procedure intended to establish the quality,

performance, or reliability of learner’s learning. It is used to test the conceptual
understanding and competencies of students in subject matters. Tests are generally
administered at the end of every chapter while the examinations are conducted at
the end of each term.

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Assessment Matrix
Assessment Matrix
CFA CSA Grand
SA
Total
Domains Domains
Examina- CSA +
SK WS SV SK WS SV Total
tion Exam
Home work Home work 1 1 3 5
Assessment Modalities

Class work Class work 1 2 4 7

Term
I Project work Project work 1 3 1 5 20 45
Scrapbook Scrapbook 1 2 1 4
Practical work Test 4 4
Home work Home work 1 1 3 5
Class work Class work 1 2 4 7
Term Project work Project work 1 3 1 5 30 55
II Scrapbook Scrapbook 1 2 1 4
Practical work Test 4 4
Grand Total 16 16 18 50 50 100

Topic-wise time allocation and weighting

Maximum Total
Chapter
Chapter time required Weighting
Number
(mins) (%)
1 Materials in Our Surrounding 720 11
2 Matter 760 12
3 Materials in Mixtures 600 9
4 Seperating Mixtires 520 8
5 Forces 400 6
6 Light and sound 560 9
7 Electricity and Magnetism 560 9
8 Living thing and their environment 760 11
9 Green Plants 560 9
10 Food 520 8
11 Our Earth 520 8
Total 6440 100%

Note: The actual teaching 6440 minutes or 161 periods of 40 minutes in a period.

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 Science Class Four

Assessment Tool
It is important to use appropriate assessment criteria and tools to obtain the right
information on the progress of the learners. This is because the quality of information
acquired through assessment is determined by the tools and descriptors chosen for
assessment. The assessment tools and samples are given below:
i. Checklist: It offers ‘yes’ or ‘no’ format in relation to the achievement of specific
criteria by a learner. It can be used for recording observation of an individual, a
group, or the whole class.
ii. Rating scale: It allows teachers to indicate the degree or frequency of the behaviours,
skills, and strategies displayed by the learner. It has scale-based criteria to describe
the quality or frequency of the work with precise and reliable descriptive words.
The teachers can use it to record observations and the learners can use it for self-
assessment.
iii. Rubric: It presents a set of criteria with a fixed measurement scale and a detailed
description of each level of performance. It helps to increase the consistency and
reliability of scoring.
iv. Anecdotal Record: It helps to record specific observations of a learner based on
behaviour, skills, and attitudes in relation to the expected learning outcome. It
provides cumulative information and direction for further instruction. It can be used
for the ongoing observations.

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Sample Assessment Tools
i. Checklist
Domains Teach- Reme-
SK WS SV ers feed- dial
back Actions
Name Name Cate- Classify Obser- Com- Curios- Re- In- Col-
every- some gorize things in vation muni- ity spect qui- labo-
day transpar- things our sur- cation ry ration
materi- ent and into roundings
Experi- Re-
als opaque degrad- into nat- Analy- Con-
Name menta- cord-
materials able and ural and sis clusion
tion ing
non-de- man-made
gradable things.
things.

Dorji    X X X    X  X X X SK: 3 ticks

WS: 3 ticks

SV: 1 tick
Annexure

163
 164
ii. Rating Scale

Do- Key Areas Performance Rating

mains Exceeding Meeting Approaching Beginning Feedback Remedial
Action
Science Class Four

Define living things

Define non – living things
Mention the characteristics of living things
Mention the characteristics of non-living things
Define habitat
SK State the importance of habitat
Define adaptation
Give example of the technique used by living
things to adapt
State the importance of camouflage
Explain food chain
Observation
Experimentation
Recording
WS
Analysis
Conclusion
Communication
Curiosity
Respect
SV
Inquiry
Collaboration

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iii. Rubric

Performance Rating Remarks/

Domains Key Areas Exceeding Meeting Approaching Beginning Feedback
Scientific Sources of light Identify four or more sources Identify three sourc- Identify two sources Identify only one source
Knowledge of light es of light of light of light

Properties of light Explain two properties of Explain one property Explain two proper- Explain any property of
light in their own words of light in their own ties of light as given light as given in the book
words but one as in the book
given in the book

Explain one property Explain two proper- Explain any property of

Explain two properties of
of sound in their ties of sound as given sound as given in the
Properties of sound in their own words
own words but one in the book book
sound
as given in the book

Work Scien- Scientific skills Demonstrate observation, Demonstrate any Demonstrate any two Demonstrate any one
tifically experimentation, recording, three skills skills skill
and communication skills
Scientific Scientific attitude Demonstrate curiosity, Demonstrate any Demonstrate any two Demonstrate any one
values and and scientific respect, inquiry and collab- three
attitudes inquiry oration
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 Science Class Four

iv. Anecdotal Record

Anecdotal Records are detailed, narrative descriptions of an incident involving one

or several learners. They are focused narrative accounts of a specific event. They are
used to document unique behaviors and skills of a learner or a small group of learners.
Anecdotal Records may be written as behavior occurs or at a later time and comprise of
following components:

Anecdotal Record

Developmental Domain: ……………….

Learner’s Name:……………………….. Learner’s Age:…………..

Time: …………………………
Observer:…………………

Setting:……………………….

Anecdotal:

(Describe exactly what you see and hear; do not summarize behavior. Use words
conveying exactly what a learner said and did. Record what the learner did when playing
or solving a problem. Use specific language to describe what the learner said and did
including facial expression and tone of voice; avoid interpretations of the learner’s
behavior).

Interpretation:

(What specific inferences can you make from this anecdotal record? What does it tell
you about this learner’s growth and development? The inferences must be directly
related to the domain designated in the anecdote and refer to a specific aspect of the
domain.)

Implication for Planning:

(Give a specific activity that you would incorporate into curriculum planning as a result
of what you learned about this learner. Make sure that the plan is directly related to the
area of development described in the anecdote and the activity is different from the
one in the anecdote. Include a brief explanation of why you would create this specific
activity.)

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Rubric for Presentation

Criteria
Domain Key Areas
Exceeding Meeting Approaching Beginning Re-
marks
Demonstrate clear and Contains any three compo- Contains any two com- Contains any one component.
logical flow of ideas nents. ponents.
Preparedness
supported by relevant
SK visual aids.
Present variety of ideas Presents some ideas that are Presents limited ideas Presents ideas that are not
Content that are relevant to the relevant to the topic. that are relevant to the relevant to the topic.
topic. topics.
Communicate the ideas, Contains any three compo- Contains any two com- Contains any one component.
attains to all the audienc- nents. ponents.
Presentation
WS es, uses proper gestures
skills
and completes within
time.
Seek suggestions, Contains any three compo- Contains any two com- Contains any one component.
Collabora- responses to the queries nents. ponents.
SV
tion and shows a positive
learning attitude.
Annexure

167
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Rubric for Homework

Performance Rating
Domains Criteria
Science Class Four

Exceeding Meeting Approaching Beginning

All of the assigned Most of the assigned Some of the assigned work Little or a few of the assigned tasks are
SV Completion
work is complete. work is complete. is complete. complete.
All of the answers are Most of the answers are Some of the answers are
SK Accuracy Little or a few of the answers are correct.
correct. correct. correct.
Work is neat, error
One component is Two components are
WS Presentation free and legible with Three or more components are missing.
missing. missing.
relevant illustrations.
Partial display of
Display of original Little display of original
WS Originality original and creative No display of original and creative ideas.
and creative ideas. and creative ideas.
ideas.
Submission Submitted one day after Submitted two days after
SV Submitted on due date Submitted three days after the due date.
date the due date the due date.

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 Rubrics for Scrapbook
Domains Criteria Exceeding(4) Meeting(3) Approaching(2) Beginning(1)

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Cover has title of the book, Cover has all the three Cover has only Cover has only one
Cover design name of the author and components but the cover two components and of the components and
WS
grade, cover is very attrac- is less attractive. cover is less attractive. cover is very simple.
tive.
The work contains Missing 1 of the 4 Missing 2 of the Missing 3 of the
Format date, reasons for components a n d 4 components and poor 4 components and
the entry, source or place reflection is less reflection. reflection is absent.
SK
of collection, regular feed- critical.
back from teacher and has
critical reflections.
Entries Included 11-15 entries Included 6-10 entries with Included 1-5 entries
Included 16-20 entries with few varieties. Few fewer varieties. Most of with one or two vari-
WS with varieties. All the entries do not have the entries do not have eties. Only one or two
entries have detailed infor- detailed information. information. entries have informa-
mation. tion.

The scrapbook entries are The scrapbook entries

WS Presentation The scrapbook entries are The scrapbook entries poorly organized. are not organized.
well organised, are less organized.

Creativity Scrapbook entries are Scrapbook entries are Scrapbook entries are Scrapbook entries are
unique and grab attention generally related to mostly related to commonly not related
SK
throughout. commonly observed observed phenomenon. to scientific
phenomenon. Phenomenon.
Annexure

169
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Rubric for Project work

Performance Rating
Domains Key Areas
Exceeding Meeting Approaching Beginning
Phenomena observed is system- Phenomena observed is Phenomena observed is objec- Phenomenon observed
SV Observe atic, objective and verifiable. systematic, objective but not tive but not systematic and not is subjective and not
Science Class Four

verifiable. verifiable verifiable.

Clearly stated, focused, and Loosely stated, focused, and Loosely stated and relates to Loosely stated and
SV Question relates to variables relates to variables variables does not relates to
variables
Feature variables and predict the Predict the relationship
relationship between variables between variables
Hypothesize Feature the variables Makes no sense
SK

Procedure is detailed and se- Procedure is not detailed and Lack detailed and sequential Procedure is not
Design quential. sequential. procedure shown

Appropriate method, relevant Appropriate method, rele- Inappropriate method, sufficient Inappropriate method,
Collect data and sufficient data vant but not sufficient data but irrelevant data insufficient and irrele-
vant data
Appropriate mathematical Appropriate mathematical Inappropriate mathematical pro- Inappropriate mathe-
Analyse
procedures or appropriate charts procedures or appropriate ducers or charts but no clarity in matical producers or
WS with clear interpretation charts but no clarity in inter- interpretation charts and unclear no
pretation interpretation
Restates the hypothesis, supports Restate the hypothesis, sup- Supports or refutes the hypoth- Restate the hypothesis
or refutes it, and explains the ports or refutes it, esis
Conclude
role of the test in making the
decision.
Focus on communicating the Focus on communicating Focus on central idea No focus on central
Share central idea, using evidences in central idea with evidences idea
the logical format

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 Annexure

Annexure - B
Model Question Paper
Subject: Science Full Marks: 100
Class: IV Time: 2 Hrs
-----------------------------------------------------------------------------------------------
Question 1
Direction: Each question is followed by four possible answers. Choose the
correct answer and circle it. (25 marks)
1. All of the following are the examples of opaque objects EXCEPT
A. stone.
B. wood.
C. book.
D. glass.
Answer: glass.
2. Which is an example of human-made thing?
A. Bridge
B. Tree
C. Air
D. Mountain
Answer: Bridge
3. The space occupied by matter is called
A. weight.
B. height.
C. volume.
D. mass.
Answer: volume.
4. Which process is the best method of separating insoluble substance from a
solid-liquid mixture?
A. Floatation
B. Filtration
C. Distillation
D. Sedimentation
Answer: Filtration.

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5. Some solids such as bread, cotton, and dough can be compressed because
they
A. are light.
B. have less mass.
C. have less volume.
D. have more air space.
Answer: have more air space.
6. Which one is NOT an example of a gas?
A. Oxygen
B. Carbon dioxide
C. Water
D. Nitrogen
Answer: Water.
7. Milk powder dissolves faster in
A. oil.
B. cold water.
C. hot water.
D. kerosene.
Answer: hot water.
8. When we dissolve sugar in water, it forms a
A. solid-solid mixture.
B. solid- liquid mixture.
C. liquid- liquid mixture.
D. liquid- gas mixture.
Answer: solid-liquid mixture.
9. An example of rotational force is
A. turning of a steering wheel.
B. kicking of a ball.
C. pushing a door.
D. pulling a rope.
Answer: turning of a steering wheel.

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10. All of the following are about sound EXCEPT

A. it produces vibration.
B. it travels in air.
C. ear can hear it.
D. it travels in vacuum.
Answer: it travels in vacuum.
11.The Sun is
A. solar system
A. heavenly body
B. a star.
C. a planet.
Answer: a star.
12. The main source of electricity in Bhutan is
A. water.
B. sun.
C. wind.
D. chemicals.
Answer: water.
13.Which of the following is a good conductor of electricity?
A. Wood
B. Plastic
C. Metal
D. Sand
Answer: metal
14. The animals found on trees are
A. monkeys.
B. seals.
C. fishes.
D. deers.
Answer: monkeys.
15. The maximum number of plants and animals are found in the forest
because,
A. it has the largest number of habitats.

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B. they like the forest.

C. it has different types of climate.
D. forest gives them food.
Answer: it has the largest number of habitats.
16. Following are special adaptive features found in animals EXCEPT,
A. proboscis.
B. antenna.
A. webbed feet.
A. horn.
Answer: horn
17. Organisms that make their own food by using sunlight are known as
A. heterotrophs.
B. autotrophs.
C. carnivores.
D. omnivores.
Answer: autotrophs.
18. The pine leaves are needle shaped to
A. reduce the loss of water.
B. absorb more water.
C. protect from animals.
D. receive less sunlight.
Answer: reduce the loss of water.
19. A, B, C, and D is the same tree branch during each of the four seasons.

A B C D

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The season represented by B is

A. spring.
B. summer.
C. autumn.
D. winter.
Answer: autumn.
20. An example of an autotrophs is

A. mushroom.
B. algae.
C. tigers.
D. human beings.
Answer: algae.
21. The male part of the flower is called
A. ovary.
B. stamen.
C. style.
D. stigma.
Answer: stamen.
22. A student took four different types of seeds, and planted in identical pots
filled with the same kind and amount of soil. The pots were placed in a warm,
sunny place and were given the same amount of water each day for a month.
Which question about the seeds could be answered at the end of the month?
A. Which seeds grew well in the dark?
B. Which seeds produced the tallest plants?
C. Which seeds survived in cold temperatures?
D. Which seeds needed the least amount of water?
Answer: Which seeds produced the tallest plants?
23. Which one of the following is food for growth?
A. Rice
B. Meat
C. Spinach
D. Mango
Answer: Meat
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24. The shape of the Earth is

A. rectangular.
B. flat.
C. round.
D. oblate spheroid.
Answer: oblate spheroid .
25. Which instrument would be the most useful for observing the details of an
insect’s wings?
A. thermometer.
B. balance.
C. hand lens.
D. graduated cylinder.
Answer: hand lens.

Question 2

Direction: Fill in the blanks. Write only the answer against the number in the
answer sheet. (10 marks)

1. A chair is usually made from wood or plastic

2. Water vapour is in the form of gas.
3. Sand and water can be separated by sedimentation and decantation.
4. An apple falls on the ground because of the gravitational force.
5. The structures and behaviours of organisms that help them to survive in their
habitat is called adaptation.
6. The organisms that eat only plants are known as herbivores.
7. The female part of the flower is carpel.
8. Foods rich in vitamins and minerals are termed as protective foods.
9. One rotation of the earth takes 24 hours.
10. The method used to separate insoluble solids from a liquid is filtration.

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Question 3
Direction: Match the following. Write only the alphabet against the number
in your answer sheet (10 marks)
Answer:
Column A Column B Answers
1. The heavy objects A. residue B
2. Anything that occupies B. sink F
space and has mass C. sun I
3. A mixture of copper and D. plant J
zinc
4. The push that makes the E. photosynthesis A
ball to move when it is D
kicked F. matter
G. pulses E
5. The substance that re-
mains on the filter paper H. bulb G

6. The food of caterpillar I. brass C

7. Process of preparing food J. force H
by plants
8. Soya bean and pea nut
9. Primary source of light
10. Electrical appliance

Question 4
Direction: Write True or False against the number in your answer sheet
(10 marks)
1. Plastic takes longer time to decay than a paper. True.
2. Solid varies in shape, but has fixed volume. False.
3. Glycerine is a miscible liquid. True.
4. Water with the impurities are safe to drink. False.
5. Pushing of a stone is an example of contact force. True.
6. Some cars run on electricity. True.
7. Aluminium and copper are metals, therefore, they are are attracted by mag-
net. False.

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8. A food chain helps to keep balance in the environment. True.

9. Light is an important factor in plant’s growth. True.
10. Plants obtain food from soil. False.
Question 5:
Direction: Answer the following question as directed. All answer must be
written in your answer sheet. The marks are given in the bracket for each
question. (25 Marks)
1. Write two uses of forest as a source of raw material. (2)
Answer:
 We get timber for furniture.
 We get fibres for making ropes.
 We get herbs for making medicine.
 We get bamboos for making huts and baskets.
 We get vegetables and roots to prepare food.
2. Group the following things into degradable and non-degradable things. (2)
banana, plastic, leaves, thread, glass, flower, nail.
Answer:

Degradable things Non-degradable things

banana, leaves, thread, flower plastic, glass, nail

3. A mixture of water and sand can be separated using sedimentation and

decantation process. Suggest another way to separate sand from water. (2)
Answer: Filter the mixture to separate sand and water.
4. The paragraph below gives some facts about a deer. (3)
The places in which the timid deer is found are forest and grassland as it
lives on grasses. The colour on its skin allow it to blend in with the forest
vegetation. The deer is smaller than its predators, such as tigers. When
the deer senses danger, it stays quiet in the bushes. However, when it is
threatened, it flees by using its strong slender hind legs.
(i) Describe two ways that the deer is protected from predators.
Answer: Its ability to blend its body colour with the forest vegetation, and
it has strong slender hind legs to sprint fast when threatened.

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(ii) What is the habitat of deer?

Answer: Forest or grassland.
5. Though husk in water is a solid-liquid mixture, we cannot use sedimentation
and decantation to separate it. Why? (2)
Answer: Sedimentation and decantation will not work if the solid is lighter than
liquid. Since husk is lighter than water, we cannot separate it by the
above process. Here, we use floatation and filtration to remove the
insoluble solids from the solid-liquid mixture.
6. Look at the Figure a, and answer the following questions. (3)
(i) Label the picture from 1 -3
Answer: 1. Dirty water 2. Mixture of charcoal, sand and gravels 3.
Clean water.

Figure a
(ii) What is the use of charcoal?
Answer: Charcoal absorbs gas, dust particles and makes the water colourless.
(iii) What is the use of sand and gravels?
Answer: Gravels will block the passage of bigger particles and the sand will
further block the impurities filtered through the gravels. And also it will
prevent the charcoal from getting displaced on adding water.

7. Write the changes a force can bring to objects.(2)

Answer: Force can stop a moving object, change a shape and size of an object,
speed up or start motion, and slow down or stop the moving object.
8. How can you prove that light travels in a straight line? (2)
Answer: Take a long black polythene pipe of about one metre and light the torch
from one end. We can see the light from the other end. Now bend the
pipe and look from the other end. Light cannot be seen. This proves that
light travels in a straight line.

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9. Write down two differences between living things and non-living things. (2)
Answer:

Living things Non-living things

They can move from place to place. They cannot move from place to place
They reproduce their young ones. on their own.
They cannot reproduce.

10. Explain the importance of adaptation to animals. (2)

Answer: For animals, adaptation is a matter of life or death. If they cannot adapt
to their surrounding, they will not survive as they may neither be able to
get food and shelter, nor overcome the natural conditions.
11. Write down the kinds of food a farmer should eat.(2)
Answer: A farmer should eat food having more energy like rice, pork, butter, etc.,
because he or she has to do more physical work in the field.
12. A student takes 50 mL of water in a measuring cylinder. It is kept on a flat
surface table. A stone of 15mL of volume is put into the cylinder. (1)
(i) What is the level of water in the cylinder?
Answer: 50 + 15= 65 mL
(ii) Why should the cylinder be kept on the flat surface?
Answer: So that the lower meniscus of the water can be clearly seen for
accurate reading of the level of water in the cylinder.

Question 6:
Direction: Answer the following questions as directed in your answer sheet.
(20 Marks)
1. What is micro-organism? Give one example. (1)
Answer: Micro-organisms are very small organisms which help other plants and
animals to decay. We cannot see them with our naked eyes. Examples of
micro-organism are bacteria and fungi.
2. State one importance of micro-organisms.
Answer: Micro-organisms help to decay the degradable substances and prevent
pollution of the environment.
3. Explain how is a shadow formed. (2)

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Answer: When the light falls on an opaque object like stone or wood or our body,
light cannot pass through them. The space behind the object appears
dark because there is no light falling on it. This dark space formed
behind the opaque object is called shadow.
4. Draw a diagram of a circuit and explain why it is important to have all of
the following things. (3)
• Wire
• Bulb
• Battery

Answer: It is important to have wire, bulb and battery to have a complete circuit
through which the current can flow and make the bulb glow. If any of
these things are not connected properly or if we do not use any of these
things, the circuit will not be complete and hence, the bulb will not glow.
5. From the lists of the organisms provided below, make two food chains
consisting of at least four organisms in a chain. (2)
Grass, maize, deer, rats, snake, hawk, cow, tiger, goat, sheep, grains,
vultures, small bird, large bird, eagle, hen, caterpillar, frog, insects.
Answer: (sample)
i. Maize rats snake hawk
ii. Grains caterpillar hen eagle

6. Explain the uses of sunlight to the Earth. (3)

Answer: Plants prepare food by using the light energy from the Sun. Light energy
from the Sun causes change of states of matter. For example, ice chang-
es to water, and water to water vapour by which the living organisms on
the Earth are able to get water for their living.
7. Why is it important to eat all types of food?(3)
Answer: It is important to eat all types of food because the food that contains
all the essential nutrients. It is important to eat a wide variety of foods
and drinks from all the food groups in right amount, as it is essential
to supply nutrition and energy for maintaining body cells, tissues, and
organs.
It helps to support normal growth and development.

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Some help us to work and play, some help us to grow and some protect
us from diseases.
8. Design an experiment to make a piece of wood sink and a paper pin float in
the water. (3)
Answer: Things needed: Wood, paper pin, stone (any heavy object), a piece of
thread, a bucket of water, paper (or any object that floats).
Tie the piece of wood with the stone and put in the water. The wood
sinks.
Place the paper pin on the paper and put in the water. The paper pins
floats.
8. A beaker of water is heated for eight minutes. The thermometers below show
the temperature reading during that time. (2)

Estimate the temperature when the water was heated for five minutes.
Answer: 34 degree Celsius.

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Annexure - C
Writers
Sl # Name Address Sl # Name Address
1 Mr. Wangpo REC 34 Mr. Sangay Phuntsho Yurung LSS
Tenzin
35 Mr. Sangay Tshering Drukgyel HSS
2 Mr. Surjey REC
36 Mr. Santosh Kumar Drukgyel LSS
Lepcha
37 Mr. Sonam Leki Yebilaptsa MSS
3 Mr. Basant Pradhan College of Sc. & Tech
38 Mr. Tashi Phuntsho EMSSD
4 Mr. Bhim K Sharma Damphu MSS
39 Mr. Tsheten Drukgyel LSS
5 Mr. Bhim P Raika Drukgyel HSS
40 Mr. Tshewang Namgay Pelrithang MSS
6 Mr. Bhoj Raj Rai Kuengaa HSS
41 Mr. Tshewang Norbu Moshi CPS
7 Mr. Chador Tenzin Gaselo LSS
42 Mr. Ugyen Lhendup RSPN
8 Mr. Chencho Tshering Gomtu MSS
43 Mr. Ugyen Tshering Bajo HSS
9 Mr. Cheni Dorji Kilikhar MSS
44 Mr. Yeshey Drakpa Sarpang HSS
10 Mr. Cheten Tshering Meldregang MSS
45 Ms. Bichitra Sharma Kuengaa HSS
11 Mr. Desang SAP. MoE
46 Ms. Choeki Wangmo Jyenkhana PS
12 Mr. Endrais Rai Tashidingkha MSS
47 Ms. Dema Lhamo Galing CPS
13 Mr. Ganga Ram Meldrelgang MSS
48 Ms. Hari Maya Col of Edu, Paro
14 Mr. Geewanath Sharma DCRD
49 Ms. Jambay Lhamo Col of Edu, Paro
15 Mr. GR Mohan Col of Edu, Samtse
50 Ms. Jigmi Lhadon Gaselo LSS
16 Mr. Gyembo Pelrithang MSS
51 Ms. Kaka Choden Shaba PS
17 Mr. Jamyang Drukda Gasa PS
52 Ms. Karma Utha Col of Edu,
18 Mr. Jas Raj Subba Col of Edu, Paro
Samtse
19 Mr. Jigma Tenzin Dotey LSS
53 Ms. Karma Yangchen EMSSD
20 Mr. Jigme Tshering Bayling HSS
54 Ms. Nanda Devi Changangkha
21 Mr. Karma Dorji Drukgyel HSS Mukhia LSS
22 Mr. Karma Jigme Chapcha MSS 55 Ms. Pema Choki Gelephu LSS
23 Mr. Karma Wangdi Yadi MSS 56 Ms. Sital Thapa Lango LSS
24 Mr. Kinley Gyeltshen Drashiding MSS 57 Ms. Sukmit Lepcha Dungsi MSS
25 Mr. Lobzang Wangchuk Wamrong LSS 58 Ms. Sushma Dhahal Dotey LSS
26 Mr. Namgyel Wangchuk Lhamoizingkha MSS 59 Ms. Tshomo Tenzin HSS
27 Mr. Nandu Giri Col of Edu, Samtse 60 Ms. Wangchuk Bidha Samtse HSS
28 Mr. Nazim Drukgyel HSS 61 Ms. Yangchen Tshomo Changmey PS
29 Mr. Rinchen Thinley Bjee CPS 62 Ms. Yeshi Yangzom Labtshaka PS
30 Mr. Rinzin Dorji Gaselo HSS 63 Ms. Zomba Lhamo Woochu LSS
31 Mr. Robin Gurung Shaba MSS 64 Mr. Tashi Dorji Kanglung PS
32 Mr. Sampa Tshewang Drukgyel HSS
33 Mr. Samten Pangna CPS

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Writers (Second Edition)

Sl.# Names Agency/School Remarks
1 Wangpo Tenzin REC Writer
2 Bhoj Raj Rai REC Writer
3 Wangchuk REC Writer
4 Karma Dorji REC Writer
5 Phuntsho Norbu REC Writer
6 Khem Prasad Thapa Minjiwoong CS Writer
7 Tashi yangzom Khasadrapchu MSS Writer
8 Susma Pradhan Kuzhugchen MSS Writer
9 Singye Thinley Phuntshothang MSS Writer
10 Tahi Zangpo Darla MSS Writer
11 Pema Tshering Katsho LS Writer
12 Tsheltrim Pelzang Trashigang MSS Writer
13 Tashi Lhamo Yangchengyatshel MSS Writer
14 Kinga Chedup Wangbama CS Writer
15 Bal Bdr. Gurung Loselling MSS Writer
16 Tobgay Wangbama CS Writer
17 Tshering Zangmo Shari HSS Writer
18 Namgay Dorji Shari HSS Writer
19 Thinley Wangchuk Taju PS Writer
20 Ugyen Tshomo NECS Writer
21 Krishna Consultant, NECS Writer
22 OM Tshering Lepcha Norbuling CS ICT and Art Work
23 Chencho Thinley Lungtenzampa MSS Language Editor
24 Pratima Rai Khangkhu MSS Language Editor
25 Karma Wangmo REC Typesetting and Layout
26 Kinzang Peldon REC Typesetting and Layout

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 Nutrients per 100 grams of raw portion

VIT. NIACIN
ENERGY PROTEIN FAT CALCIUM IRON IODINE A (µg THIAMINE RIBOFLAVIN (mg VIT. C
Food Type Food Commodites (kcal) (g) (g) (mg) (mg) (µg) RE) (mg) (mg) NE) (mg)

Reprint 2024
VEGETABLES AMLA 58 0.5 0.1 50 1.2 9 0.03 0.01 0.2 600

OILS AND FATS ANIMAL FAT 900 0.0 100.0 0 0.0 0 0 0.00 0.00 0.0 0

FRUIT APRICOTS, DRIED 270 4.0 0.5 62 4.5 300 0.08 0.09 2.9 5

FRUIT AVOCADO PEAR 121 1.4 11.3 19 1.4 1 265 0.05 0.15 2.3 18

FRUIT BANANA 88 1.5 0.1 9 1.4 8 60 0.03 0.03 0.7 9

CEREALS BARLEY, DEHULLED 337 12.5 2.3 33 3.6 7 0.65 0.29 8.1 0

PULSES & OILSEEDS BEANS, BLACK (USA) 341 21.6 1.4 123 5.0 5 0.80 0.19 6.2 0

PULSES & OILSEEDS BEANS, BLACKEYE / COWPEAS (USA) 336 23.5 1.3 110 8.3 15 0.90 0.20 6.2 2

PULSES & OILSEEDS BEANS, DRIED 335 20.0 1.2 143 8.2 0 0.50 0.22 6.2 0

PULSES & OILSEEDS BEANS, GREAT NORTHERN (USA) 339 21.9 1.1 175 5.5 1 0.70 0.20 6.3 5

PULSES & OILSEEDS BEANS, KIDNEY, ALL TYPES (USA) 333 23.6 0.8 143 8.2 2 0.50 0.20 6.6 5

PULSES & OILSEEDS BEANS, NAVY / PEA BEANS (USA) 335 22.3 1.3 155 6.4 1 0.65 0.23 6.5 3

PULSES & OILSEEDS BEANS, PINK (USA) 343 21.0 1.1 130 6.8 0 0.80 0.20 6.0 0

PULSES & OILSEEDS BEANS, PINTO (USA) 340 20.9 1.1 121 5.9 2 0.60 0.20 5.6 7

PULSES & OILSEEDS BEANS, SMALL RED (USA) 350 22.0 1.0 150 7.0 0 0.70 0.20 6.2 0

PULSES & OILSEEDS BEANS, SOYA 416 36.5 19.9 277 15.7 6 7 0.87 0.87 10.4 6

MEAT BEEF, MODERATELY FAT 237 18.2 17.7 11 3.6 6 0 0.07 0.15 6.6 0

MISCELLANEOUS BP-5 COMPACT FOOD 458 14.7 17.0 600 10.0 100 470 0.52 0.52 6.5 40

MISCELLANEOUS BREAD, WHITE 261 7.7 2.0 37 1.7 6 0 0.16 0.06 5.6 0

CEREALS BULGUR WHEAT 350 11.0 1.5 29 3.7 0 0.28 0.14 4.5 0

CEREALS BULGUR WHEAT, FORTIFIED, (USA) 342 12.3 1.3 110 2.9 662 0.44 0.26 3.5 0

OILS AND FATS BUTTER 725 0.0 81.0 12 0.2 38 714 0.01 0.02 0.2 0

FISH CANNED FISH 305 22.0 24.0 330 2.7 19 0 0.40 0.30 6.5 0

FISH CANNED FISH IN WATER 150 20.0 8.0 36 1.0 19 33 0.03 0.06 5.4 0

MEAT CANNED MEAT 220 21.0 15.0 14 4.1 0 0.20 0.23 6.6 0

PULSES & OILSEEDS CASHEW NUT 566 18.2 46.9 37 6.7 11 0 0.42 0.06 5.8 1

ROOTS AND TUBERS CASSAVA, FLOUR 342 1.5 0.0 55 2.0 0 0.04 0.04 0.8 0

ROOTS AND TUBERS CASSAVA, FRESH 160 1.4 0.3 16 0.3 8 0.09 0.08 0.9 21

MILK & PRODUCTS CHEESE, CANNED 355 22.5 28.0 630 0.2 39 120 0.03 0.45 5.4 0

MEAT CHICKEN, CANNED 215 21.0 14.0 14 1.5 120 0.08 0.16 10.4 0
Annexure

Annexure - D

185
 186
Nutrients per 100 grams of raw portion
VIT. NIACIN
ENERGY PROTEIN FAT CALCIUM IRON IODINE A (µg THIAMINE RIBOFLAVIN (mg VIT. C
Food Type Food Commodites (kcal) (g) (g) (mg) (mg) (µg) RE) (mg) (mg) NE) (mg)

PULSES & OILSEEDS CHICKPEAS 364 19.3 6.0 105 6.2 20 0.48 0.21 4.6 4

MISCELLANEOUS COCOA 270 17.0 21.0 50 14.0 0.10 0.30 3.1 0

PULSES & OILSEEDS COCONUT MEAT, RAW 354 3.3 33.5 14 2.4 3 0 0.07 0.02 1.2 3
Science Class Four

MISCELLANEOUS COFFEE, GROUND 56 8.0 0.0 30 1.0 0 0 0.00 0.01 27.0 0

BLENDED FOODS CORN SOY BLEND (WFP SPECS.) 400 18.0 6.0 181 12.8 2 501 0.44 0.70 10.0 50

BLENDED FOODS CORN SOY BLEND, (USA) 376 17.2 6.9 831 17.5 56.9 784 0.53 0.48 6.2 40

BLENDED FOODS CORN SOY MASA FLOUR (USA) 365 9.3 3.8 110 2.9 662 0.44 0.26 3.5 0

BLENDED FOODS CORN SOY MASA FLOUR, INSTANT (USA) 363 11.4 3.7 110 2.9 662 0.44 0.26 3.5 0

BLENDED FOODS CORN SOY MILK (USA) 375 21.4 6.8 1,020 17.5 56.9 785 0.59 0.71 6.4 41

BLENDED FOODS CORN SOY MILK, INSTANT (ICSM) 380 20.0 6.0 900 18.0 56.9 510 0.80 0.60 8.0 40

MEAT CORNED BEEF, CANNED 233 25.5 14.0 56 4.0 14 0 0.02 0.20 4.5 0

FRUIT DATES, DRIED 245 2.0 0.5 32 1.2 0 0.09 0.10 3.0 0

MILK & PRODUCTS DRIED SKIM MILK (DSM) 348 36.1 0.6 1,280 0.3 0 9 0.38 1.63 9.5 13

MILK & PRODUCTS DRIED SKIM MILK (DSM), FORTIFIED 360 36.0 1.0 1,257 1.0 0 1,500 0.42 1.55 9.5 0

MILK & PRODUCTS DRIED WHOLE MILK (DWM) 500 25.0 27.0 912 0.5 280 0.28 1.21 6.8 0

EGGS EGG, DRIED 594 47.4 41.0 231 6.8 270 0.20 1.54 9.9 0

EGGS EGG, HEN, FRESH 149 12.5 10.0 49 1.4 53 191 0.06 0.51 2.6 0

VEGETABLES EGGPLANT (AUBERGINE) 26 1.0 0.2 7 0.3 1 25 0.05 0.03 0.7 2

MILK & PRODUCTS EVAPORATED MILK 151 8.4 9.4 290 0.3 11 105 0.07 0.42 2.2 1

BLENDED FOODS FAMIX (ETHIOPIA) 402 14.7 7.0 100 8.0 0.10 0.40 5.0 30

FISH FISH FILLET, COD, FRESH 76 17.4 0.7 16 0.3 110 2 0.08 0.07 4.9 0

FISH FISH, DRIED, SALTED 270 47.0 7.5 343 2.8 0 0.07 0.11 8.6 0

FISH FISH, DRIED, WHOLE, FRESHWATER 309 63.0 6.3 3,000 8.5 0 0.10 0.20 19.7 0

FRUIT FRUIT IN SYRUP, CANNED 60 0.5 0.0 7 0.3 63 0.03 0.03 0.2 5

OILS AND FATS GHEE, BUTTER OIL 862 0.0 97.8 0 0.0 600 0.00 0.00 0.0 0

MEAT GOAT, MODERATELY FAT 357 15.2 32.4 11 2.0 0 0.07 0.13 8.9 0

PULSES & OILSEEDS GROUNDNUTS, DRY 567 25.8 49.2 92 4.6 20 0 0.64 0.14 16.2 0

FRUIT GUAVA 64 1.1 0.4 24 1.3 145 0.06 0.04 1.3 230

BLENDED FOODS HEPS (ZAMBIA) 350 15.0 6.0 173 14 501 0.60 0.80 8.8 50

MISCELLANEOUS HIGH ENERGY BISCUITS (WFP SPECS.) 450 12.0 15.0 250 11.0 75 250 0.50 0.70 6.0 20

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 Nutrients per 100 grams of raw portion
VIT. NIACIN
ENERGY PROTEIN FAT CALCIUM IRON IODINE A (µg THIAMINE RIBOFLAVIN (mg VIT. C
Food Type Food Commodites (kcal) (g) (g) (mg) (mg) (µg) RE) (mg) (mg) NE) (mg)

VEGETABLES LEAVES, DARK GREEN, e.g. SPINACH 25 2.8 0.8 170 2.1 2 589 0.07 0.09 1.9 26

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VEGETABLES LEAVES, LIGHT GREEN, e.g. CABBAGE 26 1.7 0.4 52 0.7 64 0.15 0.02 0.8 49

VEGETABLES LEAVES, MEDIUM GREEN, e.g. PUMPKIN 19 3.2 0.4 39 2.2 583 0.09 0.13 1.7 11

FRUIT LEMON 59 0.5 1.0 90 0.3 2 15 0.02 0.03 0.2 63

PULSES & OILSEEDS LENTILS 338 28.1 1.0 51 9.0 12 0.48 0.25 6.8 6

FRUIT LIMES 30 0.7 0.2 33 0.6 3 0.03 0.02 0.2 29

MEAT LIVER 136 20.0 4.0 10 10.0 9 12,000 0.30 2.50 17.6 30

CEREALS MAIZE GRAIN, WHITE 350 10.0 4.0 7 2.7 0 0.39 0.20 2.2 0

CEREALS MAIZE GRAIN, YELLOW 350 10.0 4.0 13 2.7 141 0.39 0.20 2.2 0

CEREALS MAIZE MEAL, FORT. (WFP SPECS.) 366 8.5 1.7 110 5.3 141 0.83 0.46 5.5 0

CEREALS MAIZE MEAL, FORTIFIED (USA) 366 8.5 1.7 110 2.9 662 0.44 0.26 4.8 0

CEREALS MAIZE MEAL, WHITE, DEGERMED 360 8.5 1.7 5 1.1 0 0.14 0.05 1.3 0

CEREALS MAIZE MEAL, WHITE, WHOLE GRAIN 360 9.0 3.5 6 2.4 0 0.39 0.20 2.0 0

CEREALS MAIZE MEAL, YELLOW, DEGERMED 360 8.5 1.7 5 1.1 124 0.14 0.05 1.3 0

CEREALS MAIZE MEAL, YELLOW, WHOLE GRAIN 360 9.0 3.5 6 2.4 141 0.39 0.20 2.0 0

VEGETABLES MAIZE, FRESH 86 3.2 1.2 2 0.5 84 0.20 0.06 0.9 7

FRUIT MANGO 65 0.5 0.3 10 0.1 1,168 0.06 0.06 0.6 28

OILS AND FATS MARGARINE, CORN (USA) 719 0.0 80.5 30 0.0 1,074 0.01 0.04 0.0 0

MILK & PRODUCTS MILK, COW, WHOLE 66 3.2 3.9 115 0.1 15 56 0.03 0.17 0.8 1

MILK & PRODUCTS MILK, GOAT, WHOLE 69 3.6 4.1 134 0.1 56 0.05 0.14 1.0 1

MILK & PRODUCTS MILK, HUMAN 69 1.3 4.1 34 0.1 7 62 0.02 0.03 0.7 4

CEREALS MILLET, BULRUSH 335 11.0 3.0 22 20.7 0 0.30 0.22 6.7 3

MEAT MUTTON, MODERATELY FAT 249 15.0 21.0 10 2.4 5 0 0.15 0.20 7.9 0

CEREALS OATS, ROLLED 370 13.0 5.5 30 3.4 0 0.20 0.08 4.9 0

CEREALS OATS, WHOLE 375 17.0 7.0 60 4.6 0 0.35 0.09 4.9 0
OILS AND FATS OIL, VEGETABLE (WFP SPECS.) 885 0.0 100.0 0 0.0 900 0.00 0.00 0.0 0

OILS AND FATS OIL, VEGETABLE, UNFORTIFIED 890 0.0 100.0 0 0.0 0 0.00 0.00 0.0 0

OILS AND FATS OIL, VEGETABLE, Vit A FORTIFIED (USA) 884 0.0 100.0 0 0.02 1,800 0.00 0.00 0.0 0

VEGETABLES ONION 38 1.2 0.2 20 0.2 2 0 0.04 0.02 0.4 6

Annexure

FRUIT ORANGE, WHOLE 26 0.8 0.1 33 0.1 3 0.08 0.03 0.4 38

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