The Syllabus with Skills

Solved Lesson
Plan
Science class 4

Butterfly Science Class 4 Page 1

Chapter 1 Structure of Living Things
Day 1
New Terminologies
Introduce new terms/words from the lesson. The teacher can introduce,
explain or demonstrate new terminologies by real objects, pictures, or models.

New Terminology Explanation

internal something is inside of a surface or body
external something is on the outside of a surface or body
organ a part of the body of
an animal or plant that performs a particular job
epidermis The upper or outer layer of skin
algae small plants that grow in or near water and do not
have leaves or roots
fleshy having much flesh, plump or fat
moisture a liquid such as water in the form of very small drops,
either in the air, in a substance, or on a surface
sensory organs a part of the body that makes
it possible to experience the physical characteristics of
a situation
exhale breathe out
nutrients any substance that plants or animals need
in order to live and grow

Homework idea
Students will read the new terminologies at home 2 to 3 times.

Day 2 & 3
Storytelling
The teacher will read the lesson with the correct pronunciation. Explain the
lesson and ask some questions for a better understanding of the students.
Like;
What does the black circle of your eye call?
How many parts do your ears has?
Identify incisor, canine, premolar and molar teeth in your mouth.
How do your lungs work?
Where does stomach found?
What are the roles of muscles and bones in the human body?
Which part of the plant develops in fruit?

Butterfly Science Class 4 Page 2

Homework idea
Students will collect different types of flowers and identify their main parts and
draw a labelled diagram of layers of skin in their copies.

Day 4 & 5
Reading
Students will read the lesson.
It can be done at the class level where each student read some part or small
group level where you divide the class into groups of three to five students and
then monitor their reading.
Homework idea
Students will read the lesson at home 2 to 3 times.

Day 6
Understand (verbal/written)
Discuss the question/answers with the students given in the “Understand”
part.
Help students to write the answers in their copies which discussed verbally.

1. What part of the brain controls balance and coordination of the body?
Ans. The area at the back and bottom of the brain controls the balance and
coordination of the body. It is called the cerebellum.

2. What is the function of the trachea?

Ans. Trachea allows the air to breathe in through mouth and nose to travel to
the lungs.

3. Which is the longest bone in the human body?

Ans. The longest bone of the human body is thigh bone (femur).

4. Note: Students will draw given food chains on their own.

Homework idea
Students will draw and label the inner structure of the eye and heart in their
copies.

Butterfly Science Class 4 Page 3

Day 7
Think about this
Students will think and write the answers in their copies independently on the
given questions in “Think about this” part.
Homework idea
Students will think more on “Think about this” questions and write the answers
in their copies.

Day 8
Group discussion
Arrange a group discussion on questions given on page 18 in the class and
encourage all students to take part in the discussion.
Note: Monitor each group carefully to make sure that every student is
participating in the discussion.
Homework idea
Instruct students to make some tricky questions from this lesson and ask these
questions the next day to their classmates.

Day 9
Explore
Students will observe their muscles in given activities and predict which
muscles will use in given activities and fill in the table.
Compare the similarities and difference in the physical characteristics of plants
and animals.
Homework idea
Students will share their explorations at home.

Day 10
Project
Spread some bread and potato in an open place also make a model of the
given food chain.
Homework idea
Students will observe daily who come to eat the bread and potato.

Butterfly Science Class 4 Page 4

Chapter 2 Life Cycles of Animals and Plants
Day 1
New Terminologies
Introduce new terms/words from the lesson. The teacher can introduce,
explain or demonstrate new terminologies by real objects, pictures, or models.

New Terminology Explanation

reproduction the act or process of reproducing
reproduce to produce again; to recreate
offspring the young of an animal
binary fission the body separates into two new
bodies(asexual reproduction)
multiple fission the nucleus divides many times, to
form daughter cells
adaptive having the
ability to change to suit different conditions
habitat the natural home or environment of an
animal, plant, or other organisms
budding budding is a type of asexual reproduction in
which a new organism develops from an
outgrowth or bud
fragmentation the action or process of breaking something
into small parts
Homework idea
Students will read the new terminologies at home 2 to 3 times.

Day 2 & 3
Storytelling
The teacher will read the lesson with the correct pronunciation. Explain the
lesson and ask some questions for a better understanding of the students.
Like;
What will happen if animals and plants stop reproducing?
What is the difference between asexual and sexual reproduction?
Describe the life cycle of an animal?
Why babies born from sexual reproduction are strong?
How does a plant reproduce?

Homework idea
Students will draw the life cycle of a plant in their copies.

Butterfly Science Class 4 Page 5

Day 4 & 5
Reading
Students will read the lesson.
It can be done at the class level where each student read some part or small
group level where you divide the class into groups of three to five students and
then monitor their reading.
Homework idea
Students will read the lesson at home 2 to 3 times.

Day 6
Understand (verbal/written)
Discuss the question/answers with the students given in the “Understand”
part.
Help students to write the answers in their copies which discussed verbally.

1. What is reproduction?
Ans. The process by which plants and animals to produce or recreate their
offsprings.

2. Explain the life cycle of a tomato plant.

Ans. The life cycle of the tomato plant starts from seeds.
The plant grows and matures and flowers develop.
Fruits develop on the mature plant.
Fruits contain seeds, allowing for the life cycle to start again.

3. Compare and draw the life cycle of two different plants.

Note: ( Students will compare the life cycle of two different plants by their
own.)

4. Write the advantages and disadvantages of sexual and asexual

reproduction?

Ans.
Asexual reproduction
Asexual babies look the same even after many years. This reproduction is
very fast and a single individual can produce many babies. These babies
cannot survive in a different environment and die in a new place.

Butterfly Science Class 4 Page 6

Sexual Reproduction
This process is very slow but babies are stronger than asexual babies. They can
survive in other environments because they have a stronger body.
Homework idea
Students will draw the life cycle of an animal in their copies.

Day 7
Think about this
Students will think and write the answers in their copies independently on the
given questions in “Think about this” part.
Homework idea
Students will think more on “Think about this” questions and write the answers
in their copies.

Day 8
Group discussion
Arrange a group discussion on questions given on page 33 in the class and
encourage all students to take part in the discussion.
Note: Monitor each group carefully to make sure that every student is
participating in the discussion.
Homework idea
Instruct students to make some tricky questions from this lesson and ask these
questions the next day to their classmates.

Day 9
Explore
Students will observe their body parts and identify who they look alike and fill
the table given in the book.
Homework idea
Students will share their explorations at home.

Day 10
Project
Students will sow a plant at home or in school and observe its growth and daw
growth diagram step by step.
Collect different male and female flowers and paste on a chart paper. Then
analyse the difference.
Homework idea
Students will label the parts of flowers which they pasted on chart paper.

Butterfly Science Class 4 Page 7

Chapter 3 Food and Health
Day 1
New Terminologies
Introduce new terms/words from the lesson. The teacher can introduce,
explain or demonstrate new terminologies by real objects, pictures, or models.

New Terminology Explanation

nutrients any substance that plants or animals need
in order to live and grow
digestion a process in which an organism changes a
substance into nutrients.
disease illness of people, animals, plants,
etc., caused by infection or failure of health
safe food low calorie, simple and germs free food
unsafe food oily, sugar-containing and unclean food
macronutrients type of food (e.g. fat, protein,
carbohydrate) require in large amount in
the diet.
micronutrients type of food (such as calcium or vitamin C)
require in small amount in the diet.
starchy food type of food which has carbohydrates (like
potatoes, bread, rice, pasta and cereals)
Homework idea
Students will read the new terminologies at home 2 to 3 times.

Day 2 & 3
Storytelling
The teacher will read the lesson with the correct pronunciation. Explain the
lesson and ask some questions for a better understanding of the students.
Like;
What is healthy food?
Name some oily food?
What food has protein?
What happens when you eat unsafe food?
What will happen if you will not take calcium in your diet?
Why do you need to limit your screen time?

Homework idea
Students will list some unhygienic food which they see in their surroundings.

Butterfly Science Class 4 Page 8

Day 4 & 5
Reading
Students will read the lesson.
It can be done at the class level where each student read some part or small
group level where you divide the class into groups of three to five students and
then monitor their reading.
Homework idea
Students will read the lesson at home 2 to 3 times.

Day 6
Understand (verbal/written)
Discuss the question/answers with the students given in the “Understand”
part.
Help students to write the answers in their copies which discussed verbally.

1. How is healthy food different from unhealthy food?

Ans. Healthy food has all the macro and micronutrients which body
needs. Healthy foods are sugar-free, oil-free and free of germs.

2. What are macronutrients and micronutrients?

Ans. Macronutrients are food that requires in large amount in the diet
(e.g. fat, protein, carbohydrate). Micronutrients are food that requires
in small amount in the diet (such as calcium or vitamin C).

3. Why is iodine important?

Ans. We need iodine to grow and tall.

4. Which food has proteins and Vitamin D?

Ans. Meat, beans, fish, egg, milk and yoghurt etc. have proteins and fish oil,
egg, milk, etc. have Vitamin D.

5. What would happen if we don’t have enough Vitamin C in our body?

Ans. Vitamin C heals wound. If we don’t have enough Vitamin C in our
body, we will be affected by different diseases easily.

Homework idea
Students will draw pictures of some micronutrients and macronutrients food in
their copies.

Butterfly Science Class 4 Page 9

Day 7
Think about this
Students will think and write the answers in their copies independently on the
given questions in “Think about this” part.
Homework idea
Students will think more on “Think about this” questions and write the answers
in their copies.

Day 8
Group discussion
Arrange a group discussion on questions given on page 46 in the class and
encourage all students to take part in the discussion.
Note: Monitor each group carefully to make sure that every student is
participating in the discussion.
Homework idea
Instruct students to make some tricky questions from this lesson and ask these
questions the next day to their classmates.

Day 9
Explore
Instruct students how will they record daily intake of water and daily screen
time.
Homework idea
Fill in the given table of daily intake of water and daily screen time at home.

Day 10
Project
Explain to students how will they conduct the survey in their neighbours and
fill in the given table.
Homework idea
Students will conduct a survey in their neighbours about the food they have in
their meal.

Butterfly Science Class 4 Page 10

Chapter 4 Environment
Day 1
New Terminologies
Introduce new terms/words from the lesson. The teacher can introduce,
explain or demonstrate new terminologies by real objects, pictures, or models.

New Terminology Explanation

environment the air, water, and land in or on which people, animals,
and plants live
ecosystem all the living things in an area and the way
they affect each other and the environment
producers plants, because they produce their own food
primary consumers animals that eat plants or producers
secondary animals that eat primary consumers
consumers
decomposers an organism that makes dead plant and animal decay
species group of animals or plants with similar characteristics
bacteria microscopic living organisms

virus an extremely small piece of organic material that causes

disease in humans, animals, and plants
biosphere the part of the earth's crust, waters, and atmosphere
that supports life
abiotic not living things in the environment
like air, sun, water etc.

biotic living things in the environment

like plants, animals, human etc.

Homework idea
Students will read the new terminologies at home 2 to 3 times.

Day 2 & 3
Storytelling
The teacher will read the lesson with the correct pronunciation. Explain the
lesson and ask some questions for a better understanding of the students.
Like;

Butterfly Science Class 4 Page 11

Homework idea
List some unhygienic food which you see in your surroundings.

Day 4 & 5
Reading
Students will read the lesson.
It can be done at the class level where each student read some part or small
group level where you divide the class into groups of three to five students and
then monitor their reading.
Homework idea
Students will read the lesson at home 2 to 3 times.

Day 6
Understand (verbal/written)
Discuss the question/answers with the students given in the “Understand”
part.
Help students to write the answers in their copies which discussed verbally.

1. What are the most important parts of a habitat?

Ans. The most important parts of a habitat are water, food, shelter and space.

2. Why are producers make up the largest number of an ecosystem?

Ans. Producers are the food of primary consumers that’s why producers make
up the largest number of an ecosystem.

3. What factors are common between lithosphere and hydrosphere?

Ans. The solid earth we live in is lithosphere and hydrosphere is all the water
found on Earth, rocks, some birds etc. are common between lithosphere
and hydrosphere.

4. What will happen if the biotic and abiotic balance is disturbed?

Ans. The balance between abiotic and biotic factors must be maintained all the
time. Life ends when the abiotic factors are damaged over a long period.
Homework idea
Students will draw the pictures of the ecosystem of a pond, a forest and a
desert in their copies.

Butterfly Science Class 4 Page 12

Day 7
Think about this
Students will think and write the answers in their copies independently on the
given questions in “Think about this” part.
Homework idea
Students will think more on “Think about this” questions and write the answers
in their copies.

Day 8
Group discussion
Arrange a group discussion on questions given on page 56 in the class and
encourage all students to take part in the discussion.
Note: Monitor each group carefully to make sure that every student is
participating in the discussion.
Homework idea
Instruct students to make some tricky questions from this lesson and ask these
questions the next day to their classmates.

Day 9
Explore
Instruct students how they will observe the habitat of an animal or insect in
their surroundings. Like; where does it live? What does it eat? Where does it
find its food? Etc.
Compare which producers, primary and secondary consumers are common in
three ecosystems and fill in the table.
Homework idea
Students will observe the habitat of an animal or insect in their surroundings
daily.

Day 10
Project
Help students to identify producers, primary and secondary consumers in their
surroundings.
Instruct students plant trees in school and home and observe daily which type
of consumers are found there.
Homework idea
Students will take care of their plants and observe daily which type of
consumers are found there.

Butterfly Science Class 4 Page 13

Chapter 5 Structure of Atom, Elements and Solutions
Day 1
New Terminologies
Introduce new terms/words from the lesson. The teacher can introduce,
explain or demonstrate new terminologies by real objects, pictures, or models.

New Terminology Explanation

atom Atoms are the basic and smallest units
of matter.
particles an extremely small piece of matter
neutron a part of an atom that has
no electrical charge
proton positively charged particle in the
nucleus
electron an extremely small piece of matter with
a negative electrical charge
molecules a group of two or more atoms
compound molecules a group of different types of atoms
elements two or more atoms having the same
number of protons
periodic table a table of the chemical elements
arranged in order of atomic number
solution a homogeneous mixture of two or
more substances

substance a particular kind of matter with uniform

properties
solute the substance that is dissolved in
a solution
solvent a liquid that dissolves a solid, liquid or
gas
Homework idea
Students will read the new terminologies at home 2 to 3 times.

Day 2 & 3
Storytelling
The teacher will read the lesson with the correct pronunciation. Explain the
lesson and ask some questions for a better understanding of the students.
Like;

Butterfly Science Class 4 Page 14

Define an atom.
Who discovered Neutron?
Where are proton and Neutron found?
Which part of the atom has negatively charged?
How many elements have scientist discovered?
Homework idea
Find five solutions from your surroundings and list down.

Day 4 & 5
Reading
Students will read the lesson.
It can be done at the class level where each student read some part or small
group level where you divide the class into groups of three to five students and
then monitor their reading.
Homework idea
Students will read the lesson at home 2 to 3 times.

Day 6
Understand (verbal/written)
Discuss the question/answers with the students given in the “Understand”
part.
Help students to write the answers in their copies which discussed verbally.

1. What is an atom?
Ans. Atom is a tiny invisible particle which can’t be seen with our eyes.
It is the basic building block for all the existing matters in the universe.
Everything you see around you is made up of Atom.

2. Describe the structure of an atom.

Ans. The atom itself is made of three parts i.e.
i. Neutron
ii. Proton
iii. Electron

Neutron
Neutron is the neutral part of the nucleus, which means it doesn’t have any
charge (positive or negative).

Proton
Proton is the positively charged particle found within the nucleus.
Butterfly Science Class 4 Page 15
Electron
It is the negatively charged particle of an atom found outside the nucleus in
orbits. Electrons revolve around the nucleus.

3. Define substance with examples.

Ans. A substance is a matter which has a specific composition and specific
properties. Water, salt, sugar, baking soda are examples of substance.

4. Write the difference between compound molecules and elements.

Ans. When two or more atoms of different types join together, they form a
molecule. When two or more atoms of the same type (Atoms with the
same number of protons) join together, they form Elements.

Homework idea
Students will draw the structure of water molecules in their copies.

Day 7
Think about this
Students will think and write the answers in their copies independently on the
given questions in “Think about this” part.
Homework idea
Students will think more on “Think about this” questions and write the answers
in their copies.

Day 8
Group discussion
Arrange a group discussion on questions given on page 67 in the class and
encourage all students to take part in the discussion.
Note: Monitor each group carefully to make sure that every student is
participating in the discussion.
Homework idea
Instruct students to make some tricky questions from this lesson and ask these
questions the next day to their classmates.
Students will collect different solvents and solutes from their surroundings.

Butterfly Science Class 4 Page 16

Day 9
Explore
Instruct students mix their collected solutes and solvents and create a new
solution, name the solution and tell the use of this solution. After this fill the
given table.
Homework idea
Students will prepare a presentation on their new solution.

Day 10
Project
Help students in creating a model of an atom by using different scrap
materials.
Homework idea
Instruct students explain the model of the atom to someone at home.

Butterfly Science Class 4 Page 17

Chapter 6 Properties of Matter
Day 1
New Terminologies
Introduce new terms/words from the lesson. The teacher can introduce,
explain or demonstrate new terminologies by real objects, pictures, or models.

New Terminology Explanation

mass a large body of matter with no definite shape
volume the amount of space that a substance or object
occupies
precipitation water that falls from the clouds towards
the ground, especially as rain or snow
condensation the drops of water that appear on cold windows or
other surfaces, as
a result of hot air or steam becoming cool
evaporation the process of
a liquid changing to gas, especially by heating
sedimentation a process in which small pieces of
a solid material fall to the bottom of
a liquid and form a layer
decantation A process of separation of liquid from solid and
other non-mixing liquids, by removing the liquid
layer at the top from the layer of solid or liquid
below
filtration the act of passing a liquid or gas through
a piece of equipment to remove solid pieces or
other substances
soluble able to be dissolved
insoluble incapable of being dissolved

Homework idea
Students will read the new terminologies at home 2 to 3 times.

Day 2 & 3
Storytelling
The teacher will read the lesson with the correct pronunciation. Explain the
lesson and ask some questions for a better understanding of the students.
Like;
What are the qualities of a matter?

Butterfly Science Class 4 Page 18

Identify three states of matters in or around you?
Explain the composition of gas?
Why do you feel a ballon lighter than a stone?
Give some examples of soluble and some insoluble?
Explain the process of sedimentation?

Homework idea
Students will draw all three states of matter in their copies.

Day 4 & 5
Reading
Students will read the lesson.
It can be done at the class level where each student read some part or small
group level where you divide the class into groups of three to five students and
then monitor their reading.
Homework idea
Students will read the lesson at home 2 to 3 times.

Day 6
Understand (verbal/written)
Discuss the question/answers with the students given in the “Understand”
part.
Help students to write the answers in their copies which discussed verbally.

1. How will you measure the volume of a solid that does not have a
regular shape?
Ans. We can measure the volume of a solid that does not have a regular
shape by putting the rock in the water. The water displaced by the rock is
its volume.

2. How is evaporation is different from condensation?

Ans. Evaporation is the process of
a liquid changing to gas, especially by heating.
The drops of water that appear on cold windows or other surfaces, as
a result of hot air or steam becoming cool.

3. How is decantation is different from filtration?

Ans. Decantation is a process of separation of liquid from solid and other
non-mixing liquids, by removing the liquid layer at the top from the layer of
solid or liquid below.

Butterfly Science Class 4 Page 19

 The act of passing a liquid or gas through
a piece of equipment to remove solid pieces or other substances is called
filtration.

4. Fill each box with yes or no.

Solids Liquids Gases

Hard yes no no
Fixed shape yes no no
Fixed volume yes yes no

Homework idea
Students will draw the picture of the process of evaporation, precipitation and
condensation in their copies.

Day 7
Think about this
Students will think and write the answers in their copies independently on the
given questions in “Think about this” part.
Homework idea
Students will think more on “Think about this” questions and write the answers
in their copies.

Day 8
Group discussion
Arrange a group discussion on questions given on page 78 in the class and
encourage all students to take part in the discussion.
Note: Monitor each group carefully to make sure that every student is
participating in the discussion.

Homework idea
Instruct students to make some tricky questions from this lesson and ask these
questions the next day to their classmates.

Butterfly Science Class 4 Page 20

Day 9
Explore
Students will collect information about the matters and compare the
composition of states of matter.

Homework idea
Students will share their explorations at home.

Day 10
Project
Students will follow the given procedure and filter water through the cloth and
name the procedure.
Take a cup of water and mark the level of water and observe the process of
evaporation.
Homework idea
Students will observe daily the level of water in the cup.

Butterfly Science Class 4 Page 21

Chapter 7 Force and Motion

Day 1
New Terminologies
Introduce new terms/words from the lesson. The teacher can introduce,
explain or demonstrate new terminologies by real objects, pictures, or models.

New Terminology Explanation

force strength or energy as an attribute of
physical action or movement
magnet an object that
can attract iron and steel objects and
also push them away
magnetic field an area around a magnet or
something magnetic, in which it has
a force to attract objects to itself
magnetic poles each of the two points of a magnet
gravity the force that attracts objects towards
one another, especially the force that
makes things fall to the ground
friction a force that holds back the movement
of a sliding object
atmosphere the mixture of gases around the earth
aerodynamic having a shape which reduces the
drag from air moving past
direction the position towards which someone
or something moves or faces
Homework idea
Students will read the new terminologies at home 2 to 3 times.

Day 2 & 3
Storytelling
The teacher will read the lesson with the correct pronunciation. Explain the
lesson and ask some questions for a better understanding of the students.
Like;
How can we move or stop any object?
What powers does a magnet have?
What happened if there will no oxygen in the world?
Why a moving ball stop after some time?

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What are meteorites?
Homework idea
Students will draw the life cycle of a plant in their copies.

Day 4 & 5
Reading
Students will read the lesson.
It can be done at the class level where each student read some part or small
group level where you divide the class into groups of three to five students and
then monitor their reading.
Homework idea
Students will read the lesson at home 2 to 3 times.

Day 6
Understand (verbal/written)
Discuss the question/answers with the students given in the “Understand”
part.
Help students to write the answers in their copies which discussed verbally.

1. What things can force change about an object?

Ans. Force can move, speed up, slow down, change the direction, and
change the shape of any object.

2. What is gravity?
Ans. The force of the Earth to pull everything is called gravity.

3. How are magnets useful to us?

Ans. Magnets are very useful to us. It is used in the doors of refrigerators
and freezers, in speakers, earphones, in motors and televisions etc.

4. What things do we use to reduce friction into car engines?

Ans. We use motor oil to reduce friction into car engines.

Homework idea
Students will draw the picture of a motor engine.

Butterfly Science Class 4 Page 23

Day 7
Think about this
Students will think and write the answers in their copies independently on the
given questions in “Think about this” part.
Homework idea
Students will think more on “Think about this” questions and write the answers
in their copies.

Day 8
Group discussion
Arrange a group discussion on questions given on page 87 in the class and
encourage all students to take part in the discussion.
Note: Monitor each group carefully to make sure that every student is
participating in the discussion.
Homework idea
Instruct students to make some tricky questions from this lesson and ask these
questions the next day to their classmates.

Day 9
Explore
Students will observe and calculate the distance each material travelled with
fluid nd without fluid and fill the table given in the book.
Homework idea
Students will share their explorations at home.

Day 10
Project
Students will make an aerodynamic model of an aeroplane or a car.
Homework idea
Students will explain their model to their parents.

Butterfly Science Class 4 Page 24

Chapter 8 Energy

Day 1
New Terminologies
Introduce new terms/words from the lesson. The teacher can introduce,
explain or demonstrate new terminologies by real objects, pictures, or models.

New Terminology Explanation

energy the power and ability to
be physically and mentally active
force strength or energy as an attribute of
physical action or movement
inclined plane a plane inclined at an angle to the
horizontal
speed the rate at which someone or something
moves
chemical energy energy stored in the bonds
of chemical compounds
gravitational energy the energy associated with gravity or the
gravitational force
elastic energy the energy that is stored in a spring when
the spring is
either stretched or pressed together
kinetic energy the energy an object has due to its motion

electrostatic energy when two charged objects are moved

closer to each other
thermal energy the energy an object has because of the
movement of its molecules
magnetic energy the potential energy of a magnetic field

Homework idea
Students will read the new terminologies at home 2 to 3 times.

Day 2 & 3
Storytelling
The teacher will read the lesson with the correct pronunciation. Explain the
lesson and ask some questions for a better understanding of the students.
Like;
Butterfly Science Class 4 Page 25
What do you need for creating force?
Where does the energy come in your body?
Where does energy come in a car engine?
How does energy change in different forms?
How can a moving object stop?

Homework idea
Students will list some foods that they eat for energy.

Day 4 & 5
Reading
Students will read the lesson.
It can be done at the class level where each student read some part or small
group level where you divide the class into groups of three to five students and
then monitor their reading.
Homework idea
Students will read the lesson at home 2 to 3 times.

Day 6
Understand (verbal/written)
Discuss the question/answers with the students given in the “Understand”
part.
Help students to write the answers in their copies which discussed verbally.

1. How does the car engine move?

Ans. The force of the engine makes the car move. That force comes from
the energy and energy comes from the fuel. Fuel energy makes the engine
produce force. This force produces heat energy. this heat energy makes the
car move.

2. How does solar energy change into electrical energy?

Ans. The solar energy enters a solar panel and changes into electrical
energy.

3. Why it is always the ball and a shuttlecock that change their direction
and not the bat and racket?
Ans. The force applied by the bat and racket changes the direction of a ball
and a shuttlecock.

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 4. Which is the strongest form of energy storage you see around you?
Give examples of this form of energy.
Ans. Students will observe and write the answer.
Homework idea
Students will draw pictures of some micronutrients and macronutrients food in
their copies.

Day 7
Think about this
Students will think and write the answers in their copies independently on the
given questions in “Think about this” part.
Homework idea
Students will think more on “Think about this” questions and write the answers
in their copies.

Day 8
Group discussion
Arrange a group discussion on questions given on page 96 in the class and
encourage all students to take part in the discussion.
Note: Monitor each group carefully to make sure that every student is
participating in the discussion.
Homework idea
Instruct students to make some tricky questions from this lesson and ask these
questions the next day to their classmates.

Day 9
Explore
Students will identify the type of energy is used to do given works and fill in the
table and find more examples of different types of energy.

Homework idea
Observe different routine work and identify the type of energy that use to do
this work.

Day 10

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Project
Explain to students how will they place the marble and hit with other marble.
Students will predict what will happen to marbles and draw a diagram to show
movement.
Homework idea
Students will conduct a survey a find how much fuel different type of
transportation used and how much distance covered.

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Chapter 9 Light Energy
Day 1
New Terminologies
Introduce new terms/words from the lesson. The teacher can introduce,
explain or demonstrate new terminologies by real objects, pictures, or models.

New Terminology Explanation

photosynthesis the process by which a plant uses
the energy from the light of
the Sun to produce its food
hexagon a flat shape with six straight sides
ocean a very large area of sea
transparent an object you can see through it
very clearly
translucent an object allowing some light through
it
opaque not able to be seen through
reflection the return of light or sound waves
from a surface
refraction the bending of light as it passes from
one substance to another.
diffraction the slight bending of light as it passes
around the edge of an object.
galaxy the independent groups of stars in
the universe
Homework idea
Students will read the new terminologies at home 2 to 3 times.

Day 2 & 3
Storytelling
The teacher will read the lesson with the correct pronunciation. Explain the
lesson and ask some questions for a better understanding of the students.
Like;
What happened if the process of photosynthesis stops?
How does light travel?
Give some examples of translucent objects?
How do you see different colours?
When does diffraction occur?

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Homework idea
Draw a labelled diagram of photosynthesis.

Day 4 & 5
Reading
Students will read the lesson.
It can be done at the class level where each student read some part or small
group level where you divide the class into groups of three to five students and
then monitor their reading.
Homework idea
Students will read the lesson at home 2 to 3 times.

Day 6
Understand (verbal/written)
Discuss the question/answers with the students given in the “Understand”
part.
Help students to write the answers in their copies which discussed verbally.

1. What are the uses of lights? List as many uses of lights as you can?
Ans. Light helps to see things. Light is necessary for our health. We can see
colours with the help of light. Plants use light for making their food and grow.

2. Can you store light energy?

Ans. Light energy cannot be stored.

3. What is common between a light wave and a wave of water in the ocean?
Ans. The waves of an ocean hit the beach and then returns back towards the
ocean. Just like that, the light bounces back when it hits a barrier.

4. Which three colours make the white light colour?

Ans. Red, green and blue colours make the white colour.

5. How does a rainbow form?

Ans. When rain falls while the Sun is shining, the water droplets refract the
sunlight and bend inside the water droplets, and then they change direction
again once they come out of the water. Colours in a rainbow happen because
the droplets refract th light at different angles.

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Homework idea
Students will draw pictures of rainbow formation.

Day 7
Think about this
Students will think and write the answers in their copies independently on the
given questions in “Think about this” part.
Homework idea
Students will think more on “Think about this” questions and write the answers
in their copies.

Day 8
Group discussion
Arrange a group discussion on questions given on page 108 in the class and
encourage all students to take part in the discussion.
Note: Monitor each group carefully to make sure that every student is
participating in the discussion.
Homework idea
Instruct students to make some tricky questions from this lesson and ask these
questions the next day to their classmates.

Day 9
Explore
Instruct students observe around them and find out what objects reflect and
what objects refract light.
Homework idea
Students will observe then fill the table and share their observation at home.

Day 10
Project
Help students experiment to show that light travels in a straight line.
Instruct students how will they follow the given procedure and list all the
colours they can identify.

Homework idea
Students will share their experiments at home.

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Chapter 10 Sound Energy
Day 1
New Terminologies
Introduce new terms/words from the lesson. The teacher can introduce,
explain or demonstrate new terminologies by real objects, pictures, or models.

New Terminology Explanation

kinetic energy the energy that an object or system has because it
is moving
vibrate to shake slightly and quickly, or to cause something to do
this, in a way that is felt rather than seen or heard
rebound to bounce back after hitting a hard surface
echo a sound that is heard after it has been reflected off
a surface such as a wall or a cliff
echolocation 1. a process in which animals, find their way
by producing sound waves that echo when they
are reflected off an object
pinna the external part of the ear in humans and other
mammals
eardrum a thin piece of skin inside
the ear that moves backwards and forwards very quickly
when sound waves reach it, allowing you to hear sounds

Homework idea
Students will read the new terminologies at home 2 to 3 times.

Day 2 & 3
Storytelling
The teacher will read the lesson with the correct pronunciation. Explain the
lesson and ask some questions for a better understanding of the students.
Like;
How can we hear a sound?
How does sound travel?
How does a dolphin find its prey?
In which state of matter does sound travel faster?
What are the reasons of sound pollution?

Homework idea
Draw a labelled diagram of ear.
Butterfly Science Class 4 Page 32
Day 4 & 5
Reading
Students will read the lesson.
It can be done at the class level where each student read some part or small
group level where you divide the class into groups of three to five students and
then monitor their reading.
Homework idea
Students will read the lesson at home 2 to 3 times.

Day 6
Understand (verbal/written)
Discuss the question/answers with the students given in the “Understand”
part.
Help students to write the answers in their copies which discussed verbally.

1. What is the purpose of auditory bones in our ear?

Ans. The auditory bones increase the vibration of sound.

2. How much faster does sound travel in steel than glass?

Ans. Sound travels 320 m/s faster than glass.

3. What is the difference between the waves of water and waves of

sound?
Ans. Sound and water waves are the same. The difference is that we cannot
see the waves of sound.

4. What is echolocation? How some animals use it to catch their prey?

Ans. Echolocation is a process in which animals, find their way in
by producing sound waves that echo when they are reflected off an object.

Homework idea
Students will create sounds with five objects find around them and draw the
diagram of waves of these produced sound in their copies.

Day 7
Think about this
Students will think and write the answers in their copies independently on the
given questions in “Think about this” part.

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Homework idea
Students will think more on “Think about this” questions and write the answers
in their copies.

Day 8
Group discussion
Arrange a group discussion on questions given on page 117 in the class and
encourage all students to take part in the discussion.
Note: Monitor each group carefully to make sure that every student is
participating in the discussion.
Homework idea
Instruct students to make some tricky questions from this lesson and ask these
questions the next day to their classmates.
Students will collect different solvents and solutes from their surroundings.

Day 9
Explore
Instruct students to find the source of noise pollution by the help of
newspapers, internets or their elders and also observe the effects of noise
pollution on the environment.
Homework idea
Students will complete the table with the help of their findings and observation.

Day 10
Project
Help students to follow the given instructions and answer why the raw rice are
moving.
Homework idea
Instruct students do this experiment at home and explain to others why the raw
rice are moving.

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Chapter 11 Heat Energy
Day 1
New Terminologies
Introduce new terms/words from the lesson. The teacher can introduce,
explain or demonstrate new terminologies by real objects, pictures, or models.

New Terminology Explanation

heat energy the energy an object has because of the movement of its
molecules
radiation the heat coming from the Sun or fire
conduction transfer of heat within a body or between two bodies
that are touching
convection the flow of heat through a gas or a liquid
mercury 2. a chemical element that is a heavy, silver-
coloured metal, liquid at normal temperatures

Homework idea
Students will read the new terminologies at home 2 to 3 times.

Day 2 & 3
Storytelling
The teacher will read the lesson with the correct pronunciation. Explain the
lesson and ask some questions for a better understanding of the students.
Like;
Why does our body become hot when we play or run?
How does heat transmit one object to another?
What are sources of heat energy?
What are the uses of thermometer?
How many ways does the heat energy transfer?

Homework idea
Explain radiation, conduction and convection with the help of pictures.

Day 4 & 5
Reading
Students will read the lesson.
It can be done at the class level where each student read some part or small
group level where you divide the class into groups of three to five students and
then monitor their reading.
Butterfly Science Class 4 Page 35
Homework idea
Students will read the lesson at home 2 to 3 times.

Day 6
Understand (verbal/written)
Discuss the question/answers with the students given in the “Understand”
part.
Help students to write the answers in their copies which discussed verbally.

1. What are some sources of heat energy?

Ans. Fire, Sun, tube light, bulb, heater, toaster, torch boiling water, stove
are some sources of heat.

2. How is heat energy produced in an object?

Ans. Heat energy is produced in an object when atoms of this object move.

3. What are the three ways of heat transfer?

Ans. Heat energy is transferred in three ways.
Radiation
The heat comes from the Sun or fire is called radiation. We get this heat
without touching the source.

2.Conduction
Conduction is the movement or transfer of heat from one solid to the
other.

3. Convection
Convection happens when the heat is transferred through liquid or
gasses.

4. What is the difference between a Celsius thermometer and a

Fahrenheit thermometer?
Ans.
Celsius thermometer
A Celsius thermometer measures the boiling point of water at 100⁰C and
freezing point at 0 ⁰C. A Celsius degree is larger than the Fahrenheit
degree.

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 Fahrenheit thermometer
A Fahrenheit thermometer measures the boiling point of water at 212⁰ and
its freezing point at 32⁰.

Homework idea
Students will draw a Celsius and Fahrenheit thermometer in their copies.

Day 7
Think about this
Students will think and write the answers in their copies independently on the
given questions in “Think about this” part.
Homework idea
Students will think more on “Think about this” questions and write the answers
in their copies.

Day 8
Group discussion
Arrange a group discussion on questions given on page 125 in the class and
encourage all students to take part in the discussion.
Note: Monitor each group carefully to make sure that every student is
participating in the discussion.
Homework idea
Instruct students to make some tricky questions from this lesson and ask these
questions the next day to their classmates.

Day 9
Explore
Instruct students to classify the way of heat transfer in different situations.
Homework idea
Students will explain the table at home to their parents.

Day 10
Project
Help students to check temperatures of different liquids, materials and their
body heat.

Homework idea
Instruct students to check the body temperature of your parents and siblings.

Butterfly Science Class 4 Page 37

Chapter 12 Electricity and Magnetism
Day 1
New Terminologies
Introduce new terms/words from the lesson. The teacher can introduce,
explain or demonstrate new terminologies by real objects, pictures, or models.

New Terminology Explanation

electricity a form of energy that can be produced in
several ways and
that provides power to devices that create light, heat,
etc.
static electricity a stationary electric charge, typically produced by
friction, which causes sparks or crackling or the attraction
of dust or hair
electric current An electric current is a flow of electric charge
watt the standard measure of electrical power:
conductor 3. materials that allow passing electricity
insulator materials that do not allow to pass electricity
compass 4. a simple device used to find directions

Homework idea
Students will read the new terminologies at home 2 to 3 times.

Day 2 & 3
Storytelling
The teacher will read the lesson with the correct pronunciation. Explain the
lesson and ask some questions for a better understanding of the students.
Like;
How many types of electricity are there?
What are some examples of static electricity?
What is the electric current?
Give some examples of insulators.
What materials are used to make wires?

Homework idea
Draw a diagram of the circuit.

Butterfly Science Class 4 Page 38

Day 4 & 5
Reading
Students will read the lesson.
It can be done at the class level where each student read some part or small
group level where you divide the class into groups of three to five students and
then monitor their reading.
Homework idea
Students will read the lesson at home 2 to 3 times.

Day 6
Understand (verbal/written)
Discuss the question/answers with the students given in the “Understand”
part.
Help students to write the answers in their copies which discussed verbally.

1. What is electricity and how is it produced?

Ans. Electricity is a form of energy that can be produced in several ways and
that provides power to devices that create light, heat, etc.

2. Explain the difference between static and electric current.

Ans. When electricity is collected at one place, it is known as static
electricity. The electricity that travels from place to place is called electric
current.

3. Which metals are good conductors?

Ans. copper, silver, aluminium, gold, steel and brass are good conductors.

4. What is Earth’s magnetism?

Ans. Earth itself contains magnetic material and behaves like a gigantic
magnet. Earth is the biggest magnet in the world. Just like any other
magnet Earth has north and south pole. Earth’s magnet makes a compass
point towards the north. The small magnetic pin in a compass is suspended
so that it can spin freely inside its covering and returns to Earth’s
magnetism.

Homework idea
Instruct students collect some materials that are good insulators.

Butterfly Science Class 4 Page 39

Day 7
Think about this
Students will think and write the answers in their copies independently on the
given questions in “Think about this” part.
Homework idea
Students will think more on “Think about this” questions and write the answers
in their copies.

Day 8
Group discussion
Arrange a group discussion on questions given on page 132 in the class and
encourage all students to take part in the discussion.
Note: Monitor each group carefully to make sure that every student is
participating in the discussion.
Homework idea
Instruct students to make some tricky questions from this lesson and ask these
questions the next day to their classmates.

Day 9
Explore
Help students to find out the number of watts different devices use also find
out which magnet is more powerful among their collected magnets.
Homework idea
Students will write in the given table that which material is a good insulator
and which material is a good conductor.

Day 10
Project
Help students in organising collected wires in order of thickest to
thinnest.guess what materials are used in these materials.
Homework idea
Instruct students to collect toys or other devices. Analyse how electricity flows
in these circuits and what is the source of electricity in these circuits.

Butterfly Science Class 4 Page 40

Chapter 13 Earth’s Place in the Universe
Day 1
New Terminologies
Introduce new terms/words from the lesson. The teacher can introduce,
explain or demonstrate new terminologies by real objects, pictures, or models.

New Terminology Explanation

solar system the Sun and the group of planets that move around it
asteroid one of many large rocks that circle the Sun
orbit the curved path through
which objects in space move around a planet or star
comets an object that moves around the Sun, usually at
a great distance from it, that
is seen on rare occasions from the earth as a bright line in
the sky
gravity 5. the force that attracts objects towards one
another, especially the force that makes things fall to
the ground
milky way 6. the galaxy that includes the Earth, seen at night

Homework idea
Students will read the new terminologies at home 2 to 3 times.

Day 2 & 3
Storytelling
The teacher will read the lesson with the correct pronunciation. Explain the
lesson and ask some questions for a better understanding of the students.
Like;
What do you see in the night sky?
What are asteroids?
How many planets are in a solar system?
How many planets in the inner part of the solar system?
What is the outer part of the solar system?
Homework idea
Students will draw different phases of the moon in their copies.

Butterfly Science Class 4 Page 41

Day 4 & 5
Reading
Students will read the lesson.
It can be done at the class level where each student read some part or small
group level where you divide the class into groups of three to five students and
then monitor their reading.
Homework idea
Students will read the lesson at home 2 to 3 times.

Day 6
Understand (verbal/written)
Discuss the question/answers with the students given in the “Understand”
part.
Help students to write the answers in their copies which discussed verbally.

1. What is the universe? Write down its distinct features.

Ans. The universe is everything we can touch, feel, measure or detect. It
includes living things, planets, stars, galaxies, dust clouds, light and even
time.
Features of Universe
The universe is incredibly huge. No one knows the exact size of the
universe because we can not see the edge of the universe. The visible
universe is at least 93 billion light-years across. The universe has not always
been the same size. It is expanding outward at very high speed.

2. Why is milky way called milky?

Ans. The name milky is derived from the galaxy’s appearance from Earth.
The light from the billions of stars in the milky way galaxy mixes to create a
light that has the colour of milk.

3. How many planets are there in our solar system?

Ans. There are eight planets in our solar system.

4. How many parts we can divide our solar system? List the differences
between them.
Ans. We can divide our solar system into two parts. The inner solar system
and the outer solar system.
The inner solar system has Mercury, Venus, Earth and Mars. These are
closest to the Sun and are called the terrestrial planets simply because they
have a very solid rocky surface.

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 The outer solid system has Jupiter, Saturn, Jupiter and Neptune. These are
called the gas giants.
5. Match column A with B and write the correct alphabet in column C.
Column A Column B Column C
1. Our home galaxy A. Asteroids belt C
in the universe.
2. Formed when B. Orbit E
massive gas
cloud collapsed.
3. The distance C. Milky way D
light travels in
one year.
4. The belt present D. Lightyear A
between the
inner and outer
solar system.
5. Path in which E. Blackhole B
planet circle
around the Sun.

Homework idea
Students will draw planets in their copies.

Day 7
Think about this
Students will think and write the answers in their copies independently on the
given questions in “Think about this” part.
Homework idea
Students will think more on “Think about this” questions and write the answers
in their copies.

Day 8
Group discussion
Arrange a group discussion on questions given on page 140 in the class and
encourage all students to take part in the discussion.
Note: Monitor each group carefully to make sure that every student is
participating in the discussion.
Homework idea
Instruct students to make some tricky questions from this lesson and ask these
questions the next day to their classmates.
Butterfly Science Class 4 Page 43
Day 9
Explore
Help students to give answers to the questions and share their ideas.

Homework idea
Students will share their ideas at home.

Day 10
Project
Instruct students how will they observe the night sky and note the time.

Homework idea
Instruct students to draw the picture of the areas of sky that has the most
number of stars and the brightest star.

Butterfly Science Class 4 Page 44

Chapter 14 Movements of Earth
Day 1
New Terminologies
Introduce new terms/words from the lesson. The teacher can introduce,
explain or demonstrate new terminologies by real objects, pictures, or models.

New Terminology Explanation

shadow a dark area or shape produced by a body coming
between rays of light and a surface.
axis an imaginary or real line about which a body rotates
weather the conditions in the air above the Earth such
as wind, rain, or temperature, especially at
a particular time over a particular area
climate the general weather conditions usually found in
a particular place
season 6. one of the four periods of
the year; spring, summer, autumn, or winter

Homework idea
Students will read the new terminologies at home 2 to 3 times.

Day 2 & 3
Storytelling
The teacher will read the lesson with the correct pronunciation. Explain the
lesson and ask some questions for a better understanding of the students.
Like;
How shadows form?
What is spinning of Earth?
Why the Sun appears and disappears?
What is the number of Earth in the solar system?
How much time does the Earth need to complete rotation?

Homework idea
Draw Earth orbital movement.

Day 4 & 5
Reading
Students will read the lesson.

Butterfly Science Class 4 Page 45

It can be done at the class level where each student read some part or small
group level where you divide the class into groups of three to five students and
then monitor their reading.
Homework idea
Students will read the lesson at home 2 to 3 times.

Day 6
Understand (verbal/written)
Discuss the question/answers with the students given in the “Understand”
part.
Help students to write the answers in their copies which discussed verbally.

1. What is the difference between the two kinds of movements of the

Earth?
Ans. The first kind of movement is called rotation of Earth around an
invisible axis. It takes the Earth about 24 hours to finish one complete
rotation.
The second important movement that affects the Earth is its
revolution around the Sun. one revolution takes 365 days or one
year.

2. Do shadows appear the same in all season?

For example, how shadows at 3 pm are different in summer from
winter of the same object?
Ans. The shape of the shadow depends on which season it is. During
summer the Sun’s light hits the Earth at a more direct angle. Because
the Sun is more directly overhead, shadows are smaller in the summer
than in the winter. In the winter, the sunlight is not coming in as
directly. So, shadows during the winter are longer. Imagine that you
stood in the same spot at 3:00 p.m. in the winter and the summer.
Your shadow would look longer in the winter.

3. What is the difference between weather and climate?

Ans. Weather is the condition of the environment at any time, such as the
temperature, cloud cover, fog conditions, air pressure and humidity.
Climate is a long term pattern of weather conditions. It is the average
pattern of the weather conditions taken over a period of time.

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 4. Why do we have day and night?
Ans. The rotation of Earth causes day and night. The part of the Earth
which faces the Sun experiences the day time, whereas the part away
from the Sun gets no sunlight hence the night.
Homework idea
Students will show four seasons on a chart paper.

Day 7
Think about this
Students will think and write the answers in their copies independently on the
given questions in “Think about this” part.
Homework idea
Students will think more on “Think about this” questions and write the answers
in their copies.

Day 8
Group discussion
Arrange a group discussion on questions given on page 147 in the class and
encourage all students to take part in the discussion.
Note: Monitor each group carefully to make sure that every student is
participating in the discussion.
Homework idea
Instruct students to make some tricky questions from this lesson and ask these
questions the next day to their classmates.

Day 9
Explore
Instruct students to create a shadow at night by using a flashlight and follow all
the given instructions.
Homework idea
Students will make a presentation on how shadows change.

Day 10
Project
Help students to make a Sun clock and mark all o’clock time.
Make a model of 3D solar system

Homework idea
Instruct students to find out the distance between each planet.

Butterfly Science Class 4 Page 47