English Grade 3a Part 2

Name:
_____________
_____________
Professor Vassen NAËCK - Head Curriculum Implementation,
Textbook Development and Evaluation
The SOCIAL, SCIENTIFIC AND ENVIRONMENTAL EDUCATION (SSEE) panel
Mauritius Institute of Education

Dr (Mrs) Sarojiny Saddul-Hauzaree - Panel Coordinator (SSEE), Associate Professor
Mr Pierre André Boullé - Coordinator (Geography), Senior Lecturer
Dr (Mrs) Seema Goburdhun - Coordinator (History), Senior Lecturer
Panel Members
Mr Chandrashekhar Padaruth - Senior Lecturer
Dr (Mrs) Fawzia Narod - Senior Lecturer
Mr Pillay Jagambrum - Lecturer
Mrs Vedwanti Ramsoondur - ex Principal School Inspector

Mr Francois Jolicoeur - Deputy Head Master
Acknowledgements
Vetting Team
Ministry of Education and Human Resources, Tertiary Education and Scientific Research
Mr Dahmiasdeho GOWRY - School Inspector
Mrs Taramatee NATHOO - School Inspector
Mrs Dineshwaree RUCHCHAN - School Inspector
Mr Rajkumar BEEDASSY - School Inspector
Mr Nunkishore NEERGHEEN - School Inspector
Illustration
Mr William Rasoanaivo
Layout
Graphic Designer
Mrs Kamla ERNEST
Mr Isstiac Gooljar
ISBN : 978-99949-40-27-1
© Mauritius Institute of Education (2017)
ii
Foreword
We have the pleasure to offer you a brand new collection of textbooks as from 2016. These
textbooks have been written by a team of experts and supported by experienced Educators,
advised by Inspectors, Mentors and Deputy Head Masters. We have done our best to ensure
that children undergo a pleasant learning experience.
We have taken care to align the textbooks with very clearly defined learning outcomes and
objectives set for the subject. This present textbook provides clear indications of the diverse
skills that children should master at each stage. We would request teachers to use the
techniques and pedagogical approaches suggested in the teacher’s manual so that children
make optimal use of the textbook and materials provided.
We are extremely thankful to all those who have provided us with constructive feedback,
thereby enabling us to make this curriculum development endeavour come to fruition. We are
also thankful to the artists who carried out the illustrations, and to our graphic artists who have
tried their best to create the right layout for the books. The authors and the curriculum team,
under the guidance of Professor Vassen Naeck, also deserve our thanks.
We hope that you enjoy this material and wish you lots of success.
Dr O. Nath Varma
Director
Mauritius Institute of Education.
iii
To the teacher
The design of the Social, Scientific and Environmental Education (SSEE) curriculum as
described in the National Curriculum Framework (2015) highlights the importance and need
for integration in Grade 3. This is because children look at the environment around them in a
holistic way and do not compartmentalise knowledge into distinct subjects.
In keeping with the aims of the National Curriculum, the Pupil’s Book for Grade 3 encourages
pupils to ask questions, use their senses to observe and gather information from the
environment around them. They learn how to order, classify and compare things and
communicate orally in writing and by drawing. Cooperation, curiosity, respect for living
things and non- living things and responsibility towards the environment are attitudes and
values that are promoted. The Pupil’s Book has distinct components to suit different purposes:
A lot of ‘illustrations’ are used to complement the writing and to help visual learners.
‘Activities’ actively engage the pupils to construct subject knowledge, explore and engage with
the content and develop inquiry skills, attitudes and values.
‘Discuss and Share’ gives suggestions for classroom discussions, helps pupils to share and
work with others and in the process promotes peer learning, develops oral communication skills
and reinforces concepts.
‘Think and Think!’ stretches the thinking of pupils and develops their creativity.
‘Find out’ prompts pupils to think and learn beyond the content of the book and underscores
the fact that the book should not be seen as the only source of knowledge.
‘Did you know?’ triggers the interest and curiosity of pupils.
‘Words to learn’ focusses on key vocabulary and promotes literacy development.
‘What I have learnt’ summarises key learning points.
‘End-of-unit exercises’ check the progress of pupils and consolidate knowledge and
understanding. Many exercises are inbuilt into the units for formative purposes. It is recommended
that assessment and evaluation be continuous and comprehensive and aligned to how children
learn and are taught.
‘I check my progress’ represents a checklist of attained learning outcomes that the pupils can
read, understand and use to assess their own learning.
It is hoped that this book supports learning, teaching and assessment in the classroom.
Dr (Mrs) Sarojiny Saddul-Hauzaree

Panel Coordinator
Social, Scientific and Environmental Education (SSEE)
iv
Table of contents
Unit Five
Hospital Market
Sugar cane field

Post office
Bank
Bus station
Chinese shop My locality Pg 1-32

School
Forest r Playground
ve
Ri
Alisha’s
house
Parking
Supermarket
Unit Six
Air around us Pg 33-62
Unit Seven
Learning about water Pg 63-90
Unit Eight
Our weather Pg 91-120
v
Unit 5 - My locality
Hospital Market
Sugar cane field

Post office
Bank
Bus station
Chinese shop
School
Forest r Playground
ve
Ri
Alisha’s
house
Parking
Supermarket
In Part 1, you learnt about features in the natural environment. In this unit,
you will learn to observe, name and describe features in your locality. You will
draw maps and compare changes in a locality. You will also learn to develop a
caring attitude towards your locality.
At the end of this unit, you should be able to
• identify some features in your locality.

• name and describe the features in the locality.
• draw maps to show features in the locality.
• identify and compare changes in the locality.
• show a caring attitude towards your locality.
1
The place where I live

In Part 1, you learnt about natural features like mountains, hills and rivers
in the environment. Now you will learn about other features like houses and
buildings around you. These features are made by man.
Let us look at the place where Alisha lives.
Hello Friends!
What do we do?
We meet again.
Come with me.

Let us explore
the place where
I live.
Alisha’s
house
Picture 1: The place where Alisha lives
2
Observe picture 1. It shows Alisha’s house and the features around the
place where she lives.
The place where Alisha lives and its surroundings are her locality.
The name of my locality

is Ville Noire.
I read aloud and I write.
Ville Noire is the locality of Alisha.
________________________________________________________.
Now, let us look at the place where you live.
What is the name of your locality?
I write the name of my locality.
________________________________________________________.
3
I write the name of my friend’s locality.
________________________________________________________.
I write the name of my teacher’s locality.
________________________________________________________.
Think and Think!
Why does each locality have a name?
Discuss and Share
How does the work of a postman become easy when names are given
to localities?
Words to learn
place surroundings locality
What I have learnt
• The place where I live and its surroundings are called my locality.
• Each locality has a name.
4
Activity 5.1 I identify old and new features in

my locality
Now you know about natural features. Let us observe features like houses,
shops, supermarket and park in Alisha’s locality. These features are made by
people. They are called man–made features.
Observe picture 2 below.

Can you also see that some features in her locality are old and some features
are new?
Restaurant
An old
Filling Station
An old
Chinese Shop
Picture 2: Features in Alisha’s locality

5
I observe, identify, name and draw old and new buildings in

my locality.
1. I observe, identify and name three different buildings in my locality.
(1) _____________________________________________________
(2) _____________________________________________________
(3) _____________________________________________________
2(a). I name one old and one new building in my locality.
An old building _____________________________________
A new building _____________________________________
2(b). I draw one old and one new building in my locality.
An old building A new building
6
Find out
The name of the shop or supermarket from where your parents buy things
for home.
Words to learn
natural man-made old new
What I have learnt
• There are natural features like mountains, rivers and hills around us.
• There are also man–made features like buildings, shops, parks and
roads around us.
• Some man–made features in the locality are old and some are new.
7
Activity 5.2 I draw a map of my locality
Do you know that many tourists carry a map with them? The map makes it
easy for them to reach places.
Have you observed the small drawings on a map? These drawings are called
symbols. They show the different features of the locality on a map.
Let us look at the map of Alisha’s locality.
This is a map of my locality. Look at the small drawings on

the map. They show the features of my locality on the map.
A map of Alisha’s locality
School Post office Sugar cane field
Supermarket River Bank
8
What is Alisha showing on page 8?
________________________________________________________.
Do you see the small drawings on her map?
________________________________________________________.
What do the small drawings show?
________________________________________________________.
Did you know?
The small drawings on a map are called symbols.
We use symbols to show the features on a map.
I observe the symbols shown below.
School Post office Sugar cane field
Supermarket River Bank
Chinese shop Playground House
9
1. I draw a map of my locality. I use symbols to show the different features

on the map.
2. I name two features in my locality and draw the symbols.
Features in my locality Symbols
___________________________
___________________________
Words to learn map symbol
What I have learnt
• Symbols are simple drawings.

• Symbols are used to show features on a map.
10
A locality in Rodrigues.
Thank you Alisha. We enjoyed

exploring your locality. Come Thank you! But how are we
with us to visit our locality now. going there?
Aeroplane! This is going

We will go by aeroplane. to be exciting.
Vegetable shop
School
Picture 3: A locality in Rodrigues

11
I observe and make a list of the features found in picture 3 (page 11).
i. _____________________________________________________
ii. _____________________________________________________
Activity 5.3 I compare a locality in Mauritius with a

locality in Rodrigues
Restaurant
Vegetable shop
School
An old
Filling Station
MAURITIUS
Observe and compare the above pictures.
Can you see that some features are the same in both pictures?
Can you also see that some features are different?
Now I write:
Features that look the same _______________________________.
Features that look different _______________________________.
Different features make a locality look different.

Some localities look the same and some localities look different.
12
Activity 5.4 I identify the types of transport in my locality
We travel from one place to another on foot, car or by bus. The car and
the bus are two types of transport. Do you remember the type of transport
Alisha and her friends took to go to Rodrigues?
Picture 4: Types of transport
I observe picture 4. I list three different types of transport that I see.
1. _________________________________
2. _________________________________
3. _________________________________
13
I name and draw two types of transport I use.
1. __________________________.
2. __________________________.
1.
2.
14
Activity 5.5 I identify the names of streets in

my locality
There are many streets in a locality. Names are given to each street.
Do you know why?
Observe the names of streets given below.
Pigeon Beau Bois Francois Leguat

Street Street Street
Street names help people to find a place easily.
I write the name of the street where I live.
___________________________________________________________
I write the name of the street where my friend lives.
___________________________________________________________
Think and Think!
Why are names given to streets in a locality?
Words to learn street same different
What I have learnt
• There are many streets in a locality.

• Street names help to find places easily.
15
My Locality Long Ago
As you are growing, you can see changes in your locality. Ask your parents,
grandparents or an older person to tell you how your locality looked long ago.
Think and Think!
How do we know about what happened long ago?
I live at François Leguat Street. I want to know who is François Leguat?

I ask my parents why the street is named after him.
Activity 5.6 Let us talk to Grandmother
Do you know that your grandparents and parents can tell you stories about
people who lived long ago?
Grandmother, please
Let us ask my grandmother
can you tell us who is
who is François Leguat?
François Leguat?
Let us go!
Let me tell you the story
of François Leguat.
16
The story of François Leguat

Roof of a hut
François Leguat was a Frenchman. He came to

live in Rodrigues along with his friends. Latanier leaves
Rodrigues at that time was covered with thick

forests. There were many tortoises, birds and
other animals. They built huts with branches
and used latanier leaves as roofs.
They also fished in the lagoon. They hunted a

bird which was found only in Rodrigues. It was
the Solitaire. François Leguat and his friends
stayed for two years in Rodrigues.
Solitaire
Tortoise
Discuss and Share
I ask my parents/grandparents or an older person to tell an interesting story

about my locality.
I share the story with my friends in class.
17
Activity 5.7 I compare my locality as it was long

ago with my locality now
Let us find out more from Alisha’s grandmother about her locality long ago.
When I was young there were not many buildings in the locality.
Sugar cane fields were found everywhere. There were no good roads.
There were not many vehicles. Oxen pulled carts full of sugar cane.
Cart
Oxen
Grandmother, how did people

travel long ago? Long ago people walked
long distances. People also
travelled to other places by
train. Today, there are no
trains in Mauritius.
18
Grandmother, was the

house in which you lived
same as it is today? No my dear! Long
ago, people lived in
thatched houses.
Now people live in
concrete houses.
Concrete house
Thatched house
Picture 5: Houses in the present and in the past

19
I observe and I record
A locality in the past
A locality in the present
20
1. I compare the two localities shown on page 20.
I observe and write two ways in which they are the same.
1. ______________________________________________________
2. ______________________________________________________
I observe and write two ways in which they are different.
1. ______________________________________________________
2. ______________________________________________________
Words to learn
long ago now today travel
What I have learnt
• Many things have changed in my locality.

• Some features have remained the same.
21
Activity 5.8 Keeping my locality clean
Do you know why it is important to keep our locality clean? Let us find out how
Alisha keeps her locality clean.
Alisha, let us go home. It

Alisha, you should not throw
is getting late.
garbage on the street. Can
you see the dustbin there?
Yes, Grandmother.
You must always use the dustbin

I am sorry Grandmother.
for throwing garbage. In this
Now I know how I should
way you keep the locality and
keep my locality clean.
the environment clean.
22
1. I compare the two localities.
A clean locality A dirty locality
Now, I draw a clean locality.

I show how I can keep my locality clean.
23
Think and Think!
Why are we not allowed to use plastic bags in Mauritius and Rodrigues?
Words to learn clean dirty garbage
What I have learnt
• I must keep my locality clean.

• I must throw garbage in the dustbin.
Activity 5.9 I show respect to people living in my locality
There are many people who live in a locality. We must respect them.
Some people in the locality are famous. Let us find out about a famous person
in Alisha’s locality.
This is the
statue of a
singer who People in the locality called him
lived in this Ti- frère. He was a famous
Whose statue
locality. His sega singer.
is this?
name was
Alphonse
Ravaton.
24
We must take care of old statues and buildings in the locality.
Find out
The name of a famous person in your locality.
Discuss and Share
I ask my parents, grandparents or an older person to tell me the story of a

famous person in the locality. I share the story with my friends in class.
Words to learn respect famous singer
What I have learnt
• We should show respect to people.

• We should take care of buildings in the locality.
25
End-of-Unit Exercises
1. Match column A with column B to complete the sentences given below.
Column A Column B
Mountains, hills and rivers are known as my locality.
The place where I live is small drawings on a map.
Symbols are and some look different.
Some localities look the same different types of transport.
The car, the bus and the natural features in

aeroplane are the environment.
26
2. Observe the pictures given below. Write three sentences about

each picture.
A locality in the past A locality in the present
A locality in the past.
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
A locality in the present.
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
27
3. Draw a locality. Label the following features on your drawing.
House Supermarket “Tabagie” School Bus stop

Police Station Playground Hospital
28
4. Choose the correct word to complete the sentences in the table below.
Read aloud and write the sentences again.
Long ago Now
1. People travelled by __________ 1. People travel by ____________
(ox-carts / cars). (ox-carts / cars).
___________________________ ___________________________
___________________________ ___________________________
2. People lived in ______________ 2. People live in ______________
(thatched houses / concrete houses). (thatched houses / concrete houses).
___________________________ ___________________________
___________________________ ___________________________
3. People bought things mostly from 3. People buy things mostly from
_________________________ _________________________
(old Chinese shops / supermarkets) (old Chinese shops / supermarkets)
___________________________ ___________________________
___________________________ ___________________________
29
5. Complete the crossword by using the words given below.
Streets Old man made locality maps symbols types
S O
M M
Y T S
30
I check my progress
At the end of this unit, I can
1 name a few natural features in my locality.
identify and name a few man-made features in

2
my locality.
observe and describe a few man-made

3
features in my locality.
4 explain the word ‘locality’.
5 compare old and new features in a locality.
6 draw old and new features in a locality.
identify the different features of a locality on

7
a map.
8 draw a map of my locality.
recognise symbols used to show features on

9
a map
observe and record similarities and differences

10
between localities
11 name different types of transport.
compare the types of transport used in the past

12
with those used at present.
31
13 explain why names are given to streets.
ask about my locality in the past from an

14
older person.
observe and record changes in the locality

15
between past and present.
recognise the importance of keeping my

16
locality clean.
17 show respect to people living in my locality.
18 show care for buildings in my locality.
32
Unit 6 - Air around us
In Unit 1, you learnt that when we look around us, we see many things. We
can observe some of them by seeing, smelling, touching, tasting and hearing.
In this unit, you will learn about something which is present all around us. But
we cannot see and smell it. It is air.
• feel the presence of air through observations.

• demonstrate the presence of air in empty bottles, the soil
and water.
• state that we breathe air all the time.
• conclude that breathing dirty air is bad for health.
33
Activity 6.1 The presence of air outside and

inside the classroom
I remember
I can observe many things in my environment.

I can see things. I can hear sounds. I can smell flowers.
I can touch and feel things.
I ask a few questions
Can I see air around me? What is its colour?

Does air have any smell?
How can I show that air is present all around me?
We are breathing deeply.
Figure 6.1: Breathing air
34
Outside the classroom
Go in the school yard when there is a light wind.

With the help of your teacher, do some breathing exercises.
Enjoy breathing deeply some air.
Can you see the air you are breathing? ____________________.
Close your eyes. Smell the air.

Does air have any smell? ____________________.
What can you feel on the cheeks? On the face?
________________________________________________________
We can feel (by our skin) air which is moving.

The wind is air which is moving.
Now, open the eyes.

Can you see the wind? ____________________.
Observe the leaves, the clouds and the school building.
Complete Figure 6.2 with: move do / does not move
Figure 6.2: A few things that move / do not move around me
35
Discuss and Share
I discuss with my friends and try to answer the following questions.

What makes leaves and clouds move?
Why are the buildings not moving?
I remember
When we discuss about something with others, we share ideas.

When we share things, we learn together.
Now I observe Figure 6.1 and I name the things that the wind can move.
________________________________________________________
_____________________________________________________
It is windy. Look at
the leaves.
Figure 6.3: The presence of air around us
36
I read aloud and I write
I cannot see air but I can breathe it.
________________________________________________________
I cannot see air but I can feel it on my skin.
________________________________________________________
Wind is air moving quickly from one place to another.
________________________________________________________
Inside the classroom
Now go back to the classroom. Can you still breathe in the classroom?
____________________.
Is air present inside the classroom? ____________________.
I ask a question.
Can I make the air inside the classroom move?
Let us find out
Making a paper fan.
What you need.
A sheet of paper, a pencil, a ruler, wax crayons and an elastic band.
37
What you do
1. Draw and colour a picture on

the sheet of paper.
2. Draw lines on the paper as shown.
3. Fold the paper along the lines.
4. Tie one end of the paper with

the elastic band as shown. elastic band
38
5. Hold it and open the paper

as shown.
6. You have now made a paper fan.
Figure 6.4: Making a paper fan
Use the fan that you have made.
What do you feel on the cheeks?
________________________________________________________
What do you conclude?
Air __________ (is / is not) present inside the classroom.
I __________ (can / cannot) make the air inside the classroom move.
These two activities show that air is also present inside the classroom.
39
Think and Think!
What can you see in the picture? ________________
When do people use it?
_________________________________________
Why do people use it?
_________________________________________ Figure 6.5 A fan
Did you know?
Do you know that a fan moves air quickly from one place to another?
Air is present outside the classroom.
________________________________________________________
Air is present inside the classroom.
________________________________________________________
Air is present everywhere around me.
________________________________________________________
40
Activity 6.2 Is air present in “empty” bottles?
What is inside this bottle? Is air present in this bottle?
Let us find out
What you need.
An empty soft plastic bottle.
What you do
1. Remove the cap.
2. Look inside the bottle.
Can you see something inside?
_____________________________ Figure 6.6: Looking inside an

‘empty’ bottle
41
3. Squeeze the bottle near

your cheek.
What do you feel?
I feel ___________ (air / no air)
against my cheek.
Where does the air come from? Figure 6.7: Squeezing bottle
___________________________________________________
4. Now place the bottle in water as shown in Figure 6.7.
Write down what you observe using the words given:
bubbles bottle coming out
I can see _______________ of air ___________ _______ of the bottle.
The bubbles are moving ______________ (up /down).
What is the shape of these bubbles?
__________________
Are they small or big?
__________________
Figure 6.8: Bubbles of air from an
empty bottle
42
Draw the bubbles in the diagram below.
These bubbles contain air.
Where does the air come from?
______________________________________________________
There ____________ (is / is not) air in the “empty” bottle.
43
Why does water enter the bottle?

If I want to fill the bottle with air again, what must I do?
Label the picture with: water air bubbles air
There is air in empty bottles.
________________________________________________________
Think and Think!
Are all empty objects full of air?
44
Making bubbles
I am trying to catch a bubble. I am making air bubbles

They are round. Some are big. using soap water.
Figure 6.9: Making air bubbles
On a windy day, Marie and Jean are having fun making bubbles with
soapy water.
See how the bubbles are carried away by the wind.
What is inside the bubbles? _________________________________
Now that you know that air is all around us, let us ask a few questions
about air.
Is air really present around me?

How can I show that air is present in the environment?
What can I do to show that air is present in an empty bottle?
45
What I have learnt
• Air is present inside and outside the classroom.

• There is air all around us.
• Air is present everywhere, outside and inside.
• There is air in ‘empty’ bottles and in all ‘empty’ objects.
• We can feel (by our skin) air which is moving.
• Wind is air that moves.
Words to learn air soil water present
Activity 6.3 Air in the soil
I ask a question.
Is air present in the soil?
Let us find out
What you need
A lump of dry soil and a jar half full of water.
46
1. Take the lump of dry soil.
2. Place it slowly at the bottom of

a jar half full of water.
Figure 6.10 Presence of air in the soil
3. Observe the water.

Draw what you see in the diagram below.
47
What do you see rising up?
________________________________________________________
What do the bubbles contain?
________________________________________________________
There ___________ (is / is no) air in the soil.
Label figure 6.11 with: lump of soil water air bubbles
Figure 6.11: Lump of soil in water
48
Did you know?
Many small animals can live in the soil because of the presence of air.
Can you name some of these animals?
There is air in the soil.
________________________________________________________
49
Activity 6.4 Air in water
I pour some clear

I ask a question. water in a glass.
Is air present in water?
Let us find out
What you need
What you do?

1. Pour some clear water in Figure 6.12: Pouring water in a glass
a glass.
Box A
2. Draw the glass of water in

box A.
3. Now place the glass of water on

the window sill.
Box B
After some time, observe the

glass again.
Now draw the same glass in box B.
50
Compare drawings A and B.
Observe and write down any difference between A and B.
________________________________________________________
Where do the bubbles come from?
________________________________________________________
What do the bubbles contain?
________________________________________________________
There __________ (is / is not) air in water.
Label the drawing with: water air bubbles
Figure 6.13: Air is present in water.
51
There is air in water.
________________________________________________________
Did you know?
Many small animals can live in water because of the presence of air. Can
you name some of these animals?
1. ________________ 2. ________________ 3. ________________
Activity 6.5 Air and breathing
Do you remember how you enjoyed breathing air?

Which part of the body do you use to breathe?
________________________________________________________
How many times do you breathe in a day?
_____________________________
Do you breathe at night when you sleep?
Let us find out
Observe someone breathing.

Place the back of your hand in front of
the person’s nose as shown in Figure 6.14. Figure 6.14: Breathing air
52
What do you feel?
________________________________________________________
________________________________________________________
We breathe all the time.
________________________________________________________
We also breathe when we are sleeping.
________________________________________________________
Discuss and Share
Discuss with friends and give:
Two examples when we breathe quickly. 1. ___________ 2. ___________
Two examples when we breathe slowly. 1. ___________ 2. ____________
Think and Think!
Give one example when we must hold our breath. (think of the sea or
the swimming pool).
What happens if a person holds his breath for some time?
53
Activity 6.6 Breathing clean air
We must always breathe clean air.

What happens if the air we breathe is dirty?
I cannot breathe.
Let us find out
I cannot see.
Picture A
My eyes are burning.

Picture B
Figure 6.15: Breathing dirty air
The children are coughing. They are also rubbing their eyes.
The air around them is dirty. They are breathing the dirty air.
Complete with: smoke dust
In picture A ___________ and _________ make the air dirty.
In picture B ________________ makes the air dirty.
54
What will happen if they continue to breathe dirty air?
________________________________________________________
If you are in the same environment as the boy/girl, what will you do?
________________________________________________________
Dirty air is bad for the health.
________________________________________________________
I stay away from dirty air.
________________________________________________________
Now let us observe Figure 6.16.
We are breathing clean air.
Figure 6.16: Breathing clean air

55
The children are breathing. They are happy.

Are they breathing clean air or dirty air?
________________________________________________________
How do you know?
________________________________________________________
Do you like to be with them? Why?
________________________________________________________
Breathing clean air is good for the health.
________________________________________________________
Discuss and Share
Is it good to be in a place where people are smoking?

Why we should not be in such places?
Find out
1. How can you keep the air in your environment clean?

2. Some places where people must not smoke.
56
I read and I understand.
1. Match part A to part B.
Part A Part B
Air is present in the soil.
Air is present in an ‘empty’ bottle.
Air is present in water.
57
2. Read and choose the correct answer.
i. ________________ make the air dirty. (Smoke and dust, clouds)
ii. When we breathe _____________ air, we become sick. (clean, dirty)
iii. “Empty” bottles contain ______________ . (water, air)
3. Observe the pictures below.
I am enjoying
the clean air.
Picture A Picture B
Write clean air and dirty air under the correct picture.
Picture A: __________________ Picture B: __________________
Which picture do you like?
________________________________________________________
Why do you like this picture?
________________________________________________________
58
4. Complete with: breathe clean air wind
i. To stay in good health we must breathe ____________ air.
ii. _____________ is air moving from one place to another.
iii. Soap bubbles contain ______________.
iv. We ______________ air all the time.
5. Observe Figure 6.17.
Figure 6.17: A family watching TV.
Which part of the body does the family use to breathe?
________________________________________________________
Is the family breathing clean air?
________________________________________________________
59
What makes the air dirty?
________________________________________________________
What must the family do?
________________________________________________________
What must the father do?
________________________________________________________
What will happen if you breathe such air for a long time?
________________________________________________________
6. I draw
1. A bottle of water was left on

a table.
2. After some time small bubbles
were seen.
3. Draw and label the bottle of
water and the bubbles in the box.
4. What does the experiment show?
________________________
7. How can you show that there is air in this empty bottle?
Complete the sentences using a word from the list
bubbles water air empty cap
First, I remove the ____________.
Then, I place the bottle in a basin of ____________.
I see ____________ of ____________ rising up.
The air bubbles come from the ____________.
This activity shows that an empty bottle contains ____________.

60
I check my progress
show the presence of air by feeling it on

1
my skin.
state what makes clouds, leaves and

2
kites move.
carry out simple experiments to show the

3 presence of air in empty bottles, in the soil and
in water.
4 recall that we breathe air all the time.
5 say why we must breathe clean air.
6 name two things that make air dirty.
61
62
Unit 7 - Learning about water
In this unit, you will learn about water. Water forms part of our everyday
life. We cannot live without water. This unit will help you to learn about water.
• list some uses of water.

• state that water is obtained from rain.
• name some places where water is found.
• state that sea water is salty.
• learn that we must not waste water.
• explain how water can become dirty.
63
Unit 7 - Learning about Water
In Unit 1, you learnt that you can ask many questions about the things
around you.
I remember
We ask questions to learn about things around us.

Let’s see how much we know about water.
Ask and write five questions about water starting with
What _______________________________________________?
Where _______________________________________________?
How _______________________________________________?
Who _______________________________________________?
Why _______________________________________________?
64
Observing water around me.
... as ice cubes.
... in a pond. ... in rivers.
I see water ...
... in lagoons and oceans. ... as a drop of

water falling.
... as rain falling. ... in a swimming pool.
Figure 7.1: Water around me
65
Activity 7.1 How we use water at home
Water is very important to all living things.

We all use a lot of water every day.
Let us find out about a few ways in which water is used at home.
Observe the picture.
Yesh
What is Yesh doing? ________________________________________
Do you drink water every day? _________________________________
How much water do you drink every day? ________________________
Why must we all drink plenty of water every day?
________________________________________________________
Did you know?
We must drink 6 to 8 glasses of water every day to be in good health.
66
Observe the picture
Father
What is father doing? ________________________
What is he using? 1. ________________ 2. __________________
Do you take a shower every day? ________________________
Why is it important to take a shower everyday?
________________________________________________________
What I have learnt
• To be in good health, we must take a shower everyday using soap

and water.
67
Discuss and Share
Do we use a little or a lot of water at home?

1. Observe each picture.
2. Discuss each picture with your friends.
3. Write a short sentence about each picture using the words given.
water - tomatoes - washing
_______________________________________
_______________________________________
tea - making
_______________________________________
_______________________________________
clothes - washing - soap

_______________________________________
_______________________________________
cooking - food
_______________________________________
_______________________________________
Write sentences to give two 1. _____________________________________

other ways in which water is
used at home. 2. _____________________________________
Figure 7.2: Using water at home.
68
What I have learnt
• We use a lot of water at home.

• We use water everyday for drinking, taking a shower, cooking food,
making tea, washing vegetables and fruits, washing clothes and for
cleaning everyday.
Activity 7.2 How do we use water at school?
How do we use water at school? Let’s find out.

Observe the pictures showing some uses of water at school.
Picture 1: The pupil is watering Picture 2: The pupils are washing

the plants. their hands.
Picture 3: The cleaner is using

water to clean the floor.
69
Now complete each blank with a correct word.
1. The pupils are ____________________ their hands. They are all using
___________________.
2. The cleaner is using _______________ to ____________ the floor.
3. The pupil is _____________ the plants. He is using ______________.
The figure below shows other uses of water at school.

Think and write three other sentences to show how we use water
at school.
1. ______________ The gardener waters

________________ the plants.
How water
The cleaner cleans is used The pupils wash their
the toilets. at school fruits before eating.
2. ______________ 3. ______________
________________ ________________
70
What I have learnt
• Water is very important at school.

• We use a lot of water at school everyday.
• We need water for drinking, cleaning, washing hands and
watering plants.
Think and Think!
Do we use the same amount of water for washing, making tea, having
a bath?
I remember
When we compare things, we say how they are similar and different.
71
Activity 7.3 Comparing how much water I use
You have seen that we use water everyday to do many things.
I need two glasses of water

to brush my teeth.
1 2
Read, think and complete. An example has been done for you.
Things that I do How much water do I need?
I brush my teeth. Two glasses of water.
I wash an apple.
I wash my hands.
I wash my water bottle.
I make juice for four people.
72
Activity 7.4 Where does water come from?
Clouds
Rain Sun
Reservoir
Lake
River
Sea
Figure 7.3: How do we get water?
Observe Figure 7.3. List down the places where we see water.
It shows clouds, rain and places where water goes when it rains.
Words to learn
cloud rain lake reservoir

river sea pond lagoon
73
Activity 7.5 Finding out about clouds and rain
A cloud talks.
Hello little friends!

Look at me! I am a small cloud.
Small cloud
Oh! I am a big cloud now. I cannot stay in

the sky anymore. I am too heavy.
Big cloud
Oh! I am now falling as rain.
Big cloud
Do you know where I fall?
Yes, you are right I fall on the ground,

lakes, ponds, rivers and in the sea.
Rain I fall everywhere!
I am cool! Do you like to play in

the rain?
Rain
74
Study each picture and then answer the questions that follow.
What is the colour of the cloud?
_____________________________
What do such clouds bring?
_____________________________
We get water when it rains.
Where does the water go?
_____________________________
river sea
lake reservoir
75
Lakes, rivers, reservoirs and the sea are places where water is found.
They are sources of water. You will learn more about other sources of water
in Grade 4.
What I have learnt
• We get water from rain.

• When it rains, water goes in rivers, lakes, the sea and everywhere.
Find out
Is there a source of water near your school/ near your house/locality?

Draw it in the space provided below and label it.
Be creative
Write a sentence about your drawing.
________________________________________________________
76
Is rain important?
Study the two pictures below.
Picture A. Green grass and trees Picture B. Dry grass and trees
Compare the two pictures. Now tick the correct column.
Receives rain regularly Does not receive rain
Picture A
Picture B
Think and Think!
What happens when rain does not fall for a very long time?
___________________________________________________
77
Activity 7.6 Comparing fresh water and sea water
Observe Figure 7.4.
I’m very thirsty. My water bottle is empty.
Mine too Jim. There is water all around us but

we cannot drink sea water.
Figure 7.4: Jim, Ria and their friends are in a glass-bottom boat in the sea.
Discuss and Share

Why can’t the children drink the water which is all around them?
Comparing fresh and salty water.
Have you ever tasted sea water? How does it taste?
________________________________________________________
Sea water contains salt. It is salty, so we cannot drink it.

Water in rivers, lakes and reservoirs is not salty. It is fresh water.
78
Where do you get fresh water to drink?
________________________________________________________
Write each word below in column A or B.
List of words: lakes sea reservoirs tap rivers
bottled water rain
Column A: Salty water Column B: Fresh water
Complete the sentence below:
I can drink _________________ water. (fresh, salty)
Words to learn fresh salt salty
What I have learnt
• We get water when rain falls.

• When rain falls, water goes in rivers, lakes and reservoirs.
• Rivers, lakes and reservoirs are sources of fresh water.
• Sea water is salty.
79
Activity 7.7 Is water important to living things?
I remember
You have learnt that we all need a lot of water every day.
We need water:
1. for drinking.
2. for showering/ brushing teeth.
3. to cook food.
4. to make tea.
5. to wash clothes.
6. to water plants.
What I have learnt
• Water is important to all living things. We must not waste water.
Activity 7.8 Observing how water can be wasted
Observe the pictures below. Then answer the following questions.
(A) Raj is washing the car with a hose.
What is Raj doing? ____________________
How is he wasting water?

__________________________________
What must he do?

__________________________________
80
(B) Lina is brushing her teeth with the tap open.
What is Lina doing? ___________________
How is she wasting water?

__________________________________
What must she do?

__________________________________
(C) The two pupils are talking near an open tap.
What are the pupils doing? Tap

__________________________________
Where are they standing?

__________________________________
What must they do?

__________________________________
(D) Water is leaking from a broken pipe.
What happened to the pipe?

__________________________________
What must be done?

__________________________________
81
Draw two more examples of how we waste water.
How water
is wasted
I remember
Water is precious. We must always close the tap when we are not
using water.
82
Activity 7.9 How water can become dirty
Observe the pictures below.
Picture 1: A clean river Picture 2: A dirty river
Observe and discuss with your friends about each river.

Then tick the appropriate column.
I can observe and conclude River in Picture 1 River in Picture 2
The water is clear.

There are empty cans
and bottles.
Fish can live.
There is a bad smell.

There are plastic bags and
other wastes.
People can swim.
Fish cannot live.
The water is dirty.
83
Which of the two rivers do you prefer? __________________________
Why?
________________________________________________________
________________________________________________________
Write two sentences to say how you can help to keep rivers clean.
1. ______________________________________________________
2. ______________________________________________________
Write two sentences to say how dirty rivers can harm you.
1. ______________________________________________________
2. ______________________________________________________
What I have learnt
• A clean river makes the environment beautiful.

• A dirty river looks ugly and is bad for health.
• We must not litter our rivers and other sources of water.
84
1. Think and do
In the space provided, write how water is used in each picture.
To wash clothes
_____________ _____________
Uses
of
water
_____________ _____________
_____________ _____________
How water is used.

85
2. Reading with understanding.
Write True or False in each box.
a. We must not drink water everyday.
b. We must close the tap after using water.
c. Sea water is salty.
d. We use water when we take a shower.
e. Plants do not need water to grow.
3. Read, understand and do.
Choose the correct word/s from those given in brackets
a. We use water when we brush our ______________. (teeth, hair)
b. Lakes and rivers get water from ______________. (the sun, rain)
c. We get fresh water from ______________. (rivers, the sea)
d. We must drink eight glasses of water ________________.
(every day, every week )
e. When we are not using water, we must __________ the tap. (open, close)
86
4. Think and do
Where does rain water go?
Write the correct word in each box to show.
L ____________
S ____________
Rain R ____________
5. Saving water
The water pipes in your locality are damaged.

The workers need to repair the pipes.
You will not have water for one day.
Think of 5 things that you will not be able to do without water on this day.
Write them in the spaces below. An example is given.
1. I will not be able to wash my hands.
2. _____________________________________________________
3. _____________________________________________________
4. _____________________________________________________
5. _____________________________________________________
87
Why should you save water? Give two reasons.
1. ______________________________________________________
2. ______________________________________________________
6. Tick the boxes that say the correct things about clean
drinking water.
has a bad smell.
has no taste.
is very salty.
has no smell.
is muddy.
is very sweet.
A glass of clean drinking water... has no colour.
88
I check my progress
1 list some uses of water.
2 state that we get water from rain.
3 name some places where water is found.
4 state that sea water is salty.
5 list ways in which water is wasted.
6 explain why I must not waste water.
7 list ways in which water can become dirty.
list ways in which I can help keep river

8
water clean.
89
90
Unit 8 - Our weather
In this unit you will learn that weather is what we observe about the sun,
cloud, rain and wind. Weather does not always remain the same but changes
from day to day. The different types of weather affect our daily life and
the activities we do.
• describe the weather of the day.

• name, describe and compare the main types of weather.
• draw and use weather symbols.
• read and draw a weather chart.
• appreciate the importance of weather.
• observe and identify the use of plastics in rainy weather and in
daily life.
91
Activity 8.1 Observing the weather
Have you observed that weather changes?

Let us learn about the different types of weather.
1. Sunny day
Sam and his friends are playing football.

It is a sunny day.
The children are playing happily.
Soon they feel hot and are sweating a lot.
They drink a lot of water.
92
Study the pictures and answer the questions below:
How is the weather?
________________________________________________________
How is the sky?
________________________________________________________
How are Sam and his friends feeling after playing?
________________________________________________________
Think and Think!
What should we do when we feel hot and sweat a lot?
___________________________________________________
93
2. Cloudy day
I observe the clouds:
I see clouds in the sky. I see white clouds.
___________________________ ___________________________
I see dark grey clouds. I see clouds of different shapes.
___________________________ ___________________________
94
Compare the pictures and answer the questions below:
(i) Where are the clouds?
_____________________________________________________
(ii) Are the clouds of the same colour?
_____________________________________________________
(iii) State the colours of the clouds you observe.
_____________________________________________________
(iv) Draw the different shapes of the clouds below.
95
Activity 8.2 Observing the different shapes of

clouds and comparing
Observe the sky.

Draw three different shapes of clouds that you can see.
Discuss and Share
Describe the clouds that you have drawn.

You can use the following words:
white, grey, dark, small, big
1 - ______________________________________________
2 - ______________________________________________
3 - ______________________________________________
96
Discuss and Share
Observe the pictures of clouds below:
Are the clouds white? ________________________.
Sometimes the clouds can have beautiful colours.
Have you ever seen such clouds? ________________________.
At what time of the day can we see these clouds? __________________.
Be creative
At home, take some time with your parents to observe the sky.
Draw and colour the clouds.
97
3. Rainy day
Picture 1: Picture 2:
• Rain is falling. • Sam and Alisha cannot
• Rain falls from clouds. play outside.
• Dark clouds bring heavy rain.
Observe Picture 1 and Picture 2 and answer the questions below:
1. How is the weather? _________________.
2. Why are Sam and Alisha not playing outside?
___________________________________________.
Look at this picture. It is raining. The child is wearing a raincoat.
Did you know?
The raincoat is made of plastic. You will learn more about plastic in
Activity 8.7.
On a rainy day we can also use an ______________ to protect ourselves

from the rain.
98
4. Windy day
Picture 1: Picture 2:
• The wind is blowing. • Very strong winds blow
• We cannot see the wind. during a cyclone.
• We feel the wind on our cheeks,
in our hair and on our clothes.
• We see the leaves falling.
• We see the branches and the
leaves moving.
Observe Picture 1 and Picture 2 and answer the questions below:
1. Can we see the wind?
_____________________________________________________
2. What can we see when the weather is windy?
a. ____________________________________________________
b. ____________________________________________________
99
3. Can we feel the wind?
_____________________________________________________
4. How can we feel the wind?
_____________________________________________________
5. How are the winds during a cyclone?
_____________________________________________________
Think and Think!
Why must we be very careful when strong winds are blowing?

Why should we not go outside when there is a cyclone or heavy rainfall?
100
Activity 8.3 Identifying the types of weather
Fill in the blanks with the correct words.
It is a sunny day. The _______________

is shining.
It is a rainy day. _______________ is falling.
It is a cloudy day. There are _______________

in the sky.
It is a windy day. The _______________

is blowing.
101
I remember
In unit 3, you have learnt that we can use symbols to represent places
and features on a map.
Comparing weather symbols
When we learn about the weather, we also use symbols. Below you can see
four different symbols. Write down the type of weather that you think
each symbol represents.
__________________________________________.
__________________________________________.
__________________________________________.
__________________________________________.
What I have learnt
• Weather is about the sun, cloud, wind and rain.
Words to learn weather sunny cloudy

rainy windy symbol
102
Weather at night
Discuss and Share
Have you observed the weather at night?

Is it the same as during the day?
Can you write down some of the differences between day and night?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
103
Weather symbols
Observe the weather symbols.

Write in the boxes, the type of weather for each symbol.
Use the following words: Rainy, Sunny, Cloudy, Windy.
_______________ _______________
_______________ _______________
What I have learnt
• Weather can be shown with the use of symbols.
104
Activity 8.4 I match the weather symbols
Read the sentences below. Match them with the correct

weather symbol.
The sky is not blue. It is grey.
We cannot play outside.
The family is going to the seaside.
We can fly our kites.
105
Activity 8.5 Using weather symbols
Read and understand the sentences in each box.

Draw pictures in the boxes. Add the correct weather symbol to match
the sentences.
Rain is falling.
Sam is flying a kite. Alisha is carrying an umbrella.
You and your friends are walking The sky is not blue.
on the beach. There are clouds in the sky.
106
Look at the table below.

It shows the weather for each day of the week. We represent the weather
for each day using a symbol. It is a weather chart.
Days of the Week Symbols
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
A weather chart
Observe the weather chart and fill in the blanks with the proper word.
1. The weather was _______________ on Tuesday and Friday.
2. On Monday and Wednesday the weather was _______________.
3. It was cloudy on _______________ and _______________.
4. It was rainy on _______________.

107
Activity 8.6 Drawing a weather chart during

a school week
With the help of your teacher, observe the weather at your school.
Fill in the weather chart with the correct symbol to show the type of weather
you observe.
Days Monday Tuesday Wednesday Thursday Friday
Morning
Afternoon
What I have learnt
• By using weather symbols, we can draw a weather chart for a whole week.
• We can conclude that weather usually changes.
108
Activity 8.7 Uses of plastic in different types of weather
Use of plastic in rainy weather
1. When it is raining, we use raincoats made of plastic.
Why do we wear plastic coats when it is raining? Discuss

with your friends and write your answer.
________________________________________
________________________________________
Plastic raincoat
________________________________________
Yes, you are right! The plastic coat helps to protect ourselves from
rain water.
Our body and our clothes do not get wet in the rain.
Think about other plastic objects that protect us during rainy weather.
Discuss with your friends.
Write down the name of 3 other plastic objects that you use during
rainy weather.
1. _______________ 2. _______________ 3. _______________
Draw the objects.
109
2. The figures below show some plastic objects. We use these objects in
rainy weather.
A B C
D E
Observe the pictures carefully.

Discuss in pairs and give the name of each object in the table below.
Figure Object Use of the plastic object.
Why do we use these objects in rainy weather?

Write down your answer in the last column of the table.
Think and Think!
Why are raincoats made of plastic?
110
Use of plastic in sunny and hot weather
1. Some plastic objects are used when it is hot and sunny. Can you think of
some plastic objects that we use when it is hot and sunny?
Discuss with your friends and write your answers below.
________________________________________________________
________________________________________________________
2. When the weather is hot and sunny, we drink lots of water.

Name some plastic objects which you use to:
(a) keep water at home: __________________.
(b) carry water to school: __________________.
(c) drink water at home: __________________.
111
3. Do you like to eat ice cream when it is hot and sunny?
The figure below shows two children eating ice cream.
Observe the picture.
Give the names of the plastic objects you see.
________________________________________________________
________________________________________________________
112
Use of plastic in windy weather
Plastic is also used during windy weather.
Have you seen clothes drying outside in windy weather?
________________________________________________________
Name the plastic object which is used to hold the clothes?
________________________________________________________
Name the plastic object which is used to carry clothes.
________________________________________________________
The figure below shows another use of plastic in windy weather. It is a

plastic curtain.
It protects people from the wind.
Plastic curtain
113
Do you like to fly kites?

Have you ever made a kite? The figure below shows a kite.
Observe the figure carefully.
What is the kite made of?
_______________________________________________________
Plastic is used to make kites and other toys.

Some are shown below.
114
In the space below, draw two plastic toys that you have.
Find out
Why has the Government of Mauritius banned the use of some types of
plastic bags since January 2016?
115
Be creative
1. Use bristol paper, pieces of cotton and other materials to create a

decorative weather chart that can be displayed in class.
I draw
2. Draw your favourite type of weather.
Discuss and Share
Say why this is your favourite type of weather.
116
I draw
3. Draw a picture of a weather that you do not like.
Discuss and Share
Say why you do not like this type of weather.
_______________________________________________________
• Each child will talk about an event when there is a sudden change
in weather.
117
4. Story telling
9.00 10.30
Picture 1 Picture 2
12.30 14.00
Picture 3 Picture 4
14.30 16.00
Picture 5 Picture 6
118
Activity 8.8 Observing the weather
1. Write one sentence for each picture to tell the story.

Use the words given below:
sunny, picnic, car, seaside, swim, enjoy, suddenly, heavy rains, back
home, inside, indoor
Picture 1: _______________________________________________________
______________________________________________________________
Picture 2: _______________________________________________________
______________________________________________________________
Picture 3: _______________________________________________________
______________________________________________________________
Picture 4: _______________________________________________________
______________________________________________________________
Picture 5: _______________________________________________________
______________________________________________________________
Picture 6: _______________________________________________________
______________________________________________________________
119
I check my progress
describe the weather of the day, whether it is

1
sunny, cloudy, rainy, windy.
2 draw the shapes of clouds which I see.
recognise symbols for the different types

3
of weather.
draw symbols for the different types

4
of weather.
5 draw a weather chart.
6 read a weather chart.
identify plastic objects used in rainy weather

7
and in daily life.
120

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Name:

The SOCIAL, SCIENTIFIC AND ENVIRONMENTAL EDUCATION (SSEE) panel

Mauritius Institute of Education

Mrs Vedwanti Ramsoondur - ex Principal School Inspector

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

‘Words to learn’ focusses on key vocabulary and promotes literacy development.

‘What I have learnt’ summarises key learning points.

Dr (Mrs) Sarojiny Saddul-Hauzaree

Sugar cane field

Chinese shop My locality Pg 1-32

Air around us Pg 33-62

Learning about water Pg 63-90

Our weather Pg 91-120

Sugar cane field

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

• identify some features in your locality.

The place where I live

Come with me.

Picture 1: The place where Alisha lives

The name of my locality

I read aloud and I write.

Ville Noire is the locality of Alisha.

Now, let us look at the place where you live.

What is the name of your locality?

I write the name of my locality.

I write the name of my friend’s locality.

I write the name of my teacher’s locality.

Think and Think!

Why does each locality have a name?

Discuss and Share

place surroundings locality

What I have learnt

Activity 5.1 I identify old and new features in

Observe picture 2 below.

Picture 2: Features in Alisha’s locality

I observe, identify, name and draw old and new buildings in

1. I observe, identify and name three different buildings in my locality.

2(a). I name one old and one new building in my locality.

An old building _____________________________________

A new building _____________________________________

2(b). I draw one old and one new building in my locality.

An old building A new building

natural man-made old new

What I have learnt

Activity 5.2 I draw a map of my locality

Let us look at the map of Alisha’s locality.

This is a map of my locality. Look at the small drawings on

A map of Alisha’s locality

School Post office Sugar cane field

Supermarket River Bank

What is Alisha showing on page 8?

Do you see the small drawings on her map?

What do the small drawings show?

Did you know?

The small drawings on a map are called symbols.

We use symbols to show the features on a map.

I observe the symbols shown below.

School Post office Sugar cane field

Supermarket River Bank

Chinese shop Playground House

1. I draw a map of my locality. I use symbols to show the different features

2. I name two features in my locality and draw the symbols.

Features in my locality Symbols

Words to learn map symbol