Download Solutions for all Natural Sciences and Technology: Grade 4

Solutions for all
Natural Sciences
& Technology
Grade 4
Learner’s Book
W Bezuidenhout
J Marchant
D Bosch
A Scott
R Engelbrecht
A Volker
Solutions for all Natural Sciences and Technology Grade 4 Learner’s Book
© W Bezuidenhout, D Bosch, R Engelbrecht, J Marchant, A Scott, A Volker, 2013
© Illustrations and design Macmillan South Africa (Pty) Ltd, 2013
All rights reserved. No part of this publication may be reproduced,
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or by any means, electronic, photocopying, recording,
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Any person who commits any unauthorised act in relation to this
publication may be liable for criminal prosecution and
civil claims for damages.
First published 2013
11 13 15 17 16 14 12
0 2 4 6 8 10 9 7 5 3 1
Published by
Macmillan South Africa (Pty) Ltd
Private Bag X19
Northlands
2116
Gauteng
South Africa
Typeset by: The Design Drawer
Cover image from VMS Images
Cover design by Deevine Design
Illustrations by: Alan Kennedy, Carla Maritz, Deevine Design
Photographs by:
AAI Fotostock: pp. 2, 3, 4 (fig. 1.3c, fig. 1.4), 6, 11 (fig. 1.9), 16, 21, 51, 75 (fig. 6.3 left, middle), 80, 90, 93 (fig. 7.3), 96, 105,
114 (fig. 9.1a), 117, 140, 142 (fig. 11.2 bottom right, middle left, middle), 143, 186, 195, 202 (fig. 14.13), 206, 208 (fig. 15.1
left, right), 210, 213, 220, 235, 238 (fig. 18.4); AfriPics: pp. 4 (fig. 1.3d), 7, 22 (fig. 2.10), 24, 41, 44, 46, 52, 54, 107, 114
(fig. 9.1b), 118, 119, 120, 147 (fig. 11.7c), 193, 194, 208 (fig. 15.1 middle), 214, 222, 228 (fig. 17.7), 234; Gallo Images: pp. 22
(fig. 2.8, fig. 2.9), 132, 142 (fig. 11.2 top left), 174, 192, 203; Greatstock: pp. 32, 45, 50, 72, 116 (right), 142 (fig. 11.2 top right,
bottom left), 147 (left), 148, 149, 153, 205, 228 (fig. 17.8), 238 (fig. 18.5), 239 (fig. 18.6); INPRA: pp. 1, 47, 93 (fig. 7.4), 94,
224 (fig. 17.2), 238 (fig. 18.3); Jeanette Verster: p. 112; Science Photo Library: p. 70; The Bigger Picture: p. 75 (fig. 6.3 right);
VMS Images: pp. 11 (fig. 1.10), 224 (fig. 17.1)
e-ISBN: 978-1-4310-2589-3
ISBN: 978-1-4310-1028-8
WIP: 4125M001
It is illegal to photocopy any page of this book
without written permission from the publishers.
The publishers have made every effort to trace the copyright holders.
If they have inadvertently overlooked any, they will be pleased to make the
necessary arrangements at the first opportunity.
The publishers would also like to thank those organisations and individuals we have already approached
and from whom we are anticipating permission.
Contents
CONTENTS
How to use this Learner’s Book...............................................................................vii
Completing a Technology Assessment Task.......................................................... ix
LIFE AND LIVING
Topic 1
Living and non-living things.......................................................... 1
Living and non-living things................................................................2
Unit 1
Topic 2
Structure of plants and animals................................................. 16
Unit 1
The structure of plants..................................................................... 17
Unit 2
The structure of animals................................................................... 23
Topic 3
What plants need to grow........................................................... 32
Conditions for growth.......................................................................33
Unit 1
Topic 4
Habitats of animals...................................................................... 41
Animals need habitats..................................................................... 42
Unit 1
STRUCTURES
Topic 5
Structures for animal shelters.................................................... 54
Unit 1
Animal shelters................................................................................. 55
Unit 2Technology project: Design, draw and evaluate an
animal shelter................................................................................... 62
MATTER AND MATERIALS
Topic 6
Materials around us....................................................................... 72
Unit 1
States of materials: Solids, liquids and gases................................. 73
Unit 2
The water cycle................................................................................84
Topic 7
Solid materials................................................................................90
Raw and manufactured materials................................................... 91
Unit 1
STRUCTURES
Topic 8
Strengthening materials............................................................ 105
Ways to strengthen materials........................................................ 106
Unit 1
Topic 9
Strong frame structures.............................................................112
Unit 1
Struts and frame structures............................................................113
Unit 2Technology project: Design, make and evaluate a
tower structure............................................................................... 121
ENERGY AND CHANGE
Topic 10
Energy and energy transfer...................................................... 132
Energy for life.................................................................................. 133
Unit 1
Topic 11
Energy around us....................................................................... 140
Unit 1
Energy transfer................................................................................141
Unit 2
Input and output energy................................................................ 146
SYSTEMS AND CONTROL
Topic 12
Movement and energy in a system.......................................... 153
Unit 1
Movement and musical instruments.............................................. 154
Unit 2Technology project: Investigate, design, make and evaluate
a musical instrument...................................................................... 163
Contents
ENERGY AND CHANGE
Topic 13
Energy and sound...................................................................... 174
Unit 1
Vibrations and sound..................................................................... 175
Unit 2
Making sounds............................................................................... 181
PLANET EARTH AND BEYOND
Topic 14
Planet Earth................................................................................ 192
Unit 1
Planet Earth.................................................................................... 193
Unit 2
Earth and space............................................................................. 200
Topic 15
The Sun........................................................................................ 206
The Sun, our closest star............................................................... 207
Unit 1
Topic 16
The Earth and the Sun............................................................... 214
The Sun is the centre of the Solar System.................................... 215
Unit 1
Topic 17
The Moon..................................................................................... 222
The Moon........................................................................................ 223
Unit 1
SYSTEMS AND CONTROL
Topic 18
Rocket systems.......................................................................... 235
Unit 1
Rockets for space travel................................................................ 236
Unit 2Technology project: Design, make and evaluate a
rocket model using a balloon......................................................... 244
GLOSSARY ...................................................................................................... 252
How to use this Learner’s Book
Welcome to the Science and Technology Grade 4 Learner’s Book.
The content in the Science and Technology Grade 4 Learner’s Book is organised
according to topics and each topic is structured in the same way:
Topic opener page: The topic starts with a full-colour photograph of something
that is related to the content of the topic. The ‘What you will learn about’ box
lists the content to be covered in the topic. There is also a section called ‘Let’s
talk about ...’, which gives you an opportunity to start thinking about new things
you will learn about in the topic.
Units and lessons: Each topic is divided into units, which are divided into
lessons. A lesson consists of content followed by a Classroom activity. Some
lessons also include Practical tasks. Some of the Classroom activities might be
started in class but completed at home. The lessons break up the work into small
chunks of information. This helps you to make sure you know and understand a
certain section of the work before moving on to the next new section of work. One
Practical task per term is suggested as a Formal Assessment Task. You could be
assessed on these tasks, so watch out for them.
Check what you learnt: These are assessment activities. The questions are
aimed to check your knowledge and test if you can do what you should be able
to do at the end of the topic.
Summary: Each topic ends with a summary of the work covered in the topic. You
could use these summaries as study notes or to revise what you should know by
the end of the topic.
Extra practice: The Extra practice at the end of each topic has been included
as an additional activity. You can use the questions to practise what you have
learnt.
vii
Other features to look out for are:
Word bank: These contain words that you may not understand or that you may
have encountered for the first time in the text. An explanation for the word is
given to enable you to understand its meaning better. Always keep a dictionary
handy, because if you understand a word, learning will be a lot easier.
Illustrations and photos: The illustrations and photos have been included
to help you understand the written text. Use the illustrations and photos
when working through the text. When you see a picture of something, you will
remember it a lot better.
The publisher and authors wish you all the best in your study of Science and
Technology Grade 4.
Good luck!
viii
Completing a Technology Assessment Task
Solving problems to meet people’s needs is what technology is all about. The
skills taught in Science and Technology will give you the skills you will need to
solve various technological problems.
Steps to follow when completing a Technology Assessment Task
During this year you need to complete two Technology Assessment Tasks.
This section explains the steps you need to follow when completing a Technology
Assessment Task.
It starts with a problem ...
In the Technology Assessment Tasks, the problems are based on real-life
examples. You design and make something to solve a given problem. Before
you begin designing and making a solution to a given problem, you need to
understand the problem and what is required.
Understanding the given problem
To understand the given problem and
work out what you need to design and
make, draw up:
•a list of specifications
•a list of constraints
•a design brief.
ix
Specifications, constraints and design briefs
Specifications are the things that must be included in your product or system.
Constraints are all the limitations that have been placed on the design.
To draw up your list of specifications and constraints, ask yourself these
questions:
• What do I need to make?
• What will it be used for?
• Who will use it?
• How big does it need to be?
• Do I need to use any specific materials?
• Should I include anything specific in my design?
Once you have drawn up your list of specifications and constraints, you can work
out a brief statement of what you have to design and make to solve the problem.
This is called a design brief.
A design brief always starts with ‘Design and make a…’. The design brief, and
your list of specifications and constraints, will help you to understand the
problem and what you need to do to solve the given problem.
Help tasks
Before you can begin solving a given problem, you may need to gain some new
technological skills. You then need to work through different help tasks to learn
these skills.
Help tasks could include learning how to cut, saw, hammer or join. You may need
to work through more than one help task per problem.
Solve the problem using the technological design process
Once you understand the problem and you have learnt all the skills needed to
solve the problem, you can begin solving it. To solve a problem you need to work
through the technological design process.
x
The design process has five main steps. These are:
• investigating
• designing
• making
• evaluating
• communicating.
Usually you will work through these steps of the design process in this order, but
sometimes you may find it easier to change the order, depending on the problem
you want to solve.
Communicating also forms part of the design process. You need to
communicate the steps of the design process to others. There are a few ways of
doing this. One way is to record everything in a book or portfolio. Another way is
to do a presentation.
In the design process one step leads on to another. There is no definite place
where you have to stop working through the design process. Sometimes, after
evaluating a design idea or the finished product, you may find the need to work
through the design process again. There is nothing wrong in doing this. It is how
technology solutions are improved.
xi
How then do we work through each step of the design process?
Investigating
When you investigate, you gather information about a specific
thing. Before solving a problem you need to collect information
that you could use to solve the problem. You can get information
in different ways. The ways that you choose to use to collect the information
depend on the problem. Sometimes you may need to find information in books or
magazines, or on the internet. Sometimes you need to ask other people questions
to gather information. Learning a new skill is also part of investigating.
Designing
After you have investigated the problem, you will have some
information to help you solve the problem. You may also have a few
ideas of possible solutions to the problem. You are now ready to
begin designing a solution to the problem.
Start the designing part of the process with several ideas. Make drawings of the
different ideas. The drawings should be neat and detailed, and should always
have labels. The labels explain the drawing.
Choose the design idea that will best solve the problem. Write down the reasons
for the choice that you have made. Make a clear final drawing of the best idea.
Making
After completing the design you can make the product or system
that is a solution to the problem. Before you make the product or
system, you need to draw up a step-by-step plan of how to make
the product or system. In the step-by-step plan you need to indicate necessary
safety precautions to take and the tools and materials that should be used to
make the product or system.
Using the step-by-step plan you then make the product or system, skilfully and
safely, using the right tools and materials.
xii
Evaluating
Once the product or system has been made, you
need to test it or evaluate it. This means that you
need to see if it solves the problem it is meant to
solve. Suggest where and how the design could be
improved or modified to make it solve the problem
better.
Communicating
Communicating is an important part of the
design process. When you communicate you
are making a record of how you progressed through the design
process until you found a solution to the problem.
Remember that there can be many ways to solve a problem; not
everyone will solve a problem in the same way.
Enjoy doing technology!
xiii
Topic
1
Living and non-living
things
What you will learn about in this topic
• Living things
• Non-living things
Let’s talk about living and non-living things
In the picture you can see grass, children and gardening tools.
You can also see lots of dry leaves. Which of these things are
living? And which are non-living things? How do you know the
difference between living and non-living things? Is there anything
that once was alive but is now dead? Why do you say so?
Topic 1 Living and non-living things
•
1
Unit 1 Living and non-living
things
What you know already
The things in the world around us can be living or nonliving. Plants, animals and humans belong to the group
of living things on Earth. Examples of non-living things
are rocks, water and human-made objects such as cars.
Around us, we can also see things that once lived but are
now dead, for example dry wood and fossils of dinosaurs.
ck
Che elf Are you living or non-living? Explain what made
mys
you decide this.
Lesson 1
There are many different kinds of living things
There are many different kinds of living things on Earth. They
have different sizes and shapes. Some are brightly coloured
and some look dull. Some live on land and some live in water.
Some can walk, some can fly, and
some can swim. Some cannot
rhizoids
move about but they can twist
and turn. Living things are called
organisms.
Word bank
hand lens:
a kind of
magnifying glass
used in science
class
organism: a
living thing
spores
Sometimes, when food starts to decay, you
can see things growing on it, especially on
bread and fruit kept in a dark cupboard. If you
look closely with a hand lens, you will see
something that looks like the picture in Figure 1.1.
It is not a plant or an animal. This living thing is
called bread mould.
2
• Topic 1
Living and non-living things
sporangium
sporangiophore
Figure 1.1 Bread mould
Life and living
Word bank
enlarge: make bigger
germs: small living things
that cannot be seen with
the naked eye
microscope: an instrument
with lenses to enlarge
something that is too small
to see with the naked eye
Germs are living things that are so small that
they cannot be seen with your eye. You need a
microscope to see them. A microscope is an
apparatus that is used to enlarge things so
that we can see them better.
Figure 1.2 shows a microscope picture of germs
that are found in our world. Some germs can
make you sick. The type of germ in A can cause
a sore throat. The type of germ shown in B is found inside your
body and sometimes on your skin. Washing your hands with soap
and water after you have been to the toilet kills these germs, so
that you will not get sick.
A B
Figure 1.2 Germs are so small that they can only be seen through a
microscope.
Classroom activity 1
1.
The pictures in Figure 1.3 show animals and plants.
A
B
Figure 1.3 Examples of living animals and plants
Topic 1 Living and non-living things
•
3
C
D
Figure 1.3 Examples of living animals and plants (continued)
a) Name each animal or plant in the pictures.
b)Which of these living things live on land and
which live in water?
2. Figure 1.4 shows pictures of animals called insects.
a) Name each insect.
b)Insects are much smaller than the animals
shown in Figure 1.3. How big do you think are
each of these insects? Show with your fingers or
hands.
A
B
Figure 1.4 Insects are very
small animals.
4
• Topic 1
Living and non-living things
Life and living
Lesson 2
Living things carry out all life processes
The seven life processes
Living plants and animals carry out the seven life processes.
Living things:
• need food
Word bank
• can grow
• reproduce and have offspring
offspring: the young or
• need air to breathe
baby of a living organism
• excrete waste
• have senses to respond to their environment
• can move by themselves.
Feeding or nutrition
All living things need food for energy.
Animals and humans need to find food
from their environment, while plants can
make their own.
Figure 1.5a) Living
things need food.
Growth
All living things grow. Growth could be
an increase in size or mass or a change
of shape.
Figure 1.5b) Living
things can grow.
Reproduction
All living things reproduce to produce offspring. For example,
humans give birth to babies, cats produce kittens and birds
lay eggs from which chicks hatch. Plants also reproduce.
New plants can grow from seeds or from a part of the
parent plant such as a root, a stem or a leaf.
Figure 1.5c) Living
things reproduce.
Topic 1 Living and non-living things
•
5
Breathing
All living things need air to stay alive. Animals and
plants take in oxygen from air and release carbon
dioxide.
Figure 1.5d) Living things
Excretion
need air.
All living things must get rid of waste products formed
in their cells. For example, the carbon dioxide that you breathe
out is a waste product. When you urinate you get rid of waste
products that were formed in your body.
Sensing
Figure 1.5f) Living things
can sense changes in
their surroundings.
ll living things respond to changes in
A
their surroundings. Animals have sense
organs such as eyes, ears, noses,
tongues and skin. Animals use their
sense organs to stay aware of what is
happening around them. When they smell
or see food, they can move towards it. If
an animal detects an enemy, it can react
by either fleeing or attacking.
Figure 1.5e)
Living things
excrete waste
products.
Plants can sense changes in light and water around them. Their
stems and leaves grow towards light. The roots of plants grow
towards water.
Movement
All living things move. Animals can move
from one place to another to find food or
escape from danger. Although plants are
rooted in one place, they do move. Their
stems and leaves move by growing or
turning slowly towards light. Their roots
move by growing or turning slowly towards
water.
6
• Topic 1
Living and non-living things
Figure 1.5g) Living things can move.
Life and living
Classroom activity 2
1.
a)Copy the table in your exercise book and
then describe how a bird carries out the life
processes. ‘Sensing’ has been done for you.
Life process
Example in a bird
Feeding
Growing
Reproducing
Breathing
Excreting
Sensing
Sees food with its eyes
Moving
b) Does a bird perform all seven life processes?
c) Is a bird a living or a non-living thing?
2.
We can use a list of the seven life processes as a
checklist to see if something is living or non-living.
Write a checklist to see if something is living.
Lesson 3
Living things that appear to be non-living
Figure 1.6
Plant seeds
Word bank
Seeds look dead, but can grow into a living plant if they are given
light, warmth and water. Things that appear to be dead but are
still living are dormant. Given the right conditions, seeds will
germinate. A new plant, called a seedling, will grow from the
seed. The seedling will develop into a full-grown plant. Both the
seedling and the full-grown plant are able to perform the seven life
processes.
dormant: in a state of rest
germinate: when a new
plant grows from a seed
seedling: a young plant
that grows from a seed
Dried beans are the seeds of a bean plant. In the
following practical activity, you will investigate
how a bean seedling grows.
Topic 1 Living and non-living things
•
7
Practical activity 1
Investigate germinating bean seeds
This is a prescribed activity. You will do this activity over
time while you continue with other work.
Aim
To investigate if a dried bean will germinate and grow
given the right conditions
You will need:
• a few dried beans
• a saucer or small container
• a little water
• paper towel or cotton wool
Word bank
Method
1. Wet the paper towel with some water.
2.
Place the beans between two layers of the moist
paper towel.
3.
Place the paper towel containing the beans in a
saucer or small container.
4.
Place the saucer or container in a warm spot in the
classroom.
5.
Observe what happens to the beans every day for
one month. Remember to keep the paper towel
moist throughout the investigation.
6.
You will continue with this practical activity in
Topic 3 (What plants need to grow).
bean seeds
cotton wool
saucer
Figure 1.7 Germinating bean seeds
8
• Topic 1
Living and non-living things
aim: what you want
to do
method: the steps
that explain how to
do something
Life and living
Questions
1.
Why are the dried beans placed between layers of
moist paper towel?
2.
Why are the beans placed in a warm spot in the
classroom?
3.
Name two life processes that you can observe in the
germinating beans. Explain your answer.
4.
What is your conclusion: is a dried bean seed living
or non-living? Explain your answer.
ry yeast, used for baking bread, looks dead and appears not to
D
be living. But given the right conditions it will become active and
living. When dried yeast is mixed with warm water and sugar, it
becomes active and performs the seven life processes. In the next
practical activity you will see how yeast can become active in the
right conditions.
Practical activity 2
Growing yeast
This is a prescribed activity.
Aim
To investigate if dry yeast will grow given the right
conditions.
You will need:
• half a teaspoon of dry yeast
• a teaspoon of sugar
• a small container or a cup
• a stirring rod or a spoon
• some warm tapwater
Topic 1 Living and non-living things
•
9
Method
1.Add the dry yeast and sugar
to half a cup of warm but not
boiling water.
2.Stir the mixture with a spoon.
3.Allow the mixture to stand
for about 10 minutes
in a warm spot in the
classroom.
4.
Observe what
happens.
dry yeast
a)
b)
gas bubbles
warm water
yeast and
Questions
sugar
1.
Why do we add warm
water and sugar to the dry Figure 1.8a) Dry yeast
granules and b) yeast mixed
yeast?
into warm sugar water
2.
Why should you not add
boiling water to the dry yeast?
3.
Explain why dry yeast can be classified as living
although it looks dead.
Challenge
Yeast is used to bake bread. Find out why.
An egg appears to be non-living. If a bird sits
on the egg to keep it warm, a chick could
hatch from the egg. The chick will be able to
perform all seven processes of life.
Word bank
hatch: when
a chick comes
out of an egg
Classroom activity 3
Look at the pictures on the next page of a bird’s hatching
egg:
10
• Topic 1
Living and non-living things
Life and living
Figure 1.9 A hatching egg
1.
Look at the shell of the egg in the picture on the left.
Although the egg appears to be dead, something is
breaking the shell. How do you think the egg shell
breaks?
2.
The picture on the right is a picture of a hatched egg.
a) What can you see coming out of the egg?
b) What has happened inside the egg?
3.
What does an egg need to hatch?
4.
Is an egg living or non-living? Explain your answer.
Lesson 4
Non-living things
Non-living things cannot perform any of the seven life processes.
A bin is a non-living thing. It is made of metal and feels
hard and cold when we touch it. It is a human-made
object. A bin does not change size or shape once it has
been made. It cannot move, eat, drink, reproduce or
breathe.
Figure 1.10 A metal bin
on-living things cannot do some of the things that
N
living things can do on their own. For example, a car is
a non-living thing. It can move, but not on its own. A
car needs an engine to make it move. Water, rock, wind
and sand are non-living. They show no or only some
characteristics of life.
Topic 1 Living and non-living things
•
11
Some things were once alive but are now dead, for example wood
or dry leaves that fell from a tree. Objects made from once-living
things are non-living. For example, a chair made from wood is a
non-living thing.
Classroom activity 4
Look at the pictures in Figure 1.11. Classify each object
as living or non-living.
1.
3.
2.
4.
5.
6.
7.
8.
9.
11.
10.
12.
Figure 1.11 Living and non-living things
12
• Topic 1
Living and non-living things
Life and living
a)Draw a table like the one shown here in your
exercise book.
b)Write the number and the name of each object
in either the living or the non-living column. The
first one has been done for you.
c)Explain to your partner why you sorted the
objects the way you did.
Living things
Non-living things
1. Rock
Challenge
Find pictures in magazines that show the seven life
processes. Bring the pictures to class. Make a poster for
each life process. Display the poster in your classroom.
Check what you learnt
1.
Classify the objects in the pictures as living
or non-living.
(7)
Topic 1 Living and non-living things
•
13
a)Draw a table in your exercise book as shown
here.
b)Identify the objects and then list them in the
table.
c)Use a tick mark to show whether the object is
living or non-living.
d)Discuss your reasons for saying why the object
is living or non-living with a partner and write
them in the table.
The first one has been done for you.
Object
Tree
Living

Non-living
Reason
Performs all
seven life
processes.
2.
Are all non-living things made by humans? Give
examples to help explain your answer.
(3)
[10]
Extra practice
1.
Make a crazy sentence with the first letter of each
life process to help you remember them.
Here’s an idea:
Brown rabbits move silently following
green earthworms.
2.
Explain the difference between non-living and dead
things.
3.
Make a picture poster of living things. Find pictures in
a magazine or draw your own.
14
• Topic 1
Living and non-living things
Life and living
Summary
•
Non-living things can perform no or only some life
processes.
•
In the right conditions, some things that appear to
be non-living will come ‘alive’, for example dry yeast,
dried beans and a bird’s egg.
•
Some things were once alive but are now dead, for
example wood and dry leaves.
Moving – when an
organism changes its
position or orientation
Sensing –
detecting changes
in environment
through sense
organs
Excreting – to
get rid of waste
products
Feeding – using
food for energy
Life processes
Breathing – taking in
oxygen and releasing
carbon dioxide
Growing –
increasing
in size or
changing in
shape
Reproducing
– to produce
offspring
Topic 1 Living and non-living things
•
15
Topic
2
Structure of plants
and animals
What you will learn about in this topic
•The structure of plants
• The structure of animals
Let’s talk about the structure of plants and animals
The picture shows a bird on a protea bush. Plants and animals are
both living things, but they do not look the same. Which features can
you see in the bird that you have also seen in other animals? Which
features of the protea bush have you also seen in other plants? Why
do you think plants and animals look different?
16
Structureof
ofplants
plantsand
andanimals
animals
• Topic 2 Structure
Life and living
Unit 1 The structure of plants
What you know already
In Topic 1 (Living and non-living things) you learnt that
plants are living things. They are able to perform all
seven of the life processes. You also learnt that a seed
will germinate and grow into a plant given the right
conditions.
1. Name the different parts of a plant.
ck
e
h
C elf 2. What does ‘germinate’ mean?
mys
3. Why is a plant classified as a living thing?
Lesson 1
Structure of plants
There are many different kinds of plants. Although plants come
in different shapes and sizes, they all have the same basic
structure. Figure 2.1 shows the basic structure of a plant.
bud
Word bank
flower
function: a specific task
structure: the way in which
different parts of something
have been put together to
form a whole
stem
fruit
leaf
root
Figure 2.1 Basic structure of a plant
All plants have roots, stems and leaves. Some plants also have
flowers and fruits, and some can be grown from seeds. Each part
of the plant has a specific job, called a function.
Topic 2 Structure of plants and animals
•
17
Roots
The roots of a plant grow below the ground. Roots keep the
plant firmly anchored in the ground. Roots also absorb water for
the plant. Not all plants’ roots look the same. Some plants have
thick, straight roots that grow deep into the ground. Other plants
have fine roots that grow sideways.
Stems
The stem of a plant grows above the ground. The stem supports
the leaves and buds, and flowers and fruit if the plant has any.
The buds on the stems can grow into another stem or a flower.
Stems can be hard and brown or soft and green.
Leaves
All leaves have the same basic structure, even
if they look different. Figure 2.2 shows the basic
structure of a leaf. The leaves are attached to
the stem by a leaf stalk. The flat surface of a
leaf is called the blade. Some plants have long,
thin leaves. Other plants have wide leaves, which
come in different shapes. The leaves of a plant are
usually green. Green leaves contain a pigment
that helps the plant to make food by using energy
from the sun.
Flowers
Many plants have flowers. Plants that have
flowers are called flowering plants. Flowers are
responsible for reproduction in a plant. Flowers
all have the same basic structure, even if they
differ in size, shape and colour.
blade
vein
leaf
stalk
stem
Figure 2.2 Basic
structure of a leaf
petal
stamen
stigma
Figure 2.3 shows the basic structure of a flower. A flower is made
up of different parts. Each part has its own function. For example,
the stamen produces pollen and the colourful petals attract
pollinators like bees and butterflies.
18
• Topic 2
Structure of plants and animals
Figure 2.3 Basic
structure of a
flower
Life and living
Fruit
Figure 2.4 shows an apple and an orange. When you cut open
these fruit you can see the seeds of the plant. A fruit forms
around a seed to protect it. Many plants form fruit that can be
eaten by humans and animals. Once the fruit has been eaten,
only the open seeds are left. In the right conditions, new plants
can grow where the seeds fall.
skin or peel
seed(s)
flesh of the fruit
Figure 2.4 Fruit cut open to show the seeds inside
Word bank
bud: a small part on
the stem of a plant that
can grow into a flower or
another stem
pigment: a coloured
substance
pollinator: an animal that
carries pollen from one
flower to another
seed: the part of a
flowering plant that grows
into a new plant
Seeds
Inside a seed is a small developing plant. It is called
the embryo. The hard covering around the outside
of a seed is called the seed coat. This protects the
seed from drying out. The seed leaves supply a
germinating seed with food until the first leaves of
the new plant have grown. The developing plant will
grow a stem, leaves and roots.
embryo
seed leaf
(food store)
seed coat
Figure 2.5 Internal structure of a seed
Topic 2 Structure of plants and animals
•
19
Classroom activity 1
1.Study Figure 2.6 and answer the questions that
follow.
1
2
3
4
5
Figure 2.6
a)Give the diagram in Figure 2.6 a suitable
heading.
b)Label the parts numbered 1–5. Write down the
number and the correct word next to it.
c)Write down the name and number of the part
that is found underground.
d)Write down the number and name of the part
that is responsible for reproduction of the plant.
e)Write down the number and name of the part of
the plant that contains seeds.
2.Draw a fruit cut in half to show the inside. Label each
part.
20
• Topic 2
Structure of plants and animals
Life and living
Lesson 2
Visible differences between different plants
There are many different kinds of flowering plants. The roots,
stems, leaves, flowers, fruit and seeds of a bean plant look very
different from those of a marula tree or a mealie plant.
The mealie plant
A mealie plant has many thin, white roots that grow below the
ground. At first, the stem is soft and green, but it becomes lighter
in colour and harder as the plant grows older. A mealie plant has
long, thin leaves. The plant forms groups of many light brown or
red flowers on a stalk. These will later become the mealie cobs we
eat.
If you grind mealies you can make maize meal for mealie pap, a
traditional South African food.
group of
flowers
stem
leaf
long thin
roots
Figure 2.7 A mealie plant
The bean plant
Bean plants have a main root that grows from the stem. Many
thin roots grow sideways out of the main root. The stem remains
soft and green throughout the plant’s life. Green, heart-shaped
Topic 2 Structure of plants and animals
•
21
leaves grow from the stem. The beans that we eat form from
small white-yellow, pink or even red flowers.
flower
leaf
stem
side root
main root
Word bank
Figure 2.8 A bean plant
The marula tree
The marula tree is indigenous to South Africa.
The tree grows from a seed and can become up to
18 m tall. The tree has a very big main root,
which grows deep into the ground. Light
yellow side roots grow from the main root.
The tree has a single big brown stem out of
which branches spread wide. Large, round
fruit form from the flowers. Inside the fruit
is a large pip that contains the seeds. Ripe
marula fruit have a light yellow skin. Animals
eat the fruit and seeds.
indigenous: referring to
plants and animals that are
found naturally in a specific
region
Figure 2.9 Marula tree
People use marula fruit in food and drinks.
The leaves and bark are sometimes used to
treat stomach aches.
22
• Topic 2
Figure 2.10 Marula fruit
Structure of plants and animals
Life and living
Classroom activity 2
1.Copy and complete the following table to describe
the visible differences between a mealie plant, a
bean plant and a marula tree. Some parts have
already been done to help you.
You can look at the pictures in the lesson and real
examples of the plants if your teacher has any.
Part of plant Mealie
Roots
Bean
Marula tree
Small, thin,
white roots
that grow
from the stem
Stems
Soft and
green
Leaves
Flowers
Fruit
Mealie cob
with seeds
Seeds
Large,
broad,
white seeds
Challenge
Find out about other edible plants that are indigenous to
South Africa.
Unit 2 The structure of animals
What you know already
There are many different types of animals. Animals are
living things and perform all seven life processes.
Topic 2 Structure of plants and animals
•
23
ck
Che elf Look at the picture of the lion in Figure 2.11. Give seven
reasons why you would classify a lion as a living thing.
mys
Lesson 1
Basic structure of animals
The structure of an animal includes the head, tail,
body, limbs (legs and wings) and sense organs.
The structure of an animal is suited to the way the
animal lives, for example, how it finds and eats its
food and the way it reproduces. You can look at
the visible features of an animal to see its structure.
Word bank
limbs: the parts of an
animal used for movement,
for example arms, legs and
wings
feature: a characteristic
Classroom activity 3
1.Look at Figure 2.11 and draw the lion in your exercise
book.
2. Label the following visible features:
a)tail
b)body
c)legs
d)head
e)ears
f)eyes
g)nose
h)mouth.
3. Give your drawing a suitable heading.
Lesson 2
Visible differences between animals
Although all animals have the same basic structure they do not
all look the same. The differences we can see are called visible
differences. Let’s look at the visible differences in the body
structure of a locust, a dove and a gemsbok.
24
• Topic 2
Structure of plants and animals
Figure 2.11 A lion
Life and living
Structure of a locust
Figure 2.12 shows the structure of a locust.
A locust is an insect.
Figure 2.12a) A jumping locust
{
body
{
antenna
compound eye
simple eye
mouthparts
head
foreleg midleg
Figure 2.12b) The body structure of a locust
•
•
Word bank
insect: a small
animal with six
legs
hindleg
Head: The sense organs are found on the head of the locust.
The sense organs help the locust to find food and sense
danger. Two compound eyes and three simple eyes are used
for vision. The two antennae are used for smell and touch.
The mouthparts are used to eat leaves.
Body: A locust has a long, narrow body. It does not have a
tail. The back part of the body contains the male or female
structures of the locust. The limbs consist of three pairs of
legs and two pairs of wings. The wings are used for flying. A
locust uses its forelegs and the midlegs for walking, and its
large hind legs are used for jumping. A hard outer covering
protects the locust’s
head and body.
Structure of a dove
You can see the structure
of a dove in Figure 2.13.
Figure 2.13a) A dove in flight
Topic 2 Structure of plants and animals
•
25
eye
nostril
beak
position of ear
neck
wing
{
head
{
body
{
tail
leg
toe with claws
tail feathers
Figure 2.13b) The body structure of a dove
•
Head: The sense organs are found on the head. A bird has
two eyes. Good sight helps the bird to find food and its
nest. Eyelids can close the eyes. Behind each eye is an ear
opening, which is covered with feathers. This ear opening is
used for hearing. A bird has a beak with a tongue for tasting,
but no teeth. The bird uses its beak to eat food and protect
itself. A bird has two nostrils near the beak, which are used
for smell.
Body: The body of a bird has a rounded shape. It is covered
with feathers, to keep the bird warm and dry. A bird has
wings and legs as limbs, which it uses to reach its nest, find
food or a mate, and escape from dangers. The feathers that
cover the wings make the wings larger and help the bird to
fly. The two legs are covered with hard scales, not with
feathers. The feet are used for walking and can claw around
tree branches. Some birds use their claws to catch and hold
on to their food.
Tail: A bird’s tail is covered with feathers. The tail is used
to steer the bird during flight, almost like a driver uses the
steering wheel of a car.
•
•
26
• Topic 2
Structure of plants and animals
Word bank
scales: hard
skin that covers
the body of fish
and feet of birds
Life and living
The structure of a gemsbok
Figure 2.14 shows the structure of a gemsbok.
horns
ear
eye
{
head
neck
mouth
{
body
tail
front legs
hind leg
hoofs
Figure 2.14 The body structure of a gemsbok
•
Head: The sense organs are found on the head. A gemsbok
•
•
has very good eyesight, hearing and smell, which help it to
become aware of dangers. A gemsbok has a snout with a
nose for smelling and a mouth with teeth and a tongue for
tasting. The tongue helps the gemsbok to hold the grass
while the teeth cut the grass. A gemsbok has long spear-like
horns at the front of its head, which it can use to protect
itself against dangerous animals.
Body: The body of a gemsbok is covered with fur. Gemsbok
live in hot desert areas and the fur protects them against the
heat. The gemsbok has four legs and a thick neck. The legs
do not have feet and toes but a hoof. The hoof is hard and
helps the animal move over rough ground. The gemsbok can
run very fast. A gemsbok uses its limbs to find food, to find a
mate to have babies and flee away from its enemies.
Tail: The tail is long and ends in long hair. The gemsbok
uses its tail to sweep away irritating insects.
Topic 2 Structure of plants and animals
•
27
Classroom activity 4
1.
Study Figure 2.15 to answer the following questions.
1
B
{
{
A
7
6
2
5
3
4
Figure 2.15
a)Identify this animal.
b)Provide labels for numbers 1 to 7.
c)Write down the names of the body parts
labelled A and B.
d)On which body part do the sense organs appear?
e)Which sense organs can you identify?
f)Which limbs are used for movement?
2.Copy and complete the following table to describe
the visible differences in the body structures of a
locust, a dove and a gemsbok. You can use the
Figures 2.12, 2.13 and 2.14 to help you.
Feature
Size
Body structure
Body covering
Sense organs
Limbs
Locust
Very small
Head, body
Hard shell
Eyes, antennae
Legs, wings
Dove
Gemsbok
Challenge
During the next week, collect pictures of animal body
parts from magazines, posters, newspapers or adverts.
Make a poster to show the different heads, tails and
limbs of animals. Give your poster a big, bold heading.
28
• Topic 2
Structure of plants and animals
Life and living
Check what you learnt
1.
Label the structure of the
plant shown in Figure 2.16.
a)
(5)
b)
c)
d)
e)
Figure 2.16 A dandelion
2.Label the body structure of the
giraffe shown in Figure 2.17.
a)
(5)
b)
c)
d)
e)
Figure 2.17 A giraffe
3.Label the body structure of the eagle shown
in Figure 2.18.
(5)
a)
b)
c)
d)
Figure 2.18 An eagle
e)
4.Write a sentence to explain one main difference
between the body structure of the giraffe and
the eagle.
(1)
[16]
Topic 2 Structure of plants and animals
•
29
Extra practice
1.
Give the correct term for:
a)the part of a plant that anchors it to the ground
b)the green part of a plant that makes food
c)the part of a plant that absorbs water.
2.Copy and complete the following table in your
exercise book.
Part of plant
Function
Roots
Stems
Leaves
Flowers
Seeds
3.‘Although a plant has no limbs, it can still move.’
Is this statement true? Explain your answer.
4.For each of the following plants or animals, find the
feature that does not belong:
a) Pine tree: roots, stems, body, leaves
b) Fish eagle: head, tail, body, stem, wings
c) Cape cobra: head, roots, body, tail
d) Warthog: fruit, head, tail, body, limbs
e) Protea: stem, leaves, limbs, flower, roots
30
• Topic 2
Structure of plants and animals
Life and living
Summary
•
The basic structure of plants includes roots, stems,
leaves, flowers, fruits and seeds
•
There are visible differences between plants
•
Plants vary in size, shape and colour of the roots,
stems, leaves, fruits and seeds
•
The basic structure of animals includes the head,
tail, body, limbs and sense organs
•
There are visible differences between animals
•
Animals vary in size, shape, body covering and sense
organs.
Topic 2 Structure of plants and animals
•
31
Topic
3
What plants need to
grow
What you will learn about in this topic
• Conditions for growth
Let’s talk about what plants need to grow
The picture shows a young plant being planted. What does this
young plant need to grow? Can you see some of the things that a
plant needs to grow in the picture? Name them. This young plant
was grown from a seed. What part of a plant can you use to grow
a new plant if you do not have seeds?
32
Whatplants
plantsneed
needto
togrow
grow
• Topic 3 What
Life and living
Unit 1 Conditions for growth
What you know already
In Topic 1 (Living and non-living things) you learnt about
living and non-living things. You learnt about the life
processes. Growing is one of the life processes. In the
right conditions a dormant bean seed can develop into a
new plant.
1.Are plants living or non-living things? Give reasons
ck
for your answer.
Che elf
s
my
2.What term is used to describe the process when a
seed starts to grow?
3.What does a bean seed need to grow into a new
plant?
Word bank
absorb: to take up
habitat: the natural
home of a plant or
animal where it gets
everything it needs
to survive
Lesson 1
Plants need light, water and air to grow
Plants are living things. They can grow. Plants need light,
water, soil and air to grow. Plants also need to absorb
nutrients from the soil to grow. If one of these things is
missing a plant cannot grow. Figure 3.1 shows healthy,
growing pot plants in a classroom.
Plants need a place to grow.
The place or area where a plant
lives is called a habitat. The
habitat of a plant provides the
plant with all the things it needs
to grow, namely light, water,
air and soil. You will learn more
about different habitats in Topic
4 (Habitats of animals).
Figure 3.1 Plants need light, water, air and soil to grow.
Topic 3 What plants need to grow
•
33
Plants need light to grow
Plants need light to grow. Plants get light from the sun to make
food. The plant uses the food to grow. The leaves of a plant
always turn towards the sun to catch as much light as they can.
Plants need water to grow
Plants need water to grow. Plants use water to
make food. Plants get water from the soil. The roots
of a plant absorb the water from the soil. The water
from the soil contains nutrients that the plant uses
to grow. The roots of a plant always grow towards
water.
Word bank
nutrients: minerals that
help an organism to grow
well
Plants need air to grow
Plants need air to grow. Air contains two gases, namely oxygen
and carbon dioxide. Plants use carbon dioxide to make food and
in the process give off oxygen. All living things need oxygen for
breathing.
Practical activity
Investigate where plants grow
This is an optional activity.
Aim
To find out where plants grow
You will need:
• a notebook or piece of paper
• a pencil
Method
1. Walk around the school grounds.
2. Make a list of dry and shady areas.
3. List the areas where the plants grow.
4. List the areas where the plants do not grow.
34
• Topic 3
What plants need to grow
Life and living
Questions
1. In which area do the plants grow the best? Say why.
2.In which area do the plants not grow that well? Say
why.
Classroom activity 1
1.Draw a mind map to show what a plant needs to grow.
2.In each case, write one sentence for your answer.
What do you think will happen to a healthy pot plant
if:
a) the plant is placed in a dark cupboard?
b) the plant is not watered?
c) the plant is placed in an airtight plastic bag?
d) the soil is removed from the pot?
3.Plants might not grow easily in all the areas around
your school. In some areas the buildings block the
sunlight. Bricks and concrete do not allow rainwater
to soak into the ground, and the soil might be dry.
When people walk across the grounds they could
trample plants that are trying to grow.
a)Make a list of some dry and some shady areas
around your school.
b)Do any plants grow in these places? Write a
sentence to explain your findings.
Lesson 2
New plants can grow from seeds
Plants can grow from seeds. In Topic 1 (Living and non-living
things), you learnt that seeds are dormant until the conditions
are right for growth. Given the right conditions seeds germinate.
Seeds need water and warmth to germinate and grow into a new
plant. Figure 3.2 shows how a seed germinates and grows into a
new plant.
Topic 3 What plants need to grow
•
35
seed leaves
(cotyledon)
first leaves
(plumule)
young stem
young root
(radicle)
seed
coat
1
2
3
4
5
Figure 3.2 A germinating seed
1.The seed is planted in the soil. The seed gets warmth and
water in the soil.
2.The seed absorbs water and starts to swell. The seed coat
wrinkles and then splits open. The first thing to appear is the
young root. The young root is called the radicle.
3.The stem straightens, carrying the seed leaves along. The
seed leaves are called the cotyledons. The seed leaves
appear above the soil. The seed leaves supply the seedling
with food until it has grown new green leaves.
3.The radicle grows bigger. The first leaves of the
seedling appear. The first leaves are called the
plumule. The seedling can make its own food as the
first leaves grow bigger.
For the young plant to continue growing, there needs to
be enough light, water, air and soil.
Practical activity
Project(20)
Investigate how seedlings grow
You started this practical activity in Topic 1 (Living
and non-living things) when you investigated how bean
36
• Topic 3
What plants need to grow
Word bank
cotyledon: seed leaf
plumule: the first
leaves of a seedling
radicle: young root
Life and living
seeds germinate. You are now going to continue with the
investigation and observe how the bean seedlings grow.
Aim
To investigate how seedlings grow
You will need:
• an empty 2ℓ ice cream container
• soil
• a small spade
• seedlings (from Topic 1)
• water
• a ruler or measuring tape
Safety warning
Always wash your hands with soap and water
after you have worked with soil.
Method
1. Fill the ice cream container halfway with the soil.
2.Plant the seedlings in the soil. Remember to leave
some space between the seedlings.
3. Water lightly.
4. Place the container in a sunny spot.
5. Water lightly each day.
6.Write down your observations every day. Use a
table such as the one shown here.
Results
Day
Observations
1
Seedlings planted
Length of
root
Length of
stem
Topic 3 What plants need to grow
•
37
Classroom activity 2
1.
a)Draw four steps to show how a seed germinates
and grows into a new plant.
b)Label the drawing and give the drawing a
heading.
Lesson 3
New plants can grow from cuttings
Word bank
In the previous lesson you learnt that new plants can grow from
seeds. New plants can also grow from cuttings. A cutting is a
piece of a plant, for example a stem or a leaf, cut from another
plant and used to grow a new plant. The plant from which the
cutting is taken is called the parent plant. If the cutting is given
light, water, air and soil, it will live and grow into a new plant.
cutting: a piece
cut from a
parent plant to
grow into a new
plant
parent plant:
the plant that a
cutting is taken
from
Practical activity
Project(20)
Investigate if a new plant will grow from a cutting
Aim
To find out if a new plant will grow from a cutting
You will need:
• a knife or scissors
• a cutting from a parent plant, for example, a
geranium plant
• a glass jar or bottle with water
• a pot with soil
Safety warning
Be careful not to cut yourself when using the
knife or scissors.
38
• Topic 3
What plants need to grow
Life and living
Method
1.Use a knife or scissors to cut off a
shoot from the parent plant.
2.Cut off the leaves at the bottom of the
shoot.
3. P
lace the cutting in a jar with water.
Place the jar in a light, airy spot in the
classroom. Keep the cutting in the
water for several weeks. Keep adding
fresh water.
4.Tiny, white growths will appear on the
parts of the cutting that are in the
water. Plant the cutting into a pot of
soil.
5.Water the new plant well and
regularly.
Questions
1.Why do you need to keep adding
fresh water to the jar with the
Figure 3.3 Growing
cutting?
a new plant from a
2. Why do you need to place the jar cutting
with the cutting in a light, airy spot
in the classroom?
3.What are the tiny white growths that appear on the
cutting?
Topic 3 What plants need to grow
•
39
4. a) Draw the cutting in the jar.
b)Label the drawing.
c)Give your drawing a heading.
5. Why do you need to plant the cutting in soil?
6.What is your conclusion: can a new plant be grown
from a cutting if given the right conditions?
Classroom activity 3
1.
What is a cutting?
2. What parts of a plant can be used as a cutting?
3. What is the plant called that a cutting is taken from?
4.What conditions does a cutting need to grow into a
new plant?
Extra practice
1.
List three things that plants need to live and grow.
2. Which two things does a seed need to germinate?
3.Describe the first two changes you would observe in
a germinating seed.
Summary
Plants can be
grown from
cuttings or seeds
Seeds need water
and warmth to
germinate.
What plants
need to grow
Plants need light, air, water and soil to grow.
40
• Topic 3
What plants need to grow
Topic
4
Habitats of animals
What you will learn about in this topic
• Different habitats
• Need for a habitat
Let’s talk about habitats of animals
Look at this picture showing different habitats. You can see a
grassland. What types of plants and animals do you think you
will find here? It is difficult to see shelter for animals. Where do
you think animals will find shelter in this habitat? Which non-living
things do you think you will find in this area? Where do you think
animals will find water in this habitat?
Topic 4 Habitats of animals
•
41
Unit 1 Animals need habitats
What you know already
The basic structure of a plant includes roots, stems,
leaves, flowers and seeds. There are different kinds of
plants. Plants need light, water and air to grow. Plants
need a habitat that will provide these things. The basic
structure of an animal includes a head, a tail, a body,
limbs and sense organs.
1
ck
Che elf
mys
1.Figure 4.1 shows the basic
structure of a plant. Label
parts 1–6.
2
3
4
5
2.Figure 4.2 shows the basic
structure of a bird. Label
parts 1–9.
1
6
Figure 4.1 Basic structure of a plant
2
3
4
5
6
7
8
Figure 4.2 The body structure of a bird
42
• Topic 4
Habitats of animals
9
Life and living
Lesson 1
Different habitats
Each plant and animal needs a suitable place to live. The place
where a plant or animal lives is called a habitat. Plants and
animals are suited to live and survive in certain habitats. We say
that the plant or animal is adapted to live in the habitat.
There are different kinds of habitats, for example grassland,
forest, river and sea. The plants found in an area determine which
animals are found there, as the animals eat the plants.
The different parts of the structure of an animal or plant are
adapted to make the plant or animal suited to live in the habitat.
For example, mammals that live on land have lungs to breathe
with and legs for moving. Fish that live in water have gills to
breathe with and fins to swim with. Duck that live mostly on
water have lungs to breathe and webbed feet to help them swim
on the water.
Grassland
Grasslands are large, open areas covered mainly with grasses
and some trees. A grassland habitat is hot and gets rain in
summer. In the winter, grasslands are cold and often get frost but
no rain. Grasslands burn regularly and the plants are adapted
to survive fire. Because of the fires there are very few trees in a
grassland habitat. During the rainy summer, plants grow well and
there is enough water and food for animals. During the dry winter
there is little water and food available for animals.
Word bank
adapted: suited
gills: the breathing organs
of a fish
The animals that live in a grassland habitat have
to be adapted to dry winters with little food and
rainy summers when food is plentiful. In a grassland
habitat there are many kinds of grass-eating
animals, for example impala, wildebeest, zebra and
white rhinos.
Topic 4 Habitats of animals
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Animals that eat grass are called grazers. There are burrowing
animals that dig holes in the ground, for example
Word bank
aardvark and meerkats.
Meerkats are social animals that live in groups.
They burrow holes in the ground with long, sharp
claws. Living underground keeps them safe from
predators. When burrowing, a meerkat can close
its ears to keep out dust and dirt. Meerkats eat
plants, fruit, birds, eggs and small reptiles. They
use their well-developed sense of smell to find food.
grazer: an animal that eats
grass
mammal: a warm-blooded
animal that gives birth to
live young
predator: an animal that
hunts and eats other
animals
reptiles: cold-blooded
animals that lay eggs
Insects and birds are plentiful in a grassland habitat. Examples of
birds found in a grassland habitat are blue crane, secretary birds
and helmeted guinea fowl. Guinea fowl live mostly on the ground.
They have strong claws and scratch in loose soil for food. They
eat small mammals, small snakes, lizards, frogs, insects, snails,
spiders and worms, as well as plant material
such as fruits and seeds.
There are also predators such as lions and
cheetahs in a grassland habitat, because
they feed on the grazers and browsers. The
sand-coloured body covering of the lion
acts as camouflage in the long yellow grass
of the grassland so that prey cannot spot
them easily. The cheetah is the fastest mammal on land. The
cheetah’s excellent eyesight helps it find prey during the day. The
spotted body covering makes the cheetah difficult to see in the
long grass. You can see an example of a typical grassland habitat
in Figure 4.3.
Forest
Forests are cool, shady places. Forest areas usually get rain in
both summer and winter. There is no frost in a forest in the winter.
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Habitats of animals
Figure 4.3 A
grassland
habitat
Life and living
Forests are moist and rarely burn. The plants
in forests include large trees and smaller
shrubs, ferns and ground cover that grow
under the trees. The trees do not lose their
leaves in winter. Because the sunlight does
not reach the ground, grasses will not grow in
a forest. Figure 4.4 shows a forest habitat.
Figure 4.4 A
forest habitat
The animals that live in forests do not eat grass, but rather the
leaves and fruit of shrubs and trees. Animals that live in forests
have adapted to live in the trees, for example vervet monkeys.
Vervet monkeys live in forests and eat the fruit and berries from
plants. The vervet monkey has long limbs with hands that can
grip and a long tail so that it can move through the trees.
Other animals found in forests are bushpig and bushbuck.
Examples of birds that live in forests are pigeons and Knysa
loeries. Knysna loeries fly between trees or hop along the
branches. They eat mainly fruits and berries, but sometimes also
insects and earthworms.
River
A river is a body of moving water. Rain that runs down hills and
melting ice and snow from mountains form rivers. The water in
a river is usually fresh, with little salt. The bottom of a river is
called the bed and the sides are called the banks. Rivers can be
of different sizes and depths. The water in rivers can flow fast or
slow. Some rivers run the whole year, while others dry up during
the dry season.
Plants and animals that live in or close to rivers need to be
adapted to live in this habitat.
Animals that live in rivers include fish such as bass, yellowfish
and barbel. Other animals include the clawless otter, the Nile
crococodile and hippos.
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