Teacher’s Guide
S. Laxman
Unit 1
The earth
Objectives
• Identify the Earth.
• Recognize the Earth is mainly air, water and soil.
• Observe and demonstrate how night and day occur.
• Examine what happens when we block the sun’s light.
• Explore shadows.
• Compare night and day.
• Discover that we get light from the sun.
• Explain to others that the sun gives light to Earth.
• Discuss with others day and night activities.
Lesson 1
Activity 1
Key Words
Earth, sun, moon, air, soil, water, live, people, animals, plants, night, day. Presentation PLUS Best delivered with
• Begin by asking learners to work with a partner to identify the Earth. Set two minutes for this activity.
• Show learners Slide 1 on Presentation PLUS to focus on the discussion, then collect feedback. While collecting feedback from individual learners, invite them to come to the smart board and click on the answer they think is correct. While interacting with this activity, they will discover that the wrong answers drop down and disappear, while the correct one remains.
• This activity will be a good opportunity to introduce learners to “space” in a simplified way, e.g. “The sun is a star that is mainly fire which provides the Earth with light and heat”. “The moon is a round object that goes around the earth”. “The Earth is the planet where we live on”.
The stars are far away shining objects like the sun”.
Activity 2
• Show learners slide 2 on Presentation PLUS. Explain that Earth is mainly “Air”, “Water” and “Soil”. Make sure that learners perfectly learn these key words by asking them to repeat the words individually. Invite individual learners to point and read them on the slide.
• Invite learners to do Resource sheet 1 individually first. Set 5 minutes for them to discuss their answers in pairs before collecting feedback.
• Show learners Slide 3 on Presentation PLUS. Give them 2 minutes to discuss answers in pairs before collecting feedback. While doing so, you may wish to click on the slide to show learners to correct match between key words and pictures.
You may wish to use Resource Sheet 1 to supplement this part of the lesson.
1
Look, Observe and Learn. Who lives on Earth?
The key objective of this activity is to let learners know who lives on earth. They will discover that “people”, “animals” and “plants” live on earth. This paves the way for them to learn each creature in more details later in the book.
• You may wish to extend this part of the lesson by showing learners the YouTube Video on Slide 4 of Presentation PLUS. It is preferable to pause the video to give more explanations and focus on the components of the planet Earth and who lives on it. It is worth mentioning here that there is no need to complete the video till the end. You can pick and choose what help supports the lesson most.
• Move to Slide 5 to show learners who lives on earth. While doing so, invite learners to say and repeat the following sentences:
People live on planet Earth. Animals live on planet Earth. Plants live on planet Earth.
• This could help them start communicating science in an efficient way, particularly when they are asked “Who lives on earth?”.
• Encourage learners to ask and answer in turns “Who live on earth?”.
• Invite learners to do Resource Sheet 2 individually first, then ask them to exchange sheets to see and discuss each other’s answers. Collect feedback form the classroom. When questions are answered incorrectly, involve other learners for correction. Do not forget to praise correct answers by inviting the entire class to give a round of applause. Equally important, we need to be very careful with learners who could not answer correctly. It is pedagogically advised not to demotivate them by saying their answers are wrong. On the contrary, we should give another chance to rethink their answers and, perhaps, help them towards correctness. They should equally be rewarded with another round of applause, a star on their chest or possibly a more physical reward like a balloon, etc.
• Finish the lesson by inviting learners to do Resource Sheet 3.
• Let them sit in small groups. Give each group one sheet to work on.
• Ask the learners to cut and paste the little picture in the right place on the globe, i.e. people, animals and plants on SOIL; while fish on WATER.
• Set 5-10 minutes to complete this task.
• Move around the groups, join them and help them to cut the paper when they find it difficult to. While modeling the correct way to cut paper, keep reminding them on how to hold the scissors and papers correctly.
You may wish to use Resource Sheets 2 and 3 to supplement this part of the lesson.
2
3
SAFETY MEASURE
• Make sure that the learners use plastic scissors with round ends. Teach them how to hold the scissors in one hand, and the paper in the other. Monitor them closely while executing the activity.
• When they finish the task, collect feedback and keep in mind the correction strategy.
WORKSHEETS
• Use Worksheet 1.a for lower achieving learners.
• Use Worksheet 1.b for higher achieving learners.
Lesson 2
Discuss with a classmate. What difference do you see between picture 1 and 2?
• The key objective of this activity is for learners to observe and describe the differences between night and day and explain why they occur. This is a great starting point for teachers to assess students’ existing knowledge of the topic.
• Show the students slide 5 on Presentation Plus and ask them to turn to page 6 of their books for a closer look at the images.
• Instruct students to discuss the differences between the two images – both small and large – with a partner. Then move to a larger class discussion about the same.
• Invite each pair to share the differences they discussed with the rest of the class.
• Ensure you provide the appropriate amount of encouragement and praise to support the students’ observations.
• Once the class discussion is complete, play the video on slide 6 of Presentation Plus to introduce the difference between night and day to the class. You can pause the video and add further explanations as needed.
• When the video is over, engage students in a discussion about what they just learned by asking questions. For example, “What happens to the sun at night?”, “What do you see in the sky instead?”, “Why is there a difference between night and day?”.
• It is important to ask students why they think there is a difference between day and night. This can be asked before and after the video to assess students’ understanding at different points of the lesson. This question is important in encouraging deductive reasoning and scientific thinking.
Why does the Earth have night and day?
• This investigation provides learners with practical exposure that will help them understand why the earth has night and day.
• In a dim room, place a lamp about half a meter away from an apple and switch the lamp on. One side of the apple should be lit, and the other side should be dark.
• Invite the students to observe the lamp and apple. Encourage them to walk around and look at the two objects from different perspectives. Ask them to share their observations.
• What do they see? What happens when the teacher moves the lamp? Why is this happening?
• You can also ask the class to complete this experiment in smaller groups. Give each group (of 3-4 students) a flashlight and an apple or ball. Ask them to shine the flashlight onto one side of the apple and observe. What does the apple/ball look like? Why? What happens when they move the flashlight to shine on a different side of the apple?
• Ask these questions and initiate a class discussion regarding the observations made during these investigations. Provide encouragement and praise to the students who contribute their findings.
• After the students have shared their findings, play the video on slide 8 of
Presentation Plus to explain the purpose and results of this experiment. You can pause the video and add further explanations as needed.
• Emphasize the idea that the lamp and apple represent the sun and earth respectively. The earth rotates and moves around the sun, and the sun shines on different parts of the earth, causing day where there is sunlight, and night where there is none.
SAFETY MEASURES
• Instruct learners to be mindful of any wires while walking around the lamp.
• Ensure that they do not look directly into the lamp and/or flashlight, do not touch the light-bulbs, and turn off the lamp and flashlight when they have finished using them.
• Additionally, ensure learners are careful not to drink or spill any water next to the lamp and flashlight.
prehending the phrase ‘we get daylight from the sun.’
Draw a line to show where the sun and moon would be in the picture.
• This exercise acts as another formative assessment to evaluate students’ understanding of the role of the sun and moon during night and day.
• Before inviting students to complete this activity in their books, go through the interactive questions starting on slide 10 of Presentation Plus.
• Go through each image one by one and ask learners to determine whether a sun or moon belongs in the scene depicted. Ask learners to justify their answers using “Why?” questions before selecting individual students to click the answer they think is correct on the smart board. The incorrect answer will drop down while the correct answer will remain on the screen. Repeat this for each image depicted.
Now explain to a classmate why we have night and day.
• Now that learners have a basic understanding of the reasons behind night and day, ask them to explain this concept to a partner.
• This discussion acts as a formative assessment to check students’ comprehension of the topic after they’ve completed a practical investigation and watched informational videos on the subject.
• While each pair discusses why we have night and day, walk around the class and observe. Provide support and encouragement to students as you see fit.
• After 3-4 minutes of discussion, invite each pair to share their reasoning with the rest of the class, initiating a whole-class dialogue on the topic.
• From the discussion, students should reach the conclusion that ‘we get daylight from the sun.’
• Invite students to read this conclusion on page 8 of their books. You can read this sentence out loud for the class and encourage them to repeat it after you. Then, ask them to read it independently.
• By the end of this activity, students should be confident in saying and com-
• Next, ask learners to complete this activity on page 8 of their books. Instruct them to draw lines to match the sun and moon to the correct halves of the earth.
• While students are working walk around and observe. Ask them why they drew the lines where they did to check their understanding of night and day. Emphasize the idea that the sun produces sunlight, which causes daytime, and when the sun is not there, it is dark, resulting in the night.
• Finally, finish the lesson by inviting learners to complete Resource Sheet 4. Ask them to draw a sun and a moon next to the correct side of the earth based on how light/dark it is.
Lesson 3
Look at the pictures. Discuss which activities you would do during the day and the night.
• The objective of this activity is to expand students’ knowledge of day and night to include aspects of their personal life. In specific, daytime and nighttime activities.
• Starting with slide 14 on Presentation Plus, go through each image one by one and ask the students to help you decide if the activity is normally completed during the day or night.
• Spend 2-3 minutes on each picture. Ask the students to first discuss the image with a partner before sharing their decisions with the rest of the class. Set 1 minute for students to consider the image in pairs, and 2 minutes for a class discussion. Repeat this for each image in the activity.
• When students share their thoughts with the rest of the class, provide support and encouragement. Verbally recognize the deductive steps each student took to make their decision, and if they are wrong, praise their thought process and ask them questions to guide them to the correct answer. For example, ask them “Why do you think that?” or “What does it look like outside when you normally do this activity?” or “When do you think your friends might do this activity?”
• While the activity is ongoing, encourage students to draw a sun or a moon next to each picture in their books to indicate their answers.
learned in class.
• Separate the students into pairs and give them 3-4 minutes to tell each other what they usually do during the day and night. Encourage them to use key words from this lesson – such as light, dark, day, night, sun, and moon – when doing so, and list as many activities as they can think of.
• When complete, begin a class discussion on the same topic. Encourage learners to relay what their partner does during the day and night to the rest of the class. This is a great way for learners to practice listening to and summarizing information, as well as public speaking and presentation skills.
• After each student has shared the activities that their partner does at night and during the day, invite them to complete Resource Sheet 5. Ask them to draw a picture of an activity they do during the day under the sun, and a picture of an activity they do at night under the moon.
You may wish to use Resource Sheet 4 to supplement this part of the lesson.
Tell your classmate what you usually do at night and during the day.
• This activity is designed to help students practice using key vocabulary when discussing aspects of their daily life in relation to what they have
WORKSHEETS
• Use Worksheet 2.a for lower achieving learners.
• Use Worksheet 2.b for higher achieving learners.
Song
To finish the lesson, play the song on slide 15 of Presentation Plus for the class. Provide students with a printout of the lyrics, encouraging them to read and repeat the song back to you after they’ve listened to it once or twice. Once students are familiar with the lyrics, invite them to sing along with the song, and then sing it as a class, without the help of the background music.
Song Lyrics:
Day and night, day and night
Night is dark, day is bright
This is the day, this is the night
Day, day, day, night, night, night
Day and night, day and night
Night is dark, day is bright
This is the day, this is the night
Day, day, day, night, night, night
Day and night, day and night
Night is dark, day is bright
This is the day, this is the night
Day, day, day, night, night, night
Day and night, day and night
Night is dark, day is bright
This is the day, this is the night
Day, day, day, night, night, night
Unit 2 Water
Objectives
• Identify and describe different sources of water.
• Investigate and identify the different tastes of water.
• Investigate and explore the forms of water.
• Talk about sources of water.
• Discuss with others and describe the different tastes and sources of water.
• Explain how water changes its forms.
• Discover that water has different sources, forms, and tastes.
• Predict what happens to water in different temperatures.
Key Words
Water, river, sea, lake, rain, snow, taste, saltwater, freshwater, liquid, gas, solid
Lesson 1
•
• Look, observe and learn. Where can we find water?
•
• The key objective of this activity is to teach students about the different sources of water. They will learn that water can be found in rivers, seas, lakes, rain, and snow.
• To begin, ask students to name the three main components of the earth. Their answer should be air, soil, and water. This is a great way to review and assess students’ knowledge from the previous unit and bridge the two units together smoothly.
• Introduce the idea that this lesson is about water, which is the biggest component of the earth, covering around 70%.
• Next, go through each of the images on Presentation Plus. Spend 2-3 minutes on each picture, asking students to describe what they see. Once appropriately described, identify each image out loud and ask the students to repeat the key words with you, then again independently.
• By the end of this activity, students should be able to confidently identify rivers, seas, rain, lakes, and snow.
• Then, ask the students to open their books to page 10 and test each other on the different sources of water. Separate the class into pairs. Task one student with pointing to each image (in a random order) and asking their partner “What is this?”. Task their partner with identifying each image. Then, ask them to switch roles and repeat.
• While students are testing each other in pairs, walk around the class and observe. Provide encouragement when students identify a source of water correctly and provide assistance and/or clues when they struggle.
students to share their experiences with the rest of the class, ensuring you pick an even number of learners who have been to the sea, a river, and a lake.
• Encourage learners to not only share their personal experience, e.g. family trip, birthday party, etc., but to also describe the different features of the water and where it was located. This is a great way to get students thinking about the properties and surrounding geography of different bodies of water. For example, the sea is normally encountered at a beach, or a lake is often in an area with a lot of greenery.
• Next, complete the questions beginning on slide 4 of Presentation Plus with the entire class. Go through each image one by one and ask students to identify it by selecting one of the two displayed words. You can ask students to walk to one side of the class to indicate one answer, and the other side to indicate another. This is a great way to translate restless energy directly into class activities.
Have you been to a sea, river, or lake?
Draw a picture of that place. Tell a classmate about it.
• This activity provides a great opportunity for students to reflect on what they have just learned in relation to their daily lives.
• Invite the students to turn to page 11 of their books and draw a picture of a time they visited a river, lake, or the sea. Give them 5 minutes to do so.
• While students are drawing, ask them questions and prompt them to reflect on the features of these sources of water. For example, “When/where did you visit this place?”, “What did the water feel like?”, “Have you been to any of the other sources of water (sea/river/lake), did the water feel different?”
• After students have finished their drawings, separate them into pairs. Set 3-5 minutes for each pair to describe their picture and their experience with the source of water they drew to their partner. They can also include any thoughts or self-reflections they made based on the questions asked earlier. Then, initiate a class discussion about the same. Select a few
• When the class has reached a collective decision, invite individual students to select the answer on the board. Students will find that the incorrect answer will drop down while the correct answer remains on the board.
• Finally, to conclude this activity and lesson, invite learners to complete Resource Sheet 1. Ask them to read each word out loud, identify each image, and then match the words to the images by drawing a line. This is a great way for learners to review what they have just learned and will act as a checkpoint to assess students’ understanding so far.
You may wish to use Resource Sheet 1 to supplement this part of the lesson.
Lesson 2
Investigate: Does the water taste the same? Try sea water and river water.
• This experiment will provide learners with practical exposure so they can understand the difference between ‘sea water’ (saltwater) and ‘river water’ (freshwater).
• Stir 35 grams of salt into 1 liter of water. Pour this mixture into a jug and label it ‘Sea Water’. Fill another jug with tap or drinking water and label it ‘River Water’.
• In class, place the two jugs of water on the table alongside some paper cups.
• Inform students that they will be investigating the difference between sea water and river water. Then, ask them to predict what they think the differences will be. Ask them “What do you think the sea water will taste like?”, “What do you think the river water will taste like?”, “Why do you think that?”. This is a great way to begin familiarizing students with the scientific method by asking them to hypothesize before an experiment.
• After the students have made their predictions, pour each learner a glass of ‘sea water’ and ‘river water’ and ask them to taste each sample. Instruct them to take a small sip, rather than gulping the water down, and relay any observations they make to a friend.
• Ask the class to share their observations with you and the other students. They should come to the collective realization that the sea water is salty, and the river water is not.
• When they do, pose the question on slide 9 of Presentation Plus. Ask students why they think sea water is salty. This is a great way for learners to practice critical thinking skills. You can spend 2-3 minutes on this question, getting input from the class. Provide ready encouragement and praise for each of the students’ answers.
• Finally, play the video on slide 10 of Presentation Plus to explain the answer. You can pause and add explanations as needed.
• By the end of this investigation and video, learners should reach the conclusion that ‘Sea water is salty. Rivers, lakes and ponds are freshwater.’
• Invite students to read this conclusion on page 12 of their books. You can read this sentence out loud for the class and encourage them to repeat it after you. Then, ask them to read it independently.
• By the end of this activity, students should be confident in saying and comprehending the phrase ‘Sea water is salty. Rivers, lakes and ponds are freshwater.’
SAFETY MEASURES
• Only fill the glasses of sea water and river water halfway.
• Encourage learners to be mindful of spilling the water.
• Instruct them to keep any notebooks or electronic devices away from the water.
• Ask learners not to run when holding glasses of water.
• Ask learners to take small sips of water rather than big gulps.
• Where do you think we get drinking water from?
• This discussion activity aims to improve students’ critical thinking and deductive reasoning skills.
• Pose the question on page 12 of students’ books.
• Ask them to discuss with a partner where they think we get drinking water from.
• Give each pair 3-5 minutes to discuss, then initiate a class discussion about the same, encouraging each pair to share their thoughts with the
rest of the class.
• If students are hesitant to contribute or answer the question, encourage them to make an educated guess, or in other words, a hypothesis.
• Spend at least 5 minutes on a class discussion. Students from different countries may have different answers. Encourage and praise this variety and emphasize the idea that there is not always one right answer.
Draw lines and match the pictures to the water type correctly.
• This activity is designed to help students understand and review the different sources of freshwater and saltwater.
• To begin, separate the students into groups of 3-4, and give each group the flashcards from the flashcard section of this guide. The flashcards should include images of each source of water, and the words ‘saltwater’ and ‘freshwater’.
• Inform students that they will be doing some scientific classification based on the investigation they just completed.
• Task each group with sorting through their flashcards. Ask them to organize the flashcards with pictures of saltwater sources on one side and the flashcards with pictures of freshwater sources on the other. When doing so, encourage them to name each source of water out loud.
• Once each group has classified their flashcards as either saltwater or freshwater, complete the questions from slide 11 onwards on Presentation Plus as a class.
• Go through each image and ask learners to help you determine if the water source depicted contains freshwater or saltwater. You can ask students to discuss each image with a partner, and then move to a whole class discussion for each picture.
• When the class has decided on an answer, invite individual students to the board to select it. The correct answer will stay on the screen, while the incorrect answer will drop down.
• Repeat this for each water source depicted in Presentation Plus. This is a great way for students to check the answers from their group work.
• Afterward, invite students to complete exercise 1 in their books independently. Instruct learners to reveal whether a water source is saltwater or freshwater by drawing a line and matching it to the appropriate word.
• Lastly, invite learners to complete Resource Sheet 2. Task them with drawing (and labeling if possible) a picture of a source of saltwater and freshwater. This is a great way for students to review the material, and to slowly introduce them to the concept of scientific diagrams.
Note: At the end of this lesson, ask students to complete the investigations described on page 14 at home under the supervision of a parent or guardian as homework. It is encouraged to inform the parents directly.
You may wish to use Resource Sheet 1 to supplement this part of the lesson.
WORKSHEETS
• Use worksheet 1.a for lower achieving students.
• Use worksheet 1.b for higher achieving students.
Lesson 4
Forms of Water
Work with your parents on the following experiments. Tell a classmate about your findings.
1. Keep water on the table
2. Keep water in a freezer
3. Put water on fire
• Before this lesson, ask students to conduct the investigations listed on page 14 of their books at home. Emphasize that they must do so under the supervision of a parent or guardian and advise them that they will be observing 3 different forms of water. It is encouraged to inform the parents directly.
• When students return to class, separate them into pairs or groups of three and ask them to discuss the observations they made. Give each group at least 6 minutes to do so, encouraging them to spend 2 minutes discussing each investigation. While students are speaking, walk around the class, listening in on the groups’ conversations and providing support or guidance as needed.
• Then, initiate a class discussion. Ask each group to contribute key observations or findings they made for each investigation. Ask questions to focus the discussion. For example, “What happened when you left the water alone?”, “What happened when you put it in the freezer?”, “What did the water look like?”, “What did the water feel like?”, “What changed between keeping it on the table and putting it on the stove?”, “Why do you think
this happened?”, etc.
• From this discussion, students should come to the realization that they observed water in three different forms – solid, liquid, and gas – and at three different temperatures – cold, room temperature, and hot, respectively.
• Emphasize this idea to students and ask them to repeat the key words ‘solid’, ‘liquid’, and ‘gas’ after you.
• Then, play the video on slide 16 of Presentation Plus to explain. You can pause and add further explanations as needed. Emphasize the idea that water exists in three forms (solid, liquid, gas) at three temperatures (hot, warm, cold).
• Lastly, ask students to complete Resource Sheet 3. Instruct them to cut the pictures and paste them in the correct locations along the temperature meter.
• As a safety measure, make sure that learners use plastic scissors with round ends. Teach them how to hold the scissors in one hand and the paper in the other. Monitor them closely while executing this activity.
You may wish to use Resource Sheet 1 to supplement this part of the lesson.
Resource Sheet
Look, observe and learn. Water can be in three forms: Liquid, solid, and gas
• Ask students to turn to page 15 of their books.
• Review the results of their most recent investigation and emphasize the idea that water can be found in three forms, solid, liquid, and gas, and that these three forms occur at different temperatures, cold, room temperature, and hot.
• Start a class discussion and ask learners to share the different places they have observed water in these different forms outside school. For example, they may have viewed ice at an ice-skating rink or when it was snowing, or they may have observed gas in the air after they take a hot shower. This is a great way for learners to connect what they have learned in class to instances from their everyday life.
• After this discussion, click to slide 18 on Presentation Plus and ask the students to help you match the words to the pictures correctly. When the class has decided on an answer, you can invite individual students to the board to click on the words. When selected, each word will reveal a line connecting it to the correct image.
• Finally, complete the activities on slides 19-21 of Presentation Plus. Ask learners to help you select each of the solids, liquids, and gases depicted. You can invite individual students to the board to do so. When clicked on, the correct answers will produce an applause sound effect. If there is any confusion about specific answers or images, provide the appropriate explanation needed.
Song
• To finish the lesson, play the song on slide 22 of Presentation Plus for the class.
• Provide students with a printout of the lyrics, encouraging them to read and repeat the song back to you after they’ve listened to it once or twice.
• Once students are familiar with the lyrics, invite them to sing along with the song, and then sing it as a class, without the help of the background music.
Lyrics:
We have had our bright and sunny days, now the monsters have come out to prey
Cause we’ve wasted water in many ways, splurge and splash our water’s gone to waste.
Stop the tap from running all the way, when we clean or brush and scrub away.
Stop the shower when we want to soap, so in future we can cope.
We have to do something today. Come on it’s time for a change.
Let’s go save water, before it disappears. Let’s not waste water, we’ll start right now, right here.
Let’s go save water, before it disappears. We won’t waste water, we will protect it, have no fear!
Revision
Learning Objectives:
• The key objectives of this activity are for children to:
• Review and understand key information from Units 1 and 2.
• Identify the earth, moon, and sun.
• Understand that the earth gets light from the sun
• Recognize and select daytime activities.
• Understand and differentiate between sources of saltwater and freshwater.
• Recognize water in its three forms: solid, liquid, and gas.
• Recognize the relationship between temperature and water in its three forms.
• Recognize other solids, liquids, and gases.
This section is designed to act as a checkpoint for teachers to review where students are struggling in relation to what they have learned so far. It is encouraged that teachers allow students to complete all six activities independently to assess each student’s areas of strength and weakness. Once the activities are completed independently, teachers can go through them with the entire class to review the correct answers.
Exercise 1: Circle the correct answer.
• This exercise is designed to help students review the two key components from each unit. Namely, recognizing the earth, and that the sun produces daylight from unit 1, and distinguishing sources of freshwater and saltwater, and identifying water as a solid (in relation to temperature) from unit 2.
• Instruct students to go through each of the four questions listed and circle the answers that best complete the sentences.
• Advise students that it may be beneficial to identify each of the images first, before reading the sentence.
• While students are working, walk around the classroom and observe. If students are struggling with reading, read each sentence out loud for them. You can repeat the sentences as many times as needed.
• This exercise is designed to assess students’ understanding of the content, not their reading ability.
• After each student has completed the activity individually, separate the class into pairs. Ask each pair to check their partner’s work. If they notice their partner has gotten an answer wrong, ask them to explain the correct answer. Set 2 minutes for peer correction.
• Finally, initiate a group discussion about the answers. Get feedback from the entire class on their answers and explain why they were right or wrong when necessary.
Units 1 and 2
Exercise 2: Mark the things we do in the day.
• This exercise invites students to review the different daytime activities that they learned in Unit 1.
• Invite students to complete this activity directly in their books. Instruct them to circle or tick all the activities that are done during the day.
• Encourage them to identify each activity and reflect on when they would do them in their personal lives.
• Walk around the class and observe while students are working.
• After each student has completed the activity individually, separate the class into pairs. Ask each pair to check their partner’s work. If they notice their partner has gotten an answer wrong, ask them to explain the correct answer. Set 2 minutes for peer correction.
• Finally, initiate a group discussion about the answers. Get feedback from the entire class on their answers and explain why they were right or wrong when necessary.
Exercise 3: Draw a line to match the picture to the correct term.
• This exercise will help students revise the three states of water that they learned in Unit 2: solid, liquid, and gas.
• Invite students to complete this activity directly in their books. Instruct them to draw a line that matches the picture to the correct word.
• Advise them to first identify each image and then read each word before matching the two together.
• If students are struggling with reading, read the words for them out loud. You can repeat the words as many times as needed.
• It may be helpful to remind students that they have already completed a similar activity on Presentation Plus in Unit 2 if you notice that they are struggling.
• After each student has completed the activity individually, separate the class into pairs. Ask each pair to check their partner’s work. If they notice their partner has gotten an answer wrong, ask them to explain the correct answer. Set 2 minutes for peer correction.
• Finally, initiate a group discussion about the answers. Get feedback from the entire class on their answers and explain why they were right or wrong when necessary.
Exercise 4: Circle all the gases.
• This exercise will help students recall and identify different gases, as they did at the end of Unit 2.
• Invite students to complete this activity directly in their books. Instruct them to circle each image that depicts a gas.
• It may be helpful to remind them that they have already completed a similar activity on Presentation Plus at the end of Unit 2.
Revision
• While students are working, walk around and observe.
• After each student has completed the activity individually, separate the class into pairs. Ask each pair to check their partner’s work. If they notice their partner has gotten an answer wrong, ask them to explain the correct answer. Set 2 minutes for peer correction.
• Finally, initiate a group discussion about the answers. Get feedback from the entire class on their answers and explain why they were right or wrong when necessary.
Exercise 5: Circle all the liquids.
• This exercise will help students recall and identify different liquids, as they did at the end of Unit 2.
• Invite students to complete this activity directly in their books. Instruct them to circle each image that depicts a liquid.
• It may be helpful to remind them that they have already completed a similar activity on Presentation Plus at the end of Unit 2.
• While students are working, walk around and observe.
• After each student has completed the activity individually, separate the class into pairs. Ask each pair to check their partner’s work. If they notice their partner has gotten an answer wrong, ask them to explain the correct answer. Set 2 minutes for peer correction.
• Finally, initiate a group discussion about the answers. Get feedback from the entire class on their answers and explain why they were right or wrong when necessary.
Exercise 6: Circle all the solids.
• This exercise will help students recall and identify different solids, as they did at the end of Unit 2.
• Invite students to complete this activity directly in their books. Instruct them to circle each image that depicts a solid.
• It may be helpful to remind them that they have already completed a similar activity on Presentation Plus at the end of Unit 2.
• While students are working, walk around and observe.
• After each student has completed the activity individually, separate the class into pairs. Ask each pair to check their partner’s work. If they notice their partner has gotten an answer wrong, ask them to explain the correct answer. Set 2 minutes for peer correction.
• Finally, initiate a group discussion about the answers. Get feedback from the entire class on their answers and explain why they were right or wrong when necessary.
Once these revision questions are completed independently by each student, go through the answers with the entire class. Point out areas where the majority of
students made mistakes and go through the concept again, explaining and reviewing it with students.