2018_SCIENCE Teacher

Name:

__________________________
__________________________

Professor Vassen NAËCK - Head Curriculum Implementation,
Textbook Development and Evaluation
SCIENCE panel

Mauritius Institute of Education - Panel Coordinator (Science), Associate Professor
Dr (Mrs) Sarojiny Saddul-Hauzaree - Review Panel Coordinator (Science), Associate Professor
Dr Ravhee bholah

Panel Members - Associate Professor
Dr Anwar Rumjaun - Associate Professor
Mr Mohun Cyparsade - Senior Lecturer
Dr (Mrs) Fawzia Narod - Deputy Head Master
Mr Devendranath Beerachee - Former Principal School Inspector
Mrs Vedwanti Ramsoondur - Deputy Head Master
Mr Francois Jolicoeur - Educator (Primary)
Mr Jean-Noël Maniacara

Acknowledgements

Vetting Team

Ministry of Education and Human Resources, Tertiary Education and Scientific Research

Mr Dahmiasdeho GOWRY - School Inspector

Mrs Taramatee NATHOO - School Inspector

Mrs Dineshwaree RUCHCHAN - School Inspector

Mr Rajkumar BEEDASSY - School Inspector

Illustration

Mr William Rasoanaivo
Layout

Graphic Designer
Mrs Nishi Manic

ISbN : 978-99949-40-70-7
© Mauritius Institute of Education (2018)

ii

Foreword

MIE has produced a brand new collection of textbooks based on the National
Curriculum Framework for the Nine Year Continuous Basic Education as from 2016. These
textbooks have been written by a team of academic staff from MIE, supported by
experienced Educators, advised by Inspectors, mentors and Deputy Head Masters.

We have done our best to ensure that the textbooks enable children to undergo a pleasant
learning experience. We have taken care to align the textbooks with very clearly defined
learning outcomes and objectives set for the respective subjects as outlined in the
National Curriculum Framework, Grades 1 to 6. The textbooks provide clear indications of
the diverse skills that children should master at each stage.

We are also providing a set of teachers’ manuals where we have outlined the
appropriate techniques and pedagogical approaches so that children are helped to make
optimal use of the textbook and materials provided. Some of the textbooks have been
updated and changes effected after receiving feedback from educators.

We are thankful to all those who have provided us with constructive feedback, thereby
enabling us to make this curriculum development endeavour come to fruition. We are also
thankful to the artists who carried out the illustrations, and to our graphic artists who have
tried their best to create the right layout for the books. The authors and the curriculum
team, under the guidance of Professor Vassen Naëck, also deserve our thanks.

We hope that you enjoy this material and wish you lots of success.

Dr O. Nath Varma
Director
Mauritius Institute of Education

iii

About the Teacher’s Book

The purpose of this Teacher’s Book is to help teachers organise pupils’ learning experiences in
science in a more effective way and to enhance the understanding and appreciation of science
by pupils. It provides basic information on each unit for teachers. It highlights the objectives,
teaching points, concepts to focus on and helpful hints. Additional notes on subject knowledge
are provided to the teacher for some concepts whenever required. The Teacher’s Book not
being exhaustive, teachers may need to search for additional information from other reliable
sources.

It is to be noted that in keeping with the National Curriculum Framework (2015), the science
curriculum “enables learners to develop conceptual knowledge and understanding of the
natural physical world around them. It taps upon their natural curiosity to build a spirit of inquiry
and enjoyment for the learning of science”.

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

• Demonstrate an understanding of what science is
• Demonstrate an understanding of themselves and make sense of the world in which they

live
• Satisfy their natural curiosity about the natural physical environment
• Develop a spirit of inquiry
• Develop inquiry skills
• Develop knowledge and understanding of scientific concepts
• Demonstrate an appreciation of and respect for the diversity of living and non-living things
• Develop an appreciation for the ecosystem in our forests and lagoons
• Develop and apply ICT skills across the science curriculum
• Cultivate confidence and interest in science
• Appreciate science as being useful and meaningful for society
• Enjoy and value science

Effective Pedagogy for Science

A successful implementation of the science curriculum will depend largely on the way it is taught
to pupils. The pedagogical plan for the units in the Pupil’s Book should consist of different
types of teaching/learning and assessment strategies. Teachers should consider the following,
without, however, limiting themselves to them:

iv

Cooperative (Peer) Learning

It is important for pupils to work together to gain and share knowledge and understand
the science around them. ‘Discuss and Share’ is a component of the book that allows
pupils to work with their peers (in pairs or in groups) to learn and share. This component of the
book gives suggestions for classroom discussions, helps pupils to share and work with others
and in the process promotes peer learning, develops oral communication skills and reinforces
learning of concepts. Brainstorming, concept mapping, debates, games, visits to places of
interests are other means of learning cooperatively.

Learning and Teaching Science by Inquiry

Inquiry is a method of teaching and learning that actively involves the learner and in the process
leads him/her to understand science concepts.

Passive teaching strategies like ‘chalk and talk’ will not meet and promote the objectives of
the science curriculum. To achieve the aims listed above, science should be taught through
active and child-centred teaching/learning strategies. Pupils should be encouraged to learn
by doing and discovery. It is recommended that pupils be involved in all activities which
include the inquiry skills mentioned in the science curriculum. The Pupil’s Book for Standard V
focusses on inquiry skills and processes as per the science curriculum.

Pupils should be encouraged to manipulate materials, specimens and simple equipment safely.
The set of ‘Activities’ in the book actively engages the pupils to construct subject knowledge,
explore and engage with the science content and develop inquiry skills, attitudes and values. A
range of ‘illustrations’ are used to complement the writing and to give young learners various
opportunities to observe and in the process help visual learners as well.

Motivating Pupils and Arousing their Interests in Science

The science curriculum can be made more interesting to pupils by providing them with situations
and problems that are challenging, thought-provoking, stimulating and that encourage them to
reflect on phenomena relevant to their daily life experiences. The Pupil’s Book strives to do that.

v

‘Did you know?’ triggers the interest and curiosity of pupils.

‘Think and Think!’ stretches the thinking of pupils and develops their creativity. Pupils should
also be encouraged to think, wherever possible, about the everyday applications of the basic
scientific principles they have learnt.

‘Find out’ prompts pupils to think and learn beyond the content of the book and underscores
the fact that the book should not be seen as the only source of knowledge. This activity is
meant to prompt pupils to develop the habit of looking for information on their own from relevant
sources. The emphasis is not only on finding the correct answer but also on properly exploring
the various sources of information available including the Internet.

The use of low-cost and readily available learning resources such as living and non-living
specimens, models, pictures, drawings, photographs, press and magazine cuttings is essential
to make the learning of science interesting to pupils.

Using ICT to learn science

The use of ICT tools to explore and discover science must be encouraged throughout the
book. ICT can help in broadening and deepening pupils’ learning. It is to be noted that digital
resources for science teaching and learning will be developed and made accessible to both
teachers and learners.

Formative and Summative Assessment

Pupils should be assessed in many ways to determine their understanding of science and the
development of inquiry skills. It is important to note that many exercises are inbuilt into the units
for formative purposes. It is recommended that assessment and evaluation be continuous and
comprehensive and aligned to how pupils learn and are taught.

For example, asking pupils questions about prior knowledge (what they have learnt in previous
classes) will build on knowledge progressively. Speaking to pupils, asking them questions
about the activity to see what they learnt from it is a good way of assessing what he/she knows
and understands from a particular activity.  Concept maps and drawings are ways to informally
assess pupils in a group or individually to see what they can come up with.

vi

‘I check my progress’ represents a checklist of attained learning outcomes that the pupils can
read, understand and use to assess their own learning.
‘What I have learnt’ summarises key learning points in science.
‘Words to learn’ focusses on key science vocabulary and promotes literacy development.
A unit is not complete without a way to assess the pupils to figure out what they gained from
their learning experiences in the classroom. At the end of each unit, pupils will be tested on
their knowledge and understanding. ‘End-of-unit exercises’ check the progress of pupils
and consolidate knowledge and understanding. More authentic performance assessment
instruments to assess what the pupils know and understand must be developed by the teacher
related to content knowledge, understanding and skills development. Pupils must receive
timely feedback on what they need to work on in order to improve performance and reach the
next level.
 
It is sincerely hoped that the teaching of science will be effective and learning will be enjoyable to
all pupils.

Dr (Mrs) Sarojiny Saddul-Hauzaree
Panel Coordinator
Science

vii

Table of contents

Unit 5

More about Plants Pg 1-44

Energy Unit 6

Pg 45-86

Unit 7

Transformation of Pg 87-118
Energy

Unit 8

The Simple Electric Pg 119-156
Circuit

viii

Unit 5 - More about Plants Unit 5 - More about Plants

More about Plants UNIT 5

In Unit 2, you carried out a simple
experiment to observe the germination
of a seed.

You found out the conditions for a
seed to germinate and a plant to grow.

You learnt about the variety of plants
around us and the life cycle of a
flowering plant.

You also compared and classified
plants by observing their size, stem,
flowers and leaves.

In this unit, you will carry out simple experiments to find out about the functions of the stem and
root of a plant. You will learn how water and minerals from the soil reach the different parts of
the plant. Soil erosion is a serious problem in the environment. You will learn about its causes,
effects and how it can be prevented.

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

• recall and name the different parts of a flowering plant.
• recall and list the functions of the flower, fruit and seed.
• carry out an experiment to show that the root absorbs (takes in) water.
• carry out an experiment to show that the stem transports water to different parts of the plant.
• state other functions of the root and stem.
• explain that the stem helps the plant to receive a lot of sunlight.
• define soil erosion and state its causes and effects.
• explain how plants help to prevent soil erosion.
• state that plants make their own food.
• list what are needed by the plant to make its own food.

1

Unit 5 - More about Plants

Teacher’s note pg 3-7

Activity 5.1: Recall the functions of the flower, fruit and seed

Aim: To help pupils recall the different parts of a plant and the functions of the flower, fruit and seed.

Learning outcomes:
• To recall the different parts of a plant.
• To recall the functions of the flower, fruit and seed.

Skills: observation, reading, writing, social, communication

Notes to teachers
• This activity consolidates what has been learnt in Std IV (parts of plants and their functions) and
Unit 2 of Std V (germination).
• The teacher can start the activity by brainstorming on the different parts of a plant. Encourage
the pupils to give the names of these parts.
• The pupils then observe Figure 5.1 and write the name of each part (which is shown in a close-up)
in the blank spaces given in Figure 5.1.
• In the next part of the activity, pupils work in pairs to recall and discuss the functions of flowers,
fruits and seeds. After discussion, they fill in Table 5.1 and report to the whole class.

The completed Table 5.1 is given below.
Part of the Plant Functions

Flower Flowers produce fruits and seeds.
Flowers help in pollination by attracting insects.

Fruit The fruit holds the seeds.
The fruit nourishes and protects the seeds.

Seed The seed germinates to produce new plants.
The seed nourishes and protects the new root and shoot during germination.

2

9 10 Unit 5 - More about Plants
8
A flowering plant is made up of different parts. These different parts are: root, stem, seed,
7leaf, flower and fruit.
6Different parts of a plant have different functions. You have already learnt about the functions
5of the flower, fruit and seed. Let us look again at a flowering plant to remember these
4different parts and their functions.
3
2 Activity 5.1 Functions of the flower, fruit and seed
1
0Observe the flowering plant in Figure 5.1. Recall and label the different parts of the balsam
plant shown below.

The balsam
plant is locally
known as
"balsamine".

Figure 5.1: Parts of a balsam plant

3

Unit 5 - More about Plants

I remember A flowering plTahnitnisk made up of different parts.
These are thea:nrdootht,instkem, seed, leaf, flower and fruit.
Different parts of a plant (e.g. flower and leaves) help us understand
the differences among plants of different kinds.
Different parts of a plant have different functions.

In Unit 2, you learnt about the germination of a seed. The seed germinates to produce a
new plant. As you can see in Figure 5.2, during germination, a root appears at stage 2 and a
new shoot at stage 3.

The seed has another important function. It nourishes and protects the new shoot and
roots during germination.

Stages: 1 2 34 5

A new shoot appears
at stage 3.

A root appears at stage 2.

Figure 5.2: Parts of a plant

Root: Part of the Shoot: Part of the plant

plant usually found that usually grows up

underground/or in from the ground (stays

4 the soil. above the soil).

Unit 5 - More about Plants

Remember and write the functions of the flower, fruit and seeds in Table 5.1 by filling in the
blanks with the correct word.

protects pollination nourishes fruits germinates
insects seeds shoot root

Table 5.1: Functions of the flower, fruit and seed Functions
Part of the Plant

Flower 1. Flowers produce _____________ and seeds.
Fruit 2. Flowers help in ___________ by attracting ____________.
Seeds
1. The fruit holds the _____________.
2. The fruit _____________ and _____________the seeds.

1. The seed _____________ to produce new plants.
2. The seed nourishes and protects the new
_____________ and _____________during germination.

Figure 5.3 Pollen is a powdery substance found in flowers.
Pollination is the transfer of pollen from the
male part to the female part of a flower.

Pollen can also be transferred from one flower
to another by insects, animals and the wind.
Pollination is necessary for a flower to become a
fruit.

5

Unit 5 - More about Plants Look at the flame tree. Can you see the roots? _________

Roots of Plants Think What keeps the flame tree (Figure 5.4)
and think firmly to the ground even when the wind
I remember is very strong?

Flame tree also known Roots can be big like that of a filao tree or small like that
as the 'flamboyant' of grass. Roots are usually found in the soil. But in some
Figure 5.4 cases, parts of the roots of some trees can be found above
the ground.

The pictures below show different types of roots of some
locally well-known plants around us.

sugarcane beetroot

carrot cassava ('manioc') grass
6 Figure 5.5

Unit 5 - More about Plants

mangrove

pandanus ('vacoas') Figure 5.5 (continued) banyan

Observe and compare the different roots in figure 5.5. How different are the roots? Fill
in the table below.

Table 5.2

What I observe Name of plant/s

Parts of the roots appear above the ground

Small roots

Big roots

Roots that are eaten as food

Roots are found in marshy land

The roots hold a plant firmly to the ground.

Most plants grow in the soil. The soil contains minerals and water that help them grow well. In
hydroponics, the roots of plants are grown in water which contains minerals to help them grow.

Find Mangroves have roots that grow above the ground. Find out why.
out

Keywords to learn

nourish soil minerals pollination germination explosion
observe
recall compare think pollen protect 7

Unit 5 - More about Plants

Teacher’s note pg 10-16

Activities 5.2 and 5.3

Aim: To investigate two functions of the roots of plants.

Learning outcomes:
• To infer that the roots absorb water.
• To deduce that the roots hold soil.
• To find out that the roots help to prevent soil from being washed away.

Skills: observation, reading, writing, social, communication, psychomotor.

Notes to teachers:
• These 2 activities will help pupils to learn about two functions of the roots.
• Teacher is advised to carry out the practical (Activity 5.2) together with children to help them

develop practical skills.

Activity 5.2: An experiment to show that the function of the root is to absorb water

Resources: 2 plastic containers, a plastic cup, 1 small Balsamine plant with a green stem, water,
some oil and a marker.

• Pupils are given time to carefully read the instructions given.
• Under close teacher supervision, pupils carry out the activity to set up containers A and B as

described in steps 1 to 5.
• Each step should be carefully carried out. Care must be taken in step 2 to ensure that there is

exactly the same level of water in containers A & B. In steps 3 & 4, the lines must be neatly drawn.
Pupils must be brought to realize that there is same amount of water in both containers A & B.
• After completing steps 1 to 5, teacher and pupils leave the 2 containers in a safe place so that
they are not disturbed for two days.
• After two days, pupils must carefully observe containers A & B, and then complete the table
given on page 12 in pupil's book.
• Pupils will observe that the level of water in container A is below the black mark. The level of
water in container B has not changed and is still at the black mark.
• Teacher encourages pupils to explain their observations. Pupils are asked why has the level of
water in container A decreased, but there has been no change in the level of water in container
B. Pupils discuss in pairs and give their answers by filling in the blanks given on page 10 in
pupil's book.
Through whole-class discussion, the teacher corrects the exercise and emphasizes that the function
of the root is to absorb water.
In this activity, pupils learn that the roots take up or absorb water from the soil.

(In case the teacher cannot carry out the activity, s/he should allow the pupils to engage with
the activity by reading the instructions carefully. They would need to carefully observe each step
illustrated in the book to develop an understanding of the activity and the importance of the roots
in absorbing water.)

8

Unit 5 - More about Plants

Teacher’s note pg 10-16

Additional notes:
It is important to cover the water with oil to prevent evaporation of water from the plastic cup. Note
that pupils have learnt from the Grade 5 part 1 book, that water evaporates to form water vapour.
The teacher can also ask pupils to carry out the experiment at home with their parents. They need
to follow the instructions given carefully. The oil should be added drop by drop along the inner side
of both plastic cups A and B.

Activity 5.3: An experiment to show that the roots hold the soil

• Activity 5.3 will engage pupils in finding out another function of the root: to hold soil and prevent it
from being washed away.
• It is not essential for the teacher to carry out this experiment. (However, in case the teacher decides
to carry out the experiment to confirm the observations given on page 14 in pupil's book, only one
set up will be mounted for the whole class.)
• The teacher encourages the pupils to carefully observe the experimental set-up given on page 14
in pupil's book and the differences between diagrams A and B. They are also asked to observe the
difference between containers X and Y on page 14.
• After careful observation, pupils will discuss in pairs to fill in the blanks given on pages 14 & 15 in
pupil's book.

Answer to questions:
The water collected in container X is not clear because it contains little soil.
The water collected in container Y is muddy because it contains a lot of soil.
In this activity, pupils have learnt that the roots of plants help to hold the soil and prevent it from
being washed away. After this activity, the teacher introduces the concept of soil erosion to pupils.

Note: Some pupils can suggest that the leaves also help in preventing the soil from being washed
away. This is because the leaves slow down the force of water being poured on the soil. Therefore
the soil is not easily washed away.

After completing activities 5.2 and 5.3, the teacher highlights to pupils that roots of plants have other
functions as given below:
• Roots hold the plant firmly in the soil.
• Some roots also store food for the plant, for example the roots of carrots and potatoes.
• Roots take minerals (dissolved in water) from the soil and send them to the other parts of the plant.

Find out activity (Page 15 in pupil's book)
Pupils are encouraged to discuss with their parents or other adults at home to find out what are
minerals and their importance for plants. The teacher can also encourage pupils to do further
reading to find out the information.
Some minerals which are present in the soil and are absorbed by plants are:
• sodium
• iron
• potassium
• phosphates

These minerals are important and help the plants to grow well.

9

Unit 5 - More about Plants

9 10
8

Activity 5.2 An experiment to show that the function of7
the root is to absorb water6
5
You learnt in Unit 2 that plants need some conditions such as sunlight, air, and water to grow4
well. In this activity, we will find out how the plant gets water.3
2
Question1
0
How does the plant get the water it needs?
To find the answer to this question, you will do a simple experiment.

What you need

2 plastic containers, one plastic cup, 1 small plant (e.g. Balsamine or any other plant easily
available) with a thin green stem, water, a little oil and a marker.

What you do

1 Using a marker, write A and B on two

transparent plastic containers as shown.

2 Container A and B must have the same AB

amount of water. How can you do that? To spill water is to cause
it to fall from a container
Fill a plastic cup completely. wastefully (e.g. in
Pour the water in plastic container A without careless handling).
spilling.
Do the same for container B. A Same B
level
You will see that the level of water in each
container is the same. of
water

10

3 Place the Balsamine plant in the Unit 5 - More about Plants

water in container A. A

Using the marker, draw a line to mark Container A
the level of the water in container A.
B
What do you observe?
Container B
Is the plant standing straight?
_______________

4 Do not put any plant in container B.

Using the marker, draw a line to mark the
level of the water in container B.

Add some more water in container B so
that both levels of water in container A
and B are the same.

5 Cover the surface of the water in

both containers A and B with some oil.

Oil

A
B

11

Unit 5 - More about Plants

6 After two days, observe carefully and compare the level of water in containers A and B.
7 Using another coloured marker, draw a line to mark the level of the water and oil in the

containers.

Oil
Water

A BOil
Water

What you observe

Record your observations in the table below. Tick the correct column in Table 5.3.

Table 5.3

Water level after two days Below the Above the At the
black mark black mark same mark

Container A

Container B

What do you observe about the level of water in containers A and B? Explain your
observations by choosing the correct word and completing the sentences below.

In container A, the level of water is _________________ (below / above/ at the same)
the mark because the roots have __________________ (taken in / not taken in) water.

In container B, the level of water is _________________ (below the mark / above the
mark / at the same mark) because there were __________________ (roots / no roots)
to take in water.

12

Unit 5 - More about Plants

I conclude from my observations

The ___________ of a plant absorb (or take in) water.

More Questions

Why was this experiment carried out? Complete the sentence below.
This experiment was carried out to show that _____________________________________
________________________________________________________________________

Now you will learn about another function of the root.

Picture A Picture B Picture C
Figure 5.6

Picture A shows the roots of a balsam plant when it was pulled out carefully from the soil.
Can you see the amount of soil that the roots are holding?____________________________

Pictures B and C show the same roots after they were shaken to remove the soil.

Can you see a small pebble stuck to the roots in picture B? ____________________________

We say that the function of roots is to hold the soil.

Big roots can also hold pebbles and stones. A pebble is a
small stone.

Keywords to learn

experiment conclude observation function
absorb container
spilling pebble

13

Unit 5 - More about Plants9 10
8
Activity 5.3 An experiment to show that roots hold the soil
7
Observe diagrams A and B below.6
The same amount of water is poured carefully and slowly in both A and B.5
After some time, we observe that water comes out and is collected in containers X and Y.4
Observe carefully the colour of the water collected in containers X and Y.3
2
1
0

Diagram A Diagram B

Container X Figure 5.7 Container Y

What you observe

Using the given words, describe the water collected in containers X and Y.

Diagram A: The water in container X is ________________(not clear / clear) because it
contains ____________ (a lot of / little) soil.

Diagram B: The water in container Y is ________________(clear / muddy) because it
contains ____________ (a lot of / little) soil.

14

Unit 5 - More about Plants

Questions

Observe carefully diagrams A and B. What can you see in diagram A that you cannot
see in diagram B? ______________________

I conclude from my observations

• Water in container X is not very muddy. This is because a lot of soil __________(is /
is not) washed away by the water. The roots of the plants ________(hold / do not hold)
the soil.

• Water in container Y is brown in colour and ____________(not very muddy / very
muddy). This is because it contains ________ (a lot of / little) soil. There are __________
(no plants / plants) and therefore ____________(roots / no roots) to hold the soil.
Therefore, a lot of soil is washed away by the water easily.

What I have learnt

• Roots hold the soil.
• Roots prevent the soil from being washed away easily.

Roots have other functions:
(i) Roots store food for the plant, e.g. in carrots.
(ii) Roots take minerals from the soil and send them to other parts of the plant.

Find A mineral is a salt-like
out substance and is an
important nutrient.

Minerals are present in the soil. Find out why plants need them.

Keywords to learn

describe muddy hold wash away pour collect

15

Unit 5 - More about Plants

Soil Erosion

Soil erosion is a serious problem in the environment. It takes place when the top fertile soil is
removed. Soil erosion occurs mainly on sloping and bare land.
What can cause the top fertile soil to be removed? Let us find out.

Causes of soil erosion

There are two main causes of soil erosion: Bare land has
(1) Natural no plants on it.
(2) Man-made

Heavy rainfall and strong winds can carry away the top fertile soil. These are natural

causes of soil erosion.

Some human activities also cause soil erosion. Soil erosion Strong winds carrying
takes place when plants are removed or destroyed by the: away the top soil
1. cutting down of trees
2. burning of forests Figure 5.8
3. overgrazing of land by animals.
These are man-made causes of soil erosion.

Pictures A, B and C show THREE causes of soil erosion. Write down one sentence to
say what is happening in each picture.

Picture A:__________________________________________________________________

Picture B:__________________________________________________________________

Picture C:__________________________________________________________________

Picture A Picture B Picture C
16 Figure 5.9

Unit 5 - More about Plants

Teacher’s note pg 18-22

Activities 5.4 and 5.5

Aim: Activities 5.4 and 5.5 aim at helping pupils to develop an understanding of the effects of soil
erosion and of measures that can be taken to prevent soil erosion.

Learning outcomes:
• To deduce that soil erosion causes loss of soil which is washed away during heavy rainfall.
• To infer that plants prevent soil erosion.
• To discuss some ways of preventing soil erosion.

Skills: Observation; literacy; writing; communication.

Notes to teachers:
• Activity 5.4 emphasizes the importance of trees, shrubs and herbs in preventing soil erosion.
Pupils must be brought to realise that plants help to prevent soil from being washed away when
there is heavy rainfall.
• For this activity, it is also important for the teacher to help pupils relate to what they have learnt
earlier about the functions of roots (Activities 5.2 & 5.3).
• Activity 5.5 will help pupils learn about measures that can be taken to prevent soil erosion. Two
measures are illustrated in Pictures A & B. Pupils must be given sufficient time to carefully observe
these two pictures. Teacher can then ask pupils to work in groups and discuss the measures shown
in the pictures. Each group can then present to the class what they have learnt about ways to
prevent soil erosion.
• Some more pictures are given below and teacher can use these to consolidate pupils’
understanding:

(i) Planting of trees on slopy land.

(ii) Building terraces to prevent soil from being washed away when it rains.

(iii)Placing stones near places where the soil will be washed away.

17

Unit 5 - More about Plants

Think Think of trees which are found along the banks of rivers.
and think How are they important?

9 10
8

7 Activity 5.4 How dense forests prevent soil erosion
6
5
4
3
2
1
0

Observe Figure 5.10, with the different types of
plants.
Name TWO types of plants that you see:
1._______________

2.________________

There are also herbs growing near the ground.

Suppose it rains heavily. Think of the dense
vegetation with many leaves and branches.

Do you think that the rain will hit A forest with dense vegetation
the soil directly? Explain why. Figure 5.10
_________________________

A forest usually consists of trees, shrubs and herbs. The trees, shrubs and herbs prevent the rain
from falling directly on the ground. Therefore, the force of the falling rain is decreased.

This is how the dense vegetation prevents the heavy rain from washing away the soil.

You learnt about the functions of roots. In the forest, the roots of the different plants spread
through the ground and hold the soil together, thus preventing it from being washed away.

Observe Figure 5.11 with the different types
of plants. Name TWO types of plants that you
CANNOT see:
1._______________ 2.________________

Name ONE type of plants that you CAN see:
_______________

Figure 5.11 Do you think that rain will hit the soil
directly?
_____________________

Keywords to learn

soil erosion overgrazing bare dense vegetation

18 fertile natural man-made cause prevent

Unit 5 - More about Plants

Effects of soil erosion

Soil erosion affects the environment in many different ways.

1. The land becomes rocky and less fertile. It is difficult to grow crops on such land.

2. The soil that is washed away is deposited at the mouth of rivers and on the sea bed. This
affects living things in rivers and the sea.

3. During torrential rain, a lot of soil is carried away and this blocks drains. This may cause
flooding in certain areas.

I conclude from my observations

Fill in the blanks with the following words.

washed away soil plants

The __________________ is __________________ when it rains heavily on a land which

is not covered with __________________. Plants thus help to prevent soil erosion.

The picture shows an area affected by
soil erosion.
So what can we do to prevent soil
erosion?

Figure 5.12

Discuss with your friends ways in which we can help to prevent soil erosion.

Figure 5.13 Did you know?

Mangroves are grown along the coast in
Rodrigues to prevent coastal erosion.

19

Unit 5 - More about Plants

9 10
8

7 Activity 5.5 Preventing soil erosion
6
5We can prevent soil erosion by
4planting (Picture A) and building
3terraces along sloping land
2(Picture B).
1
0

Picture A: Planting of Picture B: Building
trees on bare land terraces along slopes

Figure 5.14

The roots of plants spread through the ground and prevent the wind and the rain from washing
the soil away. Dense vegetation also decreases the force of falling rain.

How do terraces prevent soil erosion?
They do this by cutting the rapid flow of water during heavy rainfall. "Muguet" and "vetiver" are
grown along borders of sugarcane fields to prevent soil erosion. "Petit Bambou" is also planted
to prevent soil erosion in certain areas.

vetiver muguet petit bambou
Figure 5.15
What I have learnt

To prevent soil erosion we must:
• Grow trees on bare land.
• Replace trees that have been destroyed by fire and cyclones, etc.
• Replant trees in places where they have been cut down.
• Build terraces on sloping land.

Keywords to learn

20 effects prevent terraces replant destroy sloping

Unit 5 - More about Plants

The stem of the plant

Observe Figure 5.16. Can you see that the stem is upright? It joins the roots to other parts of
the plant.

weeds papaya sugarcane vetiver

tea parsley water lily

Figure 5.16: Stems of different plants around us

You have seen in Part I that the stem of the plant is of different kinds. Look closely at the stems
of the variety of plants shown in Figure 5.16. You can easily recognise these plants. Observe
from where the leaves and branches start to grow on the stem.

Give the name of the plants where the branches or leaves grow on the stem

(i) close to the ground: ________________________________________________

(ii) much above the ground: ____________________________________________

21

Unit 5 - More about Plants

1. Herbs are plants with green and soft stems. The stems can be bent easily.

2. Many plants have branches and leaves starting near the ground. The stem is hard but not
very thick. They are called shrubs.

3. Trees are tall and have a hard and thick stem. The stem is often called a trunk. The branches
and leaves appear higher up on the stem or trunk.

Observe Figure 5.16 on page 21 and complete Table 5.4 below using the words ‘herb’,
‘shrub’ and ‘tree’. Guess whether the stems are hard or soft and complete Column C.

Table 5.4

Column A Column B Column C
Name of plant Type of plant Hard or Soft stem

Papaya Tree Hard

22

Unit 5 - More about Plants

Teacher’s note pg 24-31

Activities 5.6 and 5.7

Aim: To develop understanding of the functions of the stem and leaves in plants.

Learning outcomes:
• To infer that the stem carries water from the root to other parts of the plant.
• To find out that leaves make food for the plant by using water and carbon dioxide in the presence
of water and sunlight.

Skills: Observation, reading, writing, social, drawing

Resources:
Activity 5.6: 2 transparent plastic containers, 2 small Balsamine plants and coloured water.

Notes:
• Before engaging students in Activity 5.6, teacher should allow pupils to observe the stems of
different plants (given on page 24 in the pupil's book) and complete the table on page 25 in pupil's
book.
• Teacher will then guide pupils to set up the experiment (page 24 in pupil's book).
• The set-up will be kept in a safe place where it will not be disturbed.
• After one day, the pupils will observe containers A & B and complete page 25 in their book.
• Pupils will observe that the coloured water has moved up into the plant. They will infer that the
stem carries water from the root to the upper parts of the plants, such as the branches and leaves.

Activity 5.7: Leaves make food for the plant.

• In this activity, pupils will carefully observe the figure on page 30 of their book and fill in the blanks
on page 31.
• Teacher can allow pupils to discuss in groups what they can observe in Figure 5.19.
• Through discussion, pupils will infer that the leaf makes food using carbon dioxide from the air,
water from the soil (absorbed by roots and moved up through the stem), in the presence of sunlight
captured in the leaf by the green-coloured substance: chlorophyll (pupils are not expected to use
the term chlorophyll).

23

9 10Unit 5 - More about Plants
8
Activity 5.6: The function of the stem of a plant
7
6This activity will help you to observe the function of the stem in a plant.
5
4 Question
3
2How does the water and minerals absorbed by the roots reach the other parts of the plant?
1
0 What you need.

Two transparent plastic containers, 2 small balsam plants with a green stem and white/pink
flowers (if possible), coloured water (for example, red and blue)

What you do.

Container A Container B

1 Place a balsam plant in containers A and B as shown.
2 Leave the plant in the coloured water for one day.
3 Observe carefully the plant after one day.

24

Unit 5 - More about Plants

What you observe

Does any part of the plant appear to have a blue or red colour?______________ (Yes / No)
Name the part/s of the plant that have changed colour. _________________________
Observe the stem of the plant. Write down the colour of the stem of the plant after 1 day.

Parts of a plant In container A In container B
Stem

If you leave the plant for a longer time in the coloured water, the leaves and flowers will also
change colour. Draw the Balsam plant in container A and B after it has been left for a long time.

The balsam plant after a long time in The balsam plant after a long time in
Container A Container B

25

Unit 5 - More about Plants

Question

Why was this experiment carried out?
____________________________________________________________________

I conclude from my observations

What do you conclude from this experiment?
______________________________________________________________________
______________________________________________________________________
The stem carries the coloured water to ________________ (different / same) parts of the plant.

Keywords to learn

guess herb shrub tree stem trunk

What I have learnt

The stem carries water from the roots to other parts of the plant.

The stem has other functions:
(i) The stem supports the branches, leaves, flowers and fruits.
(ii) The stem holds the leaves so that they receive a lot of sunlight.
(iii) The food made by the plant is carried to different parts of the plant by the stem.

26

Unit 5 - More about Plants

Leaves of Plants

Leaves are important parts of a plant. Most leaves are green.

banana leaf tamarind leaves

onion leaves leaf of the giant lotus papaya leaf
Figure 5.17

Leaves that we see around us can be of different colours, shapes and sizes as shown in the
pictures above and below.

Figure 5.18 27

Unit 5 - More about Plants

Observe and compare the leaves of different plants shown on page 27. These plants form
part of our environment.
1. Do you see that some leaves are big, some are small?________________________
2. What is the colour of most of the leaves shown? _____________________________
3. Can a leaf be of a different colour?_________________________________________
5. Write down the colours that you see._______________________________________
4. Compare the shapes. Are the shapes similar or different? _______________

I conclude from my observations

Leaves of different plants look different. They have different shapes and sizes.
But most leaves are flat and green in colour. Leaves can also be red and yellow in colour.

Find Can leaves have a different scent? Think of mint
out leaves and other herbs used in cooking food.

Mint leaves

Did you know? A scent is an odour or
smell which is usually
Paper is obtained from trees. The top two pleasant.
countries that produce most paper are the
United States of America and China.

Keywords to learn ground scent

support carry sunlight

28

Unit 5 - More about Plants

Be creative: Making a herbarium for the class

In Part 1, you made a plant album.
Now you will make a herbarium.

A herbarium is a collection
of dried plants.

What you need.

Variety of leaves, glue, coloured
pencils, one sheet of white bristol
paper.

What you do.

Collect the leaves of a variety of plants in your locality.
Choose leaves of different sizes, shapes and colours.
Try to look for red, purple and yellow leaves.
Find out the name of the plant.
Paste one leaf of each plant on a large bristol paper.
Write the name of the plant next to it. (You may seek help from your teacher).
Draw and colour creatively the rest of the bristol paper.

This is what you can get!

29

Unit 5 - More about Plants

9 10
8

7 Activity 5.7 Leaves make food for the plant
6
5
4
3
2
1
0

Animals depend on plants and other animals for food.

Where do plants get their food?
Did you know that plants make their own food?
Which part of the plant makes food for it?

Figure 5.19 shows that leaves help to make food for the plant. You will learn more about it in
Standard VI.

Light from the Sun

Green-coloured
substance in leaves
This substance helps to
make food for the plant.

Carbon dioxide
from the air

Water from the soil

Figure 5.19: Plant makes its own food

Leaves make food in the presence of sunlight and a green-coloured substance found in the
leaves. They also need water and carbon dioxide. The water is absorbed by the roots from
the soil. The carbon dioxide is obtained from the air and taken in through small holes in the
leaves.

The food made by the plant is stored in different parts of the plant.

30

Unit 5 - More about Plants

I write and complete using the words below:
light leaves water carbon dioxide make

The _______________ of a plant use _______________ and _______________ to
_______________ food for the plant in the presence of a green-coloured substance in the
leaves and _______________ from the sun.

What I have learnt

Leaves make food for the plant.
To make its food, the plant needs:
1. sunlight
2. carbon dioxide from the air
3. water from the soil
4. a green-coloured substance in leaves

Keywords to learn

carbon dioxide sunlight substance green-coloured

31

Unit 5 - More about Plants

Teacher’s note pg 35-43

Answers to end of unit exercises

Exercise 1

1 (D) 5 (D)
2 (C) 6 (C)
3 (C) 7 (D)
4 (B) 8 (D)

Exercise 2

A - Flower
B - Leaf
C - Fruit
D - Stem
E - Root
F - Seed

Exercise 3

I can see : Leaves, stem, flowers and fruits

Exercise 4

Root- Absorbs water and holds the soil
Fruit- Protects and nourishes the seeds
Stem- Holds branches, leaves and flowers and carries water from the root to other parts of the plant
Leaf- Makes food for the plant using sunlight, water, carbon dioxide and a green-coloured
substance in the leaves

Exercise 5

1: Stem
2: Carries water from the root to other parts of the plant
3: To make food and to help the plant to grow.
4: No, plants which grow in the shade of big trees are shrubs, herbs and grasses
5: These plants need sunlight to make their food.

Exercise 6

1. The pupil needed the following: a transparent container (plastic cup), a plant without root and
another one with root, water, a marker and a ruler.

2. a. The pupil poured equal amount of water in both plastic containers.
b. The pupil then placed each plant in each container and noted the level of water with a marker.
c. The pupil then observed and noted the water level in each container after one day.

3. The leaves in A are bending down.
The leaves in B are growing and are straight.

4. Yes plants need water to grow well as demonstrated in the experiment. Plant A cannot take
water and its leaves are bending.

32

Unit 5 - More about Plants

Teacher’s note pg 35-43

5. A: water level is higher in A than in B
B: Water level is lower in B than in A (water level has gone down)

6. Water has been taken up by the plant with roots in B whereas water is not taken up by the plant
without roots in A. (note some water may be taken up here- we may accept this answer but then
the amount taken up is significantly lower in A)

7. Roots help plants to take up water from their environment.
8. The pupil tried to demonstrate that the function of the roots is to take up water from their

surroundings.

Exercise 7

1. water and minerals
2. germinate
3. male

female part
4. green

Exercise 8

1. Many trees have been cut down
2. (i) Soil will be washed away when it rains heavily

(ii) Soil will be blown away when the wind is very strong
3. Not to cut down trees; to protect our trees; to plant new trees/replant trees.

Exercise 9

Parts of coconut tree which I can see: Coconut(fruit), flowers, stem, leaves
Parts of the coconut tree which I cannot see: roots

Exercise 10

1. False
2. True
3. False
4. False
5. True

Exercise 11

1. b. Vetiver c. Muguet
2. (i) No, the land is not covered with trees.

(ii) The soil has been washed away by the flowing water and rainfall.
(iii) There are no trees and plants on the land and therefore there are no roots to hold the soil

firmly. The soil is easily carried away.
(iv) The roots spread and grow deep in the ground and prevent the soil from being washed away

by rain and from being blown away by strong wind. The roots hold the soil.

33

Unit 5 - More about Plants

Teacher’s note pg 35-43

Exercise 12
A: The roots of the tree in A is covered with sand
B: The sand on top of the roots of the tree in B is washed away. There is no sand and the roots
are easily seen.
2. Erosion of sand
3. Plant grasses on the beach.
Exercise 13
1. erosion
2. over-grazing
3. sloping
4. vegetation, wash

34

Unit 5 - More about Plants

End of Unit Exercises

Exercise 1

For each item, there is ONE correct answer. Circle the correct answer.

1. Which one of the following is NOT needed by the plant to make its food?

A Carbon dioxide B Water C Sunlight D Water vapour

2. Plants absorb water and minerals from the soil by the _________.

A leaves B stems C roots D branches

3. Soil erosion can be prevented by__________.

A cutting down trees B planting trees C overgrazing by animals D strong winds

4. The _________________ have roots in marshy land.

A banyan B mangroves C pandanus D beetroot

5. The _______________ hold the plants firmly to the ground.

A leaves B branches C stem D roots

6. A plant whose roots also store food for the plant is the ________________.

A tambalacoque B ebony C beetroot D grass

7. Leaves do not manufacture food for the plant at night because _______________.

A they do not get oxygen B there is too much carbon dioxide in the air

C there is too little water vapour in the air D there is no sunlight.

8. The function of the flower is to _______________.

A produce nectar for the bees B absorb water from the soil.

C make food for the plant. D produce fruit and seed.

35

Unit 5 - More about Plants

Exercise 2

Observe the flowering plant in the figure below and label parts A to F.

A A ___________________
B B ___________________

C C ___________________
D ___________________
D F E ___________________
E F ___________________

Exercise 3

Identify, name and label the parts of the coconut plant shown in the photograph below.
An example is done for you.

Fruits

36

Unit 5 - More about Plants

Exercise 4

Match each part of a plant with its correct function. One is done for you.

Root Absorbs water and holds the soil.
Flower
Fruit Germinates into a new plant.
Stem
Leaf Holds the branches, leaves and flowers and carries
Seed water from the root to other parts of the plant.

Protects and nourishes the seeds.

Attracts insects for pollination and produces a fruit.

Makes food for the plant using sunlight, water, carbon-
dioxide and a green-coloured substance in the leaves.

Exercise 5

Answer the questions which follow:
1. Which part holds the plant so that the leaves can get a lot of sunlight?
__________________________________________________________________
2. State another function of this part of the plant in (1) above.
___________________________________________________________________
3. Why is it important for the plant to get sunlight?
___________________________________________________________________
4. Do you think a lot of plants grow in the shade of big trees? __________________________
5. Explain your answer to (4) above. Think what the plant needs to make its food.
__________________________________________________________________________

37

Unit 5 - More about Plants

Exercise 6

An experiment is carried out by a pupil. One plant without roots is placed in water as shown in
A. Another plant with roots is placed in the same amount of water in B. They are both allowed
to stand in the water for a day or two.

Answer the following questions:

Water level
15 ml

Water level
10 ml

A (plant without roots) B (plant with roots)

1. What did the pupil need to do in this experiment? List them.
____________________________________________________________________
____________________________________________________________________

2. Write THREE sentences to say what the pupil did.
a. ____________________________________________________________________
b. ____________________________________________________________________

c. ____________________________________________________________________

3. Observe the leaves of the plants in A and B. What differences do you observe?
The leaves in A are____________________________________________________
The leaves in B are____________________________________________________

38

Unit 5 - More about Plants

4. What do you observe about the water level in
A: _______________________________________________________________________

B: _______________________________________________________________________

5. Why do you notice a difference in the water level?
_______________________________________________________________________
_______________________________________________________________________
6. Do plants need water to grow well? Explain your answer.
_______________________________________________________________________

7. What can you conclude?
_______________________________________________________________________
_______________________________________________________________________

8. What did you test by carrying out this experiment?
________________________________________________________________________

Exercise 7

Fill in the blanks below using the correct word from the given list: green
male water and minerals germinate female

1. The function of the stem is to carry ____________________ to other parts of the plant.

2. Seeds _____________________ to produce new plants.

3. Pollination occurs when pollens are transferred from the ________________ part to the
______________ ____________ of the flower.

4. Most leaves are _____________________ in colour.

39

Unit 5 - More about Plants

Exercise 8

Study the picture below and answer the questions that follow:

1. What do you see in the picture above?
_________________________________________________________________________

2. What will happen to the soil:
a. when it rains heavily?
______________________________________________________________________
b. when the wind is very strong?
______________________________________________________________________

3. What advice can you give to the people cutting down the trees?
_________________________________________________________________________

Exercise 9 Study the picture and answer the questions below:

40 (i) Name the parts of the coconut tree that you can see.
___________________________________________

(ii) Name the parts of the coconut tree that you cannot
see.

____________________________________________