E.Science Grade 4

Environmental Science
Grade 4
Student Textbook
Nifas Silk
Lafto
Grade 4
Environmental Science
Grade 4
Student Text Book
Prepared by:
Haileamlak Adane
Biniam Alemayehu
Melese Bayu
Kidanu Belete
Workagegn Seifu
Editors and reviewers:

Solomon Wodimu
Belay Belete
Muluneh Teklebirhan
Getahun Getachew
Ali Kemal
Coordinator:
Getachew Talema
Illustration and page layout:
Entoto Polytechnic College (Sisay Degu)
2015 E.C/2022-23 G.C

Addis Ababa, Ethiopia
© 2015 Addis Ababa City Administration Education
Bureau
We are grateful to all quotes and pictures used in this book as

sources.
Acknowledgments
The head of the Education Bureau, Ato Zelalem Mulatu, deserves great thanks for
his great support from preparation to completion of this textbook, by sharing his
experiences, generating and presenting ideas in panel discussions, by making it
prepared by the teachers who teach in our city, and by approving the necessary
budget as well as managing it with strict discipline.
Bounteous thanks to the management members of the Education Bureau: for the
success of our work by always being with us in supporting and providing solutions to the
problems encountered, monitoring the implementation process, evaluating and paying
attention up to the end. To mention some of the Education Bureau persons include,
Deputy Head of the Curriculum Sector, M r . Admasu Dechasa, Deputy Head of
the Education Technology Sector, Dagnaw Gebru and Mr. Samson, Deputy Head
of Teacher Development S ector, Mrs. Abebech N egash, Head of Education Office
Advisor,Mr. Sisay Endale, Head of E ducation Office, and Mr. Desta Mersha,
Technical Advisor, all deserve thanks to their contribution.
Finally, we would like to express our gratitude to the school principals for giving
special attention to the work and sending us teachers and providing moral support.
Table of Contents Page
Uni One ....... .................................................................................... 1

Location of our city. .......................................................................................................1
1.1 Direction .................................................................................................................... 3
1.2 The Nature of Maps ................................................................................................ 7

1.3 Relative Location.................................................................................................... 11
1.4 Relative location of our city ................................................................................. 12
1.5 The Nature of Absolute Location ......................................................................... 14
1.6 Absolute location of our city............................................................................... 16
1.7 Main places in our city ......................................................................................... 18

1.8 Location and name of the border regions of our city................................. 27
1.9 Location,distance and direction of major places in our city........................ 28
1.10 Nature of Information Technology ....................................................................30
Uni Two . ........................................................................................ 37

Understanding Science ................................................................................................37
2.1 Food and healthy lifestyle ..................................................................................... 39

2.2 Nutrients ................................................................................................................... 41
2.3 Nutrition .................................................................................................................... 52
2.4 Human Internal Organs .......................................................................................... 59
2.5 Physical and chemical properties of matter ....................................................63.

2.6. Shadow formation ..................................................................................................79
I
Uni Three . ......................................................................... 77
Natural environment. ......................................................................................... 77
3.1 Climate of our city........................................................................................... 79
3.2. Natural resources of our city ........................................................................ 88
3.3 Waste disposal of our city ........................................................................... 102
Chapter One:-Location of Our City
Chapter One
The Location of Our City
Students, after the completion of this unit, you will be able to:
 develop skills of identifying t h e l o c a t i o n o f places.

 describe the nature of a map.
 use information to identify location by using information
technology.
 explain the nature of relative and absolute locations.
 identify the relative location of your city.
 show the location of their city using latitude and longitude.
 use latitude and longitude to indicate the location of places in
your city.
 indicate the location of the sub-cities in their city on the map
and write their names.
 specify the names of the neighboring regions of your city.
 find the location, distance, and direction of places in your city.
1
Main contents of the unit

1.1 Direction
1.2 The Nature of Map
1.3 The Nature of Relative Location
1.4 The Nature of Absolute Location
1.5 Relative location of our city
1.6 The relative location of our city
1.7 Location of the main places in our city
1.8 Location and name of the border regions of our city
1.9 Location, distance, and direction of major places in our city
1.10 Nature of information technology
Introduction
Students! In the third grade, you learned about the location of sub-cities in
Addis Ababa, the nature of relative and absolute location, and the main places
in your sub-city. In the fourth grade, you will learn in detail about the location
of your city, the nature of a map, the nature of relative and absolute location,
the relative and absolute location of your city, the location of the main places
in your city, the distance, the direction and the location of neighboring regions.
2
1.1 Direction
 Minimum unit outcome expected from the lesson:
 After the completion of this subunit, you will be able to:-

 develop the skills of identifying directions.
Key words
 Major directions
 Map direction
Students! Try to remember what you have learned about direction and the location of sub-
cities in the third grade!
Figure 1.1.1 Map of Addis Ababa
3
Activity 1.1.1
Objective: - : To develop skills of identifying directions.
Instructions: - Form a group of five members and discuss the following
q uestions.Write it in your notebook and present it to your teacher.
1. List the sub-cities located in the four cardinal directions.
2. Explain the nature of direction and list the main direction
indicators.
3. Describe the relationship between relative position and direction.
4. Why is i t useful to know directions?
Direction is the line of flow along which a moving individual or object travels.
A line towards which a person or thing is facing can mean the direction.
Stimulating Questions
State the direction of motion of the car you s e e in Figure 1.1.2

1. State the direction of the flow line of the car.
2. What is the direction opposite to the flow line of the car
called?
4
West East
Picture 1.1.2 A picture showing the flow line of a car
The main direction indicators we use to indicate t he location of a place

are North, South, East, and West. It can also be stated as left, right, back,
front, top, and bottom. We can refer to the relative location of an object
with respect to a fixed location in the four basic direction indicators.
Figure 1.1.3 Main / Cardinal Direction Indicators
5
Activities1.1.2
Objective: To develop skills of identifying directions.

Directions: Answer the following questions by looking at the map in figure 1 .1.1
above.
1. Mention the sub-cities located in the North of our city.

2. In which part of our city is Akaki Kality sub-city located?
3. Mention the location of Yeka and Kolfe sub-cities.
What is map direction?

There is a sign on the map showing directions. This directional symbol is
usually an arrow indicating from where or to where north is. S o w hen we
read a map, we have to see this arrow and crosscheck the direction of the
map with the direction of the area.
Figure 1.1.4 Map Direction
Exercise 1.1
Answer the following sentences by saying true if they are correct and false
if they are incorrect.
1. Direction means the line that shows the flow of a moving individual.
2. Direction is an index line used to describe relative location.
3. Relative location is identified by using major direction indicators.
4. A directional arrow found on a map is a symbol pointing east.
6
1.2 the nature a map

 Students, after the completion of this subunit, the students you will be able to:-
 Describe the nature of a map.
Key words
 Map
 Scale
Activity1.2.1
Objective: To describe the nature of maps.
Instructions: Form a group of five members and discuss.
After discussing, present the results to your teacher.
Discussion Questions.
1. What is a map?
2. How do you show objects on t he ground by using a map?
3. List t he advantages of mapping.
7
Location is the place of an object or individual in relation to other objects. A map

is a tool we use to show the location of a place.
A map is a graphic representation drawn on a sheet of paper that shows all or

part of a landscape. A map is a tool that helps you find various information
about land. Maps are prepared by trained people and using modern
instruments.
Let's look at the main ideas given in the interpretation of a map.
 Information in a map is summarized.
 A map is a zoomed-in representation of objects on the ground, much like a
photograph.
 A map is the process of showing the topography of a piece of land on a flat sheet of
paper.
 A map helps to see land and its features from different directions.
If we want to show an object on a map, we need to reduce it using the scale of that
object. A map is mainly used to know the location, distance, area, and direction of
places.
Scale means the comparison or ratio of distance on the ground and distance on
the map.
Scale: 1 cm per 1 km. What does this mean?
One centimeter on the map represents one kilometer on earth. We can

describe the location of a place in two ways. These are relative location and
absolute location.
8
Group Discussion 1.2.1
Objective: To know the nature of map.

Instructions: Form a group of 5 members and discuss as a group.
Look at the map of Addis Ababa in Figure 1.5.1 above:-
Explain the scale of the map, the marginal data, the nature of the
colors and symbols and present it to your teacher.
Exercise 1.2
A. Choose the correct answer to the following questions.
1. Which one describes the basic concept of a map?
a. land photography c. pictorial description of land
b. exact features of the earth d. an accurate copy of the land
2. Which one of the following is the ratio of distance on a map to distance on the
ground?
a. relative location b. direction c. scale d. globe
3. Which one usually refers to the direction of a map using an arrow?

A. North B. South C. West D. East
B. Answer the following questions in brief.
1. What is a map?
2. List the advantages of mapping.
9
1.3 Relative Location

 Students, after the completion of this subunit, you will be able to:-
 Explain the nature of relative location.


Key words
 Relative location
 Sketch map
Lafto
Activity 1.3.1
Objective : To explain the nature of relative location.
Discussion Questions:
1. What is relative location?
2. List the natural and man-made objects of comparison that we use to

describe the relative location of a place.
3. Make a sketch map showing the relative location of the sub-

city you live in and show it to your teacher.
10
Relative location refers to the location of a place or thing in comparison to other

things in the area.
Determining the location of a place is very easy using relative location. Using major
directions, we can describe the relative location of a place in comparison to
other objects.
Points of comparison are very important for determining relative location. Relative
location describes the location of a country, region, or continent in comparison to
land, water bodies, or neighboring countries.
In urban areas, we can use large buildings, roads, and bridges as comparisons.
A sketch map is a plan of a limited area drawn by hand without a

tool. Direction, scale and other information should be mentioned on
the sketch map.
Exercise 1.3
A. Answer the following sentences by saying true or false.
1. Relative location describes the location of a place relative to
surrounding objects.
2. We can use artificial/manmade objects for comparison to express relative location
.
3. A sketch map is a sketch of a location drawn by hand without a tool.
4. We can describe the relative location of a place using directions.
11
1.4 Relative Location of Our City
 Minimum learning outcome expected from the lesson:
 Students, after the completion of this subunit, you will be able to:-
 describe the relative location of your city.
Brainstorming Questions
1. Where is Addis Ababa located?
2. Name the region and location that borders Addis Ababa in all the
four directions.
In this subsection, we will look at the relative location of our city Addis Ababa in relation to
bordering Oromia Special Zone.
Addis Ababa city administration is located in central Ethiopia. Our city is surrounded by a
special zone of Oromia regional government. Addis Ababa is bordered on all sides by
Oromia Regional Government Special Zone cities.
12
Task 1.4.1 Practical activity
Objective: To show the relative location of y o u r city on a sketch map.
Materials Needed: Use graph paper, pencils, markers, colored pencils

and pens.
Procedure:
1. Draw a simple map of your city by measuring lateral and parallel

vertical lines.
2. Place regions that border your city in an appropriate location

and direction.
3. Colors and marginal information can be added as needed.

4. Place an arrow pointing north.
5. Show the sketch map you made above to your teacher.
Exercise 1.4
A. Answer the following questions in brief.
1. Define the nature of a sketch map.
2. Mention the name and location of the region bordering Addis Ababa.
13
1.5 The Nature of Absolute Location

 Minimum learning outcome expected from the lesson:
 Students, after the completion of this subunit, you will be able to:-
 explain the nature of absolute location
Key words
 Absolute  Latitude
Location  Equator
 Longitude  Prime Meridian
Activity 1.5.1
Instruction : Form a group of five members and discuss the following

questions.
Objective: to explain the nature of absolute location.
1. What is absolute location?
2. Explain the nature of latitude and longitude.
3. Explain how it is possible to show the location of places using latitude and
longitude.
Absolute location is the ability to describe the exact location of a place using
angular measurements. This is defined using latitude and longitude.
Latitude is defined as degrees north and south of the equator, or the angular
measurement between parallel lines. The origin of latitude is the equator (Equator).
The distance between latitudes is measured in degrees and their total number
0
is180 .
14
Longitude is defined as degrees west and east of the prime meridian, or an angular
measure between the vertical lines. The origin of longitude is the prime meridian. The
distance between the vertical lines is measured in degrees and their number is 360 0.
.
North Pole Equator

Prime meridian
West East
Vertical line
South Pole
Horizontal line
Figure 1.5.1 Horizontal and vertical lines
Exercise 1.5
A. Explain the nature or meaning of the following words/expressions.
1. Absolute location
2. Latitude
3. Longitude
4. Equator
5. The Prime meridian
15
1.5
1.6The NatureLocation
Absolute of Absolute Location
of our city
 Minimum learning outcomes expected from the lesson:
 Students, when completing this subtopic you will be able to:
 state the absolute location of their city.
Key words
 Absolute Location
 Altitude
Practical activity 1.6.1
Objective : to state the absolute location of your city.
Discussion Question:
Students! By looking at the map of Ethiopia, indicate the absolute

location of your city Addis Ababa in degrees. Show the results of your
work to your teacher.
0.
The absolute location of Addis Ababa city on the map of Ethiopia is 90 1’ 48”
0.
North and 380 4 4' 24" East.
The average altitude of Addis Ababa city administration is 2,400 meters above
sea level.
The highest point of the city is Entoto Mountain and its altitude is more than 3,200
meters.
16
Exercise 1.6
A. Answer the following statements as true if they are correct and false if they are
not.
1. Absolute location describes the location of a place in degrees.

2. Location means where we find the actual location of a place or thing.
3. The starting point of longitude is the equator.

4. Points of comparison are very important to describe absolute location.
17
1.71.6 Absolute
The Location
Location of of inour
Main Places Ourcity
City
 Minimum learning outcomes expected from the subtopic:
 Students, at the end of the lesson you will be able to:
 use latitude and longitude to indicate the location of places in your

city.
Instructions: Work in groups.

Objective: to describe the location of the main places in your city.
1. List the highest and lowest places in your city.
2. List the monuments and parks in your city.
3. Where is the National Museum located in your city?
4. Using latitude and longitude, show the following places on a
map of Addis Ababa. National Palace, Addis Ababa Museum, Army
Hospital, and Cross Square (Meskel Adebabay).
There are many places in Addis Ababa that can be marked on the map. Our city
Addis Ababa has many natural resources, historical places, ancient artifacts, business
centers, parks, and various entertainment places.
 We will look at the main areas in Addis Ababa city Administration.
1. Land features showing the height difference in Addis Ababa city
The highest point of Addis Ababa city is Entoto Mountain and the lowest point
is Bole International Airport. There are also valleys formed by small river basins
within the city.
18
E E
Yeka
Gulele
Addis Ketema Arada
Lideta Kirkos
Lemi Kura N
Kolfe Keranyo
Bole
Nifas Silk Lafto
Key
Height of boundary of subcity (meter)
Akaki Kality
Highest
Lowest
km
E E
Figure 1.7.1 Highest and lowest places in Addis Ababa
As shown in Figure 1.7.1, Addis Ababa's high places are found in the north of the city
direction and low places are located in the southern direction of the city. The
highest places in Gulele and Yeka sub-cities are from 3041 meters above sea
level. Places in Lafto, Bole, Akaki Kality and Nifas Silk Lafto sub cities are located at
an altitude of 2048 meters. Places in Arada, Lideta, Kirkos and Lemi kura sub-cities
are also located at medium altitude.
 Students! Look at the map presented in Figure 1.7.1 carefully and identify the altitude
of your sub-city ?
19
Entoto Park in Gulele sub-city is a park built in 2013 E.C/2021G.C on the

highest point of the city (Entoto Mountain) which includes wild animals,
natural plants, various recreational areas, and sports competitions.
Picture 1.7.2 Entoto Park
The Bole International Airport, which is located in the lower part of the
city, is one of the famous places in the city.
Figure 1.7.3 Bole International Airport
20
2. Market Places in Addis Ababa

The major market areas and centers in our city are the following.
 Merkato market center
 Saris market center
 Shola market center (Yeha)
 Shiro Meda shopping center
Merkato Market center
Merkato is known for its vast spaciousness and the largest open market in Africa. It is one of
the most popular commercial areas in the city.
Figure 1.7.4 Merkato Market center
3. Monuments in Addis Ababa

There are monuments in important and key places in Addis Ababa. These monuments remind
us of what Ethiopians did and achieved in the past. These are:
 Statue of Emperor Menelik
 Martyrs Memorial Monument
 Victory Statue found in Arat killo
21
Statue of Emperor Menelik:

This statue is located in front of the
Arada Giorgis Church. The
memorial is to remember Ethiopia's
victory over the Italian invasion
force.
Figure 1.7.5 Statue of Emperor Menelik
Memorial of martyrs Statue:

This statue which stands at Sidist Killo
commemorates the brutality of the
Italians against the people of the city
in 1930s.
Picture 1.7.6 Yekatit 12 (Feb.17) Martyrs Statue
22
4. Historical Monuments and Museums in Addis Ababa

Examples of monuments and museums in Addis Ababa:
 Empress Taitu Hotel
 Palace of Menelik II
 National Museum
 Ethiopian Research Institute Museum
National Museum at Amist Killo: This museum is a place where various artifacts
are collected and placed in a convenient manner for the visitors.
Picture 1.7.7 National Museum
Etege Taytu Hotel located in Piassa is the first hotel built in Ethiopia which is
registered as a historical heritage.
1.7.8 Etege Taitu Hotel
23
5. Entertainment places that attract visitors in Addis Ababa

Examples of attraction sites and places in Addis Ababa:
 Andinet (Unity) Park

 Anbesa Gibi (Lion’s Cage)
 Yewodajinet Adebabay (Friendship Square)
 Hamle 19 Park
Unity Park:
This park was inaugurated in 2012 E.C./2020 G.C. It is a place where lions
and other wild animals, birds, different plants, heritages and various
images that reflect our country's culture are found.
Picture 1.18 Unity Park
Yewodajinet Adebabay: T h i s w a s i naugurated in 2013 E.C/2021G.C.It is a

popular tourist attraction in the city. It contains an artificial lake, pictures showing
the history and culture of the Ethiopian people, various plants, and
entertainments. It can be called Friendship Square.
24
Picture 1.7.10 Yewodajinet Adebaby
6. Modern Institutions in Addis Ababa
 Addis Ababa University

 Addis Ababa Education Bureau
 Addis Ababa Police Commission
 Addis Ababa Health Office
 Addis Ababa Transport Authority
 Courts
 Addis Ababa Trade Office
 Financial institutions and other modern institutions are found
in our city.
25
Figure 1.7.11 Financial institutions in Addis Ababa
Addis Ababa University located Sidist Killo:It is a competitive

educational, research and study center in Africa that has produced many
famous individuals.
Picture 1.7.12 Addis Ababa University
26
1.8 Location and name of the border region of our city
 Minimum learning outcomes expected from the lesson:

 Students, at the end of the lesson, you will be able to:
o Specify the location and name of the bordering region of your city.
 Activity 1.8.1
Objective: to define the region surrounding your city.
1. Mention the special zones of the Oromia region bordering Addis Ababa.
2. List the names of the cities surrounding Addis Ababa.
Addis Ababa City Administration borders with various towns in Oromia Regional
Government Special Zone.
These towns are Burayu, Alem Gena, Sebeta, Gelan, Legetafo, and Sululuta found
surrounding the Addis Ababa city Administration.
Exercise 1.8
Read the following sentences and say true if they are correct and false if they
are not.
1. Ababa City Administration borders w i t h Tigray National Regional Government.
2. Addis Ababa city administration is located in central Ethiopia.
3. Addis Ababa city administration is organized in sub-city and district

administration.
4. Addis Ababa city is surrounded by Oromia regional government special

zone.
5. Addis Ababa c i t y borders the Oromia National Regional Government on all sides.
_________________
27
1.9Location, distance, and direction of main places in our city

 Minimum learning outcomes expected from the lesson:
 Students, upon completing this subtopic you will be able to:
 identify the location, distance, and direction of places in your city.
Activities 1.9.1 Group Discussion
Objective: Describe the main areas of your city.

Discuss the following questions.
1. Where is Entoto Park located?
2. How far is from Bole International Airport to Addis Ababa University?
3. List the main residential areas, hotels, and market centers in

Addis Ababa.
28
Table 1.9.1The main areas of Addis Ababa City Administration
The main places in our city Location of the Sub- Distance from the center of Direction
city Addis Ababa
Entoto Park Gulele sub-city 1.9 km In the north
Bole International A ir Port Bole sub-city 9.5 km In the east
Addis Ababa University Arada S ub-city, 1 .2 k m In the north

National Theatre Arada s ub-city 1 .9 km In the north
Martyrs Memorial Monument Arada s ub-city 1 .3 km In the north
The statue of Emperor Menelik Arada s ub-city 400 m In the north
Meskel Square Kirkos s ub-city 5 .2 km In the north
Friendship square Arada s ub-city 2 .5 km In the north
Merkato Shopping Center Addis Ketema sub-city 2.2 Km In the north
Emperor Menelik's palace Arada s ub-city 2 .5 km In the north
Exercise 1.9
1. Match the statements listed under "A" with those listed under "B".
A B
1. Located in a low place a. Commemoration of the victory of Adwa

2. Located in a high place b. Friendship square
3. Statue of Emperor Menelik c. Entoto Park

d. Victory Monument
4. Miazia 27 Square Statue
e. Monument of Martyrs
5. Yektit 12 Memorial Monument f. Bole International Airport
29
1.10 The Nature of Information Technology
 Minimum learning outcomes expected from the lesson:

 Students, after completing this subtopic you will be able to:
 identify locations using information technology.
Key words
 Google map
 GPS
Activities 1.10.1 Group work
Purpose: To show the location of places using Information Technology.
Instructions: In groups of four or five, go to the Information Technology

room (ICT Room) with your teacher and indicate the areas listed below.
Using Google Maps or Google Earth apps, mark the location of the
following major places in your city with your teacher.
Main squares Main monuments Main museums Main parks

Cross Square The statue of Menelik National Theatre Addis Entoto Park
Derartu Tulu Square The statue of Liberty Ababa Museum Gofa Anbesa Park
Karl Square Monuments of Martyrs Gebriel Museum Unity Park
Kagnew Square Patriots' Monument Ethiopian Study and Research Museum Korean Veterans Park
Technology is the creative products we use to create new things and put them into
practice.
30
Information and Technology

Information is a raw data collected about different things.
Information Technology means the use of technologies that provide information
about the location, distance and direction of various places. Information technology brings
rapid changes in information
Management and exchange. For example,
we can specify the location of a place using
applications like GPS, Google Earth, and
Google Maps, etc.
Figure 1.10.1 Google Earth
GPS
This information technology provides

information about locations using mobile
network data. It's also an application.
Figure 1.10.2 GPS
Google Map
This information technology is a digital technology that provides information about the location of
places, environment, traffic movement and road conditions. We can
easily use these information technologies with our
handheld phones and computers in our homes.
These information technologies are used to
easily find information related to location, and
Streamline work. It is useful to reduce time
wastage, consolidate and maintain information well.
Figure 1.10.3 Google Maps Search
31
Chapter Two: Understanding Science
Unit two
Understanding science
 Learning outcomes expected from the unit:
 When students complete this unit, they will:

 Identify major food categories and food sources and describe their
contribution to a healthy diet.
 Describe the six food nutrients.
 List traditional foods f o u n d in Ethiopia.
 Describe the different food preparation methods.
 Explain the importance of having a balanced diet.
 Identify the names, locations and functions of major internal
organs.
 Distinguish between the physical and chemical properties of
matter.
 Examine common substances by identifying physical and
chemical changes.
 Describe the properties of light and shadow.
37

Contents of the chapter
2.1 Food and healthy lifestyle
2.2 Nutritious foods
2.3 Balanced diet
2.4 Human internal organs
2.5 Physical and chemical properties of matter
2.6 Shadow formation
Introduction
Do you remember what you have learned about in the third grade science
lesson called Understanding Science? You have learned about identifying
healthy foods and beverages, the four main food categories, food
contamination prevention methods, and hygiene practices. In this chapter, you
will learn in detail about food and healthy living, nutritious foods, balanced diet,
properties of matter and shadow formation.
38
2.1 Food and healthy lifestyle

2.1.1 The nature of food and healthy lifestyle
Learning outcome expected from the sub-topic:
When students complete this lesson, you will be able to:
 Identify major food categories and food sources and describe their
contribution to a healthy diet.
Key words
 Food
 Health lifestyle
The essence of food
Stimulating questions
1. What is food?
2. Describe the major food categories and their contribution to a
healthy lifestyle.
Food is anything that can be eaten or drunk and is beneficial to the human body.
Food is one of the most basic necessities of life. Food is a source of essential
nutrients for the body. Food can be obtained from animals and plants. Based on
the benefits it provides to the body, food is divided into three main categories.
These are:
1. Body building and repair foods
2. Foods that give energy
3. Foods that protect us from disease
32
Chapter Two Understanding Science
Healthy lifestyle
Task 2.1.1 Group discussion
Objective: To understand the contribution of food hygiene to a

healthy lifestyle
Instruction: - Discuss in your assigned group and present it for your

friends.
1. Describe the contribution of food hygiene to a healthy lifestyle.
2. How do we maintain food hygiene?
3. Explain to your classmates about the food hygiene practices at

your home.
Eating balanced diet food every day is important for a healthy lifestyle. Eating
a balanced diet protects the body from various diseases. If the body does not
get proper nutrition, it is susceptible to various types of diseases. For example,
rickets/ weakness of leg bones, goiter, anemia, poor eyesight, etc. are
diseases caused by lack of nutrition.
A healthy lifestyle is when a person has normal physical, mental and

psychological development without developmental limitations. Eating a
balanced diet helps to maintain overall well-being.
Only eating a healthy diet is not enough to lead a healthy lifestyle. Therefore,
to get complete health, it is important to keep food carefully and clean.
33
Exercise 2.1
Answer the following questions.
1. List the major food categories.
2. Describe the contribution of food for a healthy lifestyle.
3. List various diseases which are caused by not eating balanced diet.
2.2 Nutrients
Learning outcomes expected from the sub-topic:-
Students, when you finish learning this content, you will be able to:
 Describe the six nutrients.

Key words
 Nutritious
 Organic
 Non-organic
Task 2.2.1 Group work
Objective: Classify the sources of nutrients in their categories.
Instructions: Look at the types of foods listed below carefully

and categorize them according to the nutrients they are rich in and
show them for your teacher.
Fatty meat Eggs Bread Pan cake, barley...

Soup Sesame “Nifro” Flax, Nug, Cabbage seed
Chickpeas Oats, Honey “Shiro”, fish Kidney peas, ground nuts
34
What are nutritious foods?

Nutritious food is a substance that cannot be produced in the body and they
contain useful substances for the body. These foods generally come from
animals and plants. Anything in the food that helps the body perform its
proper healthy functions is called a nutritious food. In general, nutrients are
classified into six main categories.They are as follows:
a. Food that gives energy d. Minerals

b. Body builder e. Disease preventers and
c. Fat and oil f. Water
Based on the amount that nutrients are required by the body, they are
classified into two main categories, macro and micro nutrients. They are
presented in the following table.
Table 2.2.1 Macro and micro nutrients
No. categories Nutrients

1 Provide energy (carbohydrate), builders
Macro-nutrients
(protein), fat and oil
2 Micro-nutrients Minerals and vitamins
A macro-nutrient is a nutrient that is needed in large amounts by the body,

while a micro-nutrient is a nutrient that is needed in small amounts by the
body. But both nutrients are equally beneficial to the body.s
35
A. Carbohydrates
Objective: To understand the source and importance of carbohydrates

Discussion questions:
1. Why do you think is energy providing food is important for?
2. List the sources of energy providing foods that you know.
Carbohydrates are organic substances that contain oxygen, hydrogen, and

carbon. As the name suggests, this nutritious food is known for giving energy
for the body.
Carbohydrates are mostly found in plants. For example, honey, rice, apple,
banana, sugar cane, macaroni, potato, bread, “injera”, and so on, are energy
providing foods obtained from plants.
Figure 2.2.1. Carbohydrate foods
36
b. Porteinous foods
Foods that are useful for developing and repairing body parts are called
proteinous foods. Proteins contain oxygen, hydrogen, carbon, and nitrogen.
Proteins can be found from animals and plants.
Protein containing foods that can be obtained from animals include milk and
milk products, eggs, fish and meat are the major ones. Plants that contain
protein include peas, beans, chickpeas, turnips, lentils, soybeans, etc.
Kidney peas
Figure 2.2.2 Protein foods
37
c. Fat and oil

Objective: To understand the sources of fat and oil

Instructions: Discuss as a group and take a short note and
present it to your classmates through your group representative.
1. Distinguish between animal products and oilseeds.
2. List the sources of fat and oil.
Fats and oils provide energy and warmth to the body just like energy-giving
foods. Fats and oils are distinguished from energy-giving foods by the fact
that they can provide high energy and heat. Also, fatty and oily foods
contain oxygen, hydrogen, and carbon. However, the amount of oxygen
found in fatty and oily foods is very low compared to energy-giving foods.
These foods are mainly derived from animalproducts and oily grains.
Food sources of fats and oils are listed below.
Sun
“Tikur Azmud”
Figure 2.2.3 Food sources of fat and oil
38
Exercise 2.2
A. Answer the following questions as true or false.
1. Nutrient means any important food substance that is found in food.
2. Carbohydrates give less energy than fat and oil foods.
3. Interms of the amount needed for our body nutrients are categorized into 3.
b. Choose the correct answer to the following questions.
1. Which of the following nutrients contains nitrogen?
a. proteins b. carbohydrates c. fat d. oil

2. One of the following fatty and oily foods is obtained from animal
products?
a.butter b. oil c. sesame d. sunflower
3. Which of the following foods gives heat to the body easily?

a. pea b. honey c. fatty meat d. niger
d. Minerals
Objective: Identify each mineral source

Identify sources of the following minerals.
Sodium Magnesium Chlorine
Phosphorous Calcium Iron
39
Minerals are essential nutrients found in plants. Minerals perform

variousfunctions in our body. Minerals are present in teeth and bones,
and give strength to it. In general, these nutrients are known to protect
against disease like vitamins. Calcium, sodium, iodine, phosphorus,
iron and magnesium are the most important minerals for the
body. Thesenutrients are required by the body in small amounts, but if
they are not found in the diet, the body is prone to mineral deficiency.
Diseases caused by mineral deficiency are goiter, rickets, anemia,
muscle crump and pain, and joint pain.
Table 2.2.2 Sources of Minerals

Types of Sources of minerals Importance for the Deficiency disease
minerals body
Sodium Table salt It normalizes the body Muscle crump and pain
fluids
Phosphorus Seafood (plant and animal), Irregular growth of

It gives healthy bonesand teeth
chicken, pumpkin, peanuts, growth of
crushed bones bones and
teeth
It gives strength for Lack of bones and

Calcium Milk and milk products, eggs
teeth and bone teeth strength
Magnesium Green leafy vegetables Builds the bone Joint pain

and cereals
Iron Red teff, egg It stabilizes anemia Anemia
Iodine iodized tables salt It protects goiter Goiter
40
e. Vitamins
Purpose: Realize source of vitamins and their benefits to the body
Discussion question
Describe the types of vitamins and the deficiency diseases
emanate from not getting each vitamin.
Vitamin is a non-organic compound that is required in certain amounts in

food. This nutrient is made up of carbon, hydrogen and oxygen. There are
different types of vitamins in food. They are Vitamin C, Vitamin A, Vitamin B,
Vitamin D, Vitamin E and Vitamin K. The vitamins come from a variety of
foods.
Vitamin “ A”: This vitamin is often associated with eye sight. Vitamin A
helps to see in dim light and distinguish colors. Liver, milk and milk products,
fish oil, vegetables especially carrots, peppers are the main sources of
vitamin A. Vitamin A deficiency causes blurred vision.
Vitamin "B": It helps the body to produce energy by digesting energy-

giving foods. Vitamin B keeps muscles and nerves healthy. Vitamin B can be
found in pork, vegetables and fruits, as well as various grains. Vitamin B
deficiency causes loss of appetite and body fatigue.
Vitamin "C": It has various benefits for the body. In other words, it provides
health by supporting different body parts and tissues. Prevent bleeding
gums and loose skin. Lemon, orange, grape, etc. are sources of vitamin C.
Vitamin C deficiency causes bleeding gums and loose skin.
41
Vitamin D: Vitamin D is rare and is required only in limited amounts in food.

Vitamin D is mostly obtained from sunlight. It provides bone strength by
controlling the amount of calcium and phosphorus in the body. Sunlight, fish
oil, and eggs are sources vitamin D. Vitamin D deficiency can cause rickets.
Vitamin E protects the body from diseases such as heart disease and cancer.
Sources of vitamin "E" are red teff, vegetable oil, sunflower seeds as well as
from fruits and vegetables. Vitamin E deficiency causes anemia.
Vitamin K: This vitamin prevents bleeding and helps in clotting of blood.

Broccoli, spinach, cabbage, legumes, vegetable oil are sources of vitamin K.
Deficiency ofvitamin K leads to hemorrhagic disease.
f. Water
Water is a non-organic nutrient made up of hydrogen and oxygen. Water is
important for all living organisms. Water exists as liquid, ice, and vapor. Water
is essential to all living things. Living things can survive for days without food
but not for days without water.
Activity 2.2.6 Group discussion
Objective: To understand the benefits of water for our body

Instructions: - Discuss in groups and present to your teacher.
 List the importance of water for the body.
 Where do you think most of the drinking water comes from?
42
Most of the body is covered by water. Water covers more than 70% of the
body. Water has many benefits for the body. The main benefits of water for
the body are to properly digest food, to dissolve food, to regulate body
temperature, etc. Water for drinking is available from underground and
rivers.
Benefits of Nutritious foods:
Food is essential to all living things. Among the benefits that nutritious
foods provide to the body, the main ones are:
 It gives energy and warmth to our body.
 It helps in growth and repair of damaged organs.
 It protects health by preventing disease.
Exercise 2.3
a. Answer the following sentences as "True" if they are correct, and if
not "False".
1. Minerals and vitamins are disease-fighting nutrients.

2. All micronutrients are non-organic.
b. Choose the correct answer to the following questions.
1. Which of the following is not categorized under the macronutrient?

a. carbohydrates c. fat and oil
b. Minerals d. proteins
2. Foods that come mostly from leafy greens are _____and ____.
a. minerals and vitamins c. carbohydrates
b. fat and oil d. proteins
43
3. Which of the following vitamins prevents gum bleeding?
a. Vitamin A c. Vitamin B
b. Vitamin C d. Vitamin K
4. Among the following minerals, which one prevents the disease of

goiter?
A. Iron b. Calcium c. Iodine d. Phosphorus
c. Complete the following table.
1. Look at the food sources listed below and write for which type of
nutrient source they are.
Food sources Types of nutrient
44
2.3 Nutrition
Learning outcomes expected from the sub-topic-
Students, when you complete learning this lesson content you will be
able to:
 List traditional foods found in Ethiopia.
 List the methods of preparing food.
 Explain the importance of balanced diet.
Key words
 Balanced diet
 Traditional food
Types of balanced diet

Objective: To understand balanced diet.
Instructions: - Discuss as a group and present through your

representative to the class
1. Do you think that if a person eats bread and tea for a long time
gets a balanced diet?
2. List the nutrients that are found in question number 1 above.
A balanced diet is a diet that includes all six nutrients. A balanced diet helps
the body to maintain a healthy, active and bright mind as well as a balanced
physical development. Not eating a balanced diet for prolonged time will
cause malnutrition.
45
In general, there will be stunted physical development. Eating too much or too little
food can cause various problems. Eating too much food can lead to obesity.
Figure 2.3.1 Table showing balanced diet
Traditional foods in Ethiopia

Objective: Identify traditional foods.

Instructions: Separate the traditional foods listed below and present
them to your teacher.
Discussion question: Identify traditional foods from the items listed below.
“Kitfo” Burger Pizza “Chiko”
Pasta Macaroni “Chikho” Soup
“Shiro” Bread cake “Nifro” “Doro Wot”
Ethiopian traditional foods are foods prepared and served only in Ethiopia.
Some of the traditional Ethiopian traditional foods include “injera”, “kitfo”, “doro
wot”, “hilbet”, “siljo”, porridge, “kocho”, “chiko”, “ambasha” and so on.
46
Objective: To understand traditional food preparation.

Instruction: Divide into groups and do the following question.
Practice Question:
 Ask your parents and experts about the preparation of the
following traditional dishes and explore different sources of
information about from what they are produced and their preparation
procedures and present them for your classmates.
Kocho Ambasha Chicken stew (doro wot)

Chiko Porridge
Figure 2.3.2 Ethiopian cultural foods
Ethiopian traditional foods and their preparation
There are many types of traditional food preparation in Ethiopia. “Injera” isa
traditional food in most parts of Ethiopia. Ingredients for making injera are teff
or related grain flour, water and yeast.
47
“Injera” making process:
1. Mix the prepared flour with water and yeast and knead well.
2. Dilute the well-washed dough (Bukko) with moderate amount of

waterand keep it for at least two days.
3. After two days, the prepared dough (bukko) produces thin yeast;
Discardthis yeast and thin the dough with warm water (Absit).
4. After mixing the added warm water with the dough well, bake it in a
pan.
“Kitfo” is prepared from meat and is mainly consumed by the Gurage

community. Since recently, it has become a traditional food in most cities of
Ethiopia.
Things you need to prepare kitfo:-
Black Cardamom
Figure 2.3.3 Inputs used to prepare the “kitfo”
48
Process of preparing Kitfo:-
1. Prepare lean red meat and pound well.
2. Prepare a bowl and add the chopped meat.
3. Prepared ground cardamom, chilies, filtered and melted butter by fire.

Add the butter and salt, and rub well with clean hands.
4. Pour more butter on the prepared pan and pour it until the butter goes
inside, or bottom.
5. Finally, according to the desire of the eater, then prepare the Kitfo either
in raw or warm with fire for final meal.
Chicken stew preparation
Chicken stew is a traditional dish that is often prepared during holidays.

Ingredients needed to prepare chicken stew:-
Chicken meat Red onion Boiled egg
White garlic Salt Boiled water
Pepper Spices
Oil
Lemon Some Shiro Refined butter
Figure 2.3.4 Ingredients used to prepare chicken stew
49
Chicken stew preparation:
1. Boil water in a large pot.

2. After the chicken is slaughtered, clean the feathers thoroughly,
including in boiling water, and rub them with shiro powder.
3. Burning the skin before skinning.
4. Washing the body parts from the skin and washing them again and again.
5. Soak in lemon and salt for a certain time.
6. After the onion is cooked, add oil and cook well.
7. Add pepper and mix with the cooked onion, and cook them very well.
8. Add different spices and white garlic. Stir them very well.
9. Then add the washed chicken meat and cook it, stir it very well.
10. Boil the water until the meat is cooked
11. Add as much butter and salt as you want.
12. Peel the boiled egg and add it with small slits on it and remove the pot
from the stove.
Chiko preparation:
1. Soak the good white barley in boiling water.
2. Wash a mortar and grind the soaked barley.
3. Wrinkling like wheat until the damp dried. After that winnow and roast it
little by little. Put it in and dry it for days.
4. After it is dried, winnow and grind it again and again.
50
5. Grind with a clean mill carefully so as not to mix anything else.
6. After grinding, put it through a fine mesh sieve. When needed, melt it
with ginger and edible butter and add a little crashed cardamom and
white ground black pepper, and a little salt.
7. Wash and dry the material for storage and add and fill the mix in it.
Add Awaze if needed. It should not be touched with a drop of water.
Exercise 2.3
a. Answer the following sentences as "True" if they are correct,

"False" if they are not correct.
1. Eating too much food is very beneficial for the body.
2. Kitfo can be prepared from any type of meat.
3. Mekelsha contains various spices in it.
b. Give short answers tothe following questions.
1. List the benefits of eating a balanced diet.

2. List the traditional Ethiopian foods.
3. Describe the problem of malnutrition.
c. Read the scrambled porridge preparation procedures and put

them in order.
1. After mixing the water and the flour well, cover it with water to cook,
2. After it is cooked, put it with a plate and open the middle and add butter
mixed with pepper.
3. Boil water and add salt in moderation.
4. Add the flour little by little to the boiling water and knead it well with a
mixer.
51
2.4 Human internal organs

Learning outcomes expected from the sub-topic:
Students, when you complete this sub-topic you will be able to:
 Identify the names, locations and functions of major internal organs.
Key words
• Internal body
Main parts of human internal organs
Objective: To identify the main internal organs of a person.

Instructions: Divide into groups and show them to your teacher.
Draw and label the major human internal organs.
The main human internal organs are the brain, heart, lungs, stomach,
kidneys, liver, etc.
Figure 2.4.1 The main internal organs of the body
52
Brain
The brain is an internal part of the body located in the skull, and its main
function is to control all parts of our body. It is the central nervous system that
helps to think, reason, remember, and maintain body balance. The brain has
three main parts. They are: forebrain, midbrain and hindbrain.
Forebrain: It is the front part of the brain and it is divided into three main parts
namely cerebellum, thalamus and hypothalamus. The cerebrum is the largest
part of the brain involved in cognition, memory, reasoning, behavior, language
and overall consciousness. The thalamus interprets stimulus messages and
relays them to the cerebrum. The hypothalamus controls impulses, body
temperature, hunger and thirst, and sleep.
Midbrain: An undivided part of the brain that mainly controls eye movement
and vision.
Hindbrain: The hindbrain has two main parts. They are the cerebellum and
the medulla oblongata. An cerebellum controls the muscles of the body to
maintain a balanced posture. The medulla oblongata also controls the internal
body movements, which are called heart rate, breathing, blood circulation and
so on.
Figure 2.4.2 Parts of the brain
53

Objective: To understand the parts of our brain and their functions.
Directions: Do the following discussion questions and present them to
your classmates by writing a short note on behalf of your group.
1. Which part of the brain do you think is damaged when a person who
drinks alcohol regularly cannot walk with his body balance?
2. If a person has a head injury in an accident, as a result he/she can't

breathe and memorize. Which part of his/her brain do you think is
damaged?
3. In class, discuss in groups and explain which part of your brain you
used most when are doing this question.
Heart
The heart is an internal organ Left receiver heart
side
and is covered by breastbone is Right recipient side
located on the left of side.

The heart pumps ( )
( )
blood to all parts of the body

without stopping. The heart is Right side pumper
Left side pumper
divided into four main parts.

They are right ventricle, left ( )
( )
ventricle, right atrium and left

atrium. The right auricle pumps
Figure 2.4.3 Parts of the heart
unfiltered blood collected from all parts of
the body into the right ventricle. The right ventricle pumps the unfiltered
blood to the lungs. After blood is filtered in the lungs, it travels to the left
atrium. The left atrium receives the filtered blood and pushes it into the left
ventricle. The left ventricle pumps the filtered blood through the aorta to all
parts of the body.
54
Lung
Lung is an internal part of the

body and like the heart it is
covered by the chest bone and
Bronchi
is located on the left and right
oles
side.
Lungs are used to inhale

oxygen into the body and
exhale carbon dioxide. The
process of taking air in and out
of the body through the lungs is
called breathing.
Figure 2.4.4 Parts of the lungs
Stomach
The stomach is a muscular pouch; it is part of the human internal body

used for digestion. Stomach expands and contracts according to the
amount of food it holds.
The stomach has four main parts. They are:
1. Fundus: It is a part that opens from the stomach to the throat.
2. Middle part: the large stomach
3. Antram: ground food from the middle

of the abdomen goes to pylori.
4. Pylori: It is a narrow part of the
stomach and is attached to the
small intestine.
Figure 2.4.5 Stomach sections
55
Exercise 2.4
a. Answer the following questions as true or false.
1. The heart is divided into three main parts.

2. Lungs receive unfiltered blood from the heart.
3. Stomach is the part of the human body used for digestion.
b. Fill in the correct answer in the spaces provided.
1. The part of the hindbrain that controls heart rate and breathing is called
.
2. The undivided part of the brain is called_________ .
3. The part of the body used for breathing is called____
2.5 Physical and chemical properties of matter

Learning outcomes expected from the sub-topic:-
When students complete this course content, they will be able to:
 Distinguish between the physical and chemical properties of matter.

 Examine common substances by identifying their physical and
chemical changes.
Key words
 Matter
 Physical
 Chemical
56
The nature of matter

Objective: To identify physical and chemical properties of matter.
Discussion questions: Read the properties of matter listed

below and identify physical and chemical properties.
 Water is colorless.  Gasoline is flammable.
 Density of water is 1
 When hydrogen combines with gram/cubic centimeter.
oxygen, it forms water  Oleo Vera is bitter
 Sugar is sweet
 Metal records
Anything that can occupy space and has size is known as matter.
For example, water, stone, metal, wood, any household appliances, all
living things and so on are called matter.
Figure 2.5.1 Various materials in our environment
57
One substance can be different from another in its type, color, weight and
disease. Anything that cannot take a place and cannot be measured
cannot be called a substance. For example, sound, light, heat, etc. are not
classified as matter.
Materials can be naturally occurring or man-made. The properties of matter

are divided into two main categories. They are:
a. Physical properties and
b. Chemical properties
A. Physical or physical properties of matter

Physical properties of matter are divided into two. They are: measurable and
detectable by the senses.
Measurable physical properties are those that can be expressed

numerically using appropriate measuring equipment. Example: Density,
melting point, boiling point etc. are mentioned.
Those that can be identified by the senses are those that can be identified
by sight, touch, smell and taste. Example: color, strength, smell, taste,
softness and roughness.
Caution: It is not possible to taste and smell all the physical properties of
matterthat can be detected by the senses.
58
Objective: To verify physical change in classroom/experiment.

Instruction: Invite a male and a female student in the
classroom and show students an experiment. Then all explain
students stand and explain the changes seen.
Things you need: Candles, matches, scissors and paper

Procedure:
1. Arrange the candle and light it with a match.
2. Carefully cut the prepared paper with scissors.
Caution: Care must be taken when lighting the candle or
cutting the paper.
Results obtained:
1. What results did you see?
2. What do you understand from the melted candle and the
shredded paper?
59
Water density
Objective: To measure the density and volume of water

Directions: Measure the density and volume of water in the
laboratory/classroom and show it for your teacher.
Things you will need: Water, Balance (Measurement Device)

Cylinder (Measurement device for liquid volume).
Procedures:
1. First, placing the cylinder on a balance and weigh
2. Add the prepared water in the cylinder and measure.
3. Record the water volume in the cylinder by reading the scale
number of the cylinder.
4. The volume of the cylinder is obtained from the volume by
reducing volume water from the volume we get in numbers.
Density is the amount of matter per unit volume.
Density of The mass of water

water =
volume
Find the density of water by dividing the mass you found in exercise 2.5.3
above by the volume you found.
60
b. Chemical properties of matter

Objective: To verify chemical change in classroom/experiment

Instructions: Form a group of three members and do the following
simple experiment carefully.
Things you need: Matches, candles and paper
Caution: Be careful not to burn your hands when burning the paper.
Result:
What results did you see? Tell your teacher what you saw. Can the ashes
be returned to paper?
The chemical properties of matter can only be determined by chemical

reactions. When a substance changes into a new substance in a chemical
reaction, it is called a chemical change. For example, burning and
decomposition are chemical changes.
Exercise 2.5
A. Choose the correct answer to the following questions.
1. Which of the following is a synthetic material?

a. Plants b. Stone c. Computer d. Soil
2. The quantity of matter in one unit of content is called .

a. Weight c. Melting point
b. Density d. Boiling point
3. Which of the following shows a chemical change?

A. Paper burning c. Paper cutting
b. Sugar solubility d. Snow melting
61
2.6 Shadow formation

Learning outcomes expected from the sub-topic:
When students complete this sub-topic, they will be able to
 Describe the qualities of light and shadow.
Key words
 Light
 Shadow
Movement of light
Objective: To remember the sources and importance of light.
Discussion questions
1. What is light?
2. List the sources of light.
Figure 2.6.1 Movement of light
62
Light travels in a straight line through a light-transmitting body. Light is

transmitted through empty space or through certain objects. Objects that
transmit light are called light transparent. Examples are glass, air, unpainted
plastic, etc. Those that partially pass light through them are called
translucent. Examples are oiled paper, colored plastic, etc. Those that do
not transmit light at all are called opaque. Example: stone, wood, tin...
Scattering of light, reflection of light, and refraction of light are the main
properties of light.
Scattering of light: it is the property of light that occurs when light travels
from one medium to another medium.
Refraction of light: It is the change in the direction of travel of light caused

by a change in the light carrier. Example When light enters water from air,
the rays are refracted.
Figure 2.6.2 The Light Refraction
A ray of light traveling through one body after hitting another body and
returning to the point from which it came is called reflection.
63
Figure 2.6.3 Reflection

The nature of the shadow
Objective: To understand the formation of shadows

Instruction: Students should go in groups to where there is light
and stand with their faces facing away from the sun and make them
see the shadow of their body.
Observation:
1. Is your shadow facing the sun or facing away from the sun?
2. Describe what you observed to your teacher.
3.Explain to your teacher how the resulting shadow was formed.
An image formed when a ray of light falls on an opaque body is called a

shadow.
64
Figure 2.6.4 Shadow formation
Exercise 2.6
A. Give short answers for the following questions.
1. What is shadow?
2. List by giving examples of things that transmit light through them.
3. List the properties of light.
65
Unit Two: Understanding Science
Summary
 Food is something that can be eaten or drunk and is useful for the
body.
 Nutrition alone is not enough to achieve a healthy lifestyle.
 In general, there are six nutrients required by our body.
 If we don't eat nutritious food, our body will suffer from lack of food and
prone to disease.
 Bread, chicken stew, kocho, chiko, kitfo, porridge and so on are
traditional foods in Ethiopia.
 Brain, heart, lungs, stomach, liver and kidneys are the main internal
organs of the human body.
 Anything that can occupy any space and has weight is called matter.
 Light, sound, heat, etc. cannot be called matter.
 Physical properties of matter are identified by sense organs and
chemical properties are by their reaction.
 Density is the amount of a unit mass per unit volume.
 An image formed when a ray of light is blocked by an opaque body is
called a shadow.
 Light travels in a straight line in a transparent body.
 Reflection and refraction of light are the main properties of light.
66
Unit summary exercise

A. If the following sentences are correct, write "True" if not answer
"False".
1. Food is a source of nutrients.

2. Food is divided into two according to the importance it gives to our body.
3. Eating only nutritious food is enough for a healthy lifestyle.
4. Living things can live without water for many days.

5. Macronutrients are needed in abundance in our bodies
. b. Choose the correct answer for the following questions.
1. Which of the following food nutrients is obtained from honey?
a. carbohydrates b. fats and oils c. proteins d. minerals
2. Which of the following is a source of food that builds our body?
a. grain b. egg c. meat d. all are answers
3. Which mineral gives strength for our teeth and bones?

a. Calcium b. Iodine c. Magnesium d. Metal
4. Which one of the following vitamins prevents anemia?
a. vitamin C b. vitamin D c. vitamin K d. vitamin E
5. Which of the following parts of the brain is not part of the forebrain?
a. Cerebrum b. Cerebellum c. Thalmus d. Hypothalamus
6. Which of the following is not a physical property of matter?
a. color b. density c. flammability d. melting point

7. Which of the following is not material?
a. Stone b. Light c. Metal d. Water
67
c. Fill in the blanks in the following questions in appropriate words.
1. _is a type of vitamin that helps our body to use

carbohydrate foods effectively.
2. The part of the brain that controls eye movement and vision is called
_________________.
3. Complete the empty spaces that the letters represent by looking at the
following diagram of the human body.
A
G
E
C
F H
d. Give short answers for the following questions.
1. What is a healthy lifestyle?
2. List the types of nutrients.
3. Write the difference between macronutrient and micronutrient.
4. In what way fatty and oily foods are different from carbohydrate giving
foods?
5. Mention the functions of the heart and lungs.
68
Inspection
Mark this () in the boxes to describe the activities you can do.
1. I can identify major food categories and food sourcesand

describe their contribution to a healthy diet.
2. I can describe the six nutrients.
3. I can list traditional foods in Ethiopia.
4. I can list the different kinds of food preparation methods.
5. I can explain the importance of nutrition.
6. I can identify the name, location and describe functionof major

internal human organs.
7. I can distinguish the physical and chemical properties of matter.
8. I can analyze the physical and chemical changesof common

materials.
9. I describe the characters of light and shadow.
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Unit three: natural environment
Chapter three
Natural environment
 Minimum leaning outcomes expected from the unit:
 After the students have learnt all the lessons, the will be able to.
 Develop the skill of measuring temperature and recording data.
 Record and interpret daily weather data using pointing devices.
 Evaluate the variation in temperature in their city.
 Compare the distribution of rainfall in your city over time and space.
 Describe factors that control the climate in your city (elevation,

forestcover, and distance from the sea).
 Identify natural resources (minerals and wildlife) in your city.
 Distinguish between renewable and non-renewable natural resources.
 Describe the importance of natural resources in your city.
 Describe the main causes and effects of natural resource

depletionin your city.
 Describe the traditional and common natural resource protection

andcare methods used in their city.
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Unit three natural environment
 Value the importance of protecting and preserving natural

resources for future generations.
 Describe appropriate and inappropriate waste disposal practicesin
your district and city.
 Value the importance of a clean environment and the impact of
waste disposal in your district and city.
 Dispose of waste properly.
Introduction
Our natural environment provides us with the necessities of life. In this lesson
you will learn about natural resources and the wise use of it.
Students, in your third grade education, you have learned about the climate in
your district, climate content and regulators, as well as natural resources in
your district, methods of protecting and caring for natural resources, and
waste disposal.
In this chapter, you will learn about the climate conditions in your city, Addis
Ababa, climate content and regulators, as well as natural resources in your
district, methods of protecting and caring for natural resources, and waste
disposal.
Contents of the chapter
3.1 The climate of our city
3.2 Natural resources of our city

3.3 Waste disposal of our city
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3.1 The climate of our city

 Minimum learning outcomes expected from the lesson:
 When students complete this lesson content, they will be able to:
 Develop the skill of measuring temperature and recording data
 Develop skills of recording daily weather information using
pointing devices.
 Evaluate the temperature difference in their city.
 Compare the difference in the distribution of rainfall in their city
by place and time.
 Describe factors that control the climate in their city (elevation,
forest cover and distance from the sea).
3.1.1 Weather and climate

Lesson outcomes:
When students have completed this lesson, they will be able to:
 Develop the skills to measure temperature and record data.
 Collect daily weather data using detectors.
Key words
 Climate  Kola  Desert
 Weather  Dega
 Frost
 Woina Dega
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Chapter three natural environment
Differentiate between climate and weather from the following questions.

1. Today there is heavy rain and cold in Addis Ababa city.
2. Addis Ababa city is a rainy and cold area.
3.Describe the relationship and difference between the two questions.
Climate is the average weather observed in an area over a long period

overtime.Climate is the expression of temperature, coldness, air pressure, etc.
recorded in an area every day.
There are five climate regions in our country Ethiopia. They are Frost, Dega,
Woina Dega, Berha and Kola. Addis Ababa is a city located in the Dega
climate region. A Woina Dega climate region is a moderate climate regionthat
is neither too cold nor too hot.
Activities 3.1.1
Purpose: To describe the nature of climate and weather
Instructions: Form groups of three to five and discuss the questions
and present the topic of your discussion to your classmates.
1. What is climate?
2. Explain the difference between weather and climate.
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Important information
There are five climate regions in Ethiopia. They are:
Wurch, Dega, Woina Dega, Desert and Kola.
• Frost: It is a climate region where there is a lot of cold and snow in
thearea of high mountains.
• Dega: It is a region with a rainy and cold climate that is noticeable
inhigh places.
• Woina Dega: It is a climate region with moderate temperature and
moderate rainfall.
• Kola: A warm climate found in low areas.
•Desert: It is a climate region with high temperature that is noticed in
the coastal areas of the country.
3.1.2 Climate contents

 Minimum learning outcomes expected from the lesson:
When students have completed this lesson, they will be able to:
 Evaluate the temperature difference in your city.
 Compare the distribution of rainfall in your city overtime and
space
Key Words
 Air humidity  Air pressure  Wind
 Rain
 Temperature
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Group discussion 3.1.2
Record temperature and rainfall

Objective: To develop the skill of measuring temperature and rainfall
and recording data.
Instructions: Form a group of three to five members and look at the

annual average temperature and rainfall of Addis Ababa in the following
table and do the questions given below and show it to your teacher.
Questions:
1. Name the month in which the highest temperature was recorded in your
city.
2. Mention the month in which the minimum amount of rainfall was
recorded in Addis Ababa.
3. List the months with the highest average temperature.
4. List the months with the lowest annual average rainfall.
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Table 3.1.1 Addis Ababa annual rainfall and temperature
Annual temperature Annual rainfall
Minimum (°C) Maximum (°C) Average (°C) Monthly Average Precipitation

month
(in mm)
January 9.6 24.7 17.15 January 0
February 13.8 25.1 19.45 February 29.4
March 14 26.6 20.3 March 66.1
April 15.2 26.5 20.85 April 33.1
May 13.9 24.8 19.35 May 174.3
June 12.6 25.4 19 June 44.1

July 13.1 21.9 17.5 July 217
August 12.8 21.4 17.1 August 241.7
September 12.6 22 17.3 September 260.5
October 11.7 23.3 17.5 October 30.8
November 10 23.3 16.65 November 4.4
December 10 23.3 16.65 December 7
Annual average 12.44 24.02 18.23 annual 1108.8
Source National Meteorology 2010 (2017)

In Addis Ababa city, the rainy and cold season is winter and the hot and
dry season is summer. Due to global climate change, the seasonal
distribution of rainfall and temperature may change from time to time.
3.1.3 Group discussion
OBJECTIVE: Identify climate content.

Instructions: Form a group of three to five members and discuss and
write the answer in your notebook and show it to your teacher.
1. What is climate content?
2. Give examples of climate content.
3. Describe the differences and relationships between the
elements of climate.
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Climate features are the characteristics of the weather in an area. They

are heat, rain, humidity, air pressure, wind and so on.
Daily and annual weather changes are caused by changes in the climate and
thecontents of the air.
3.1.3 Weather measuring devices

3.1.4 Group discussion
Function: Weather measuring instruments

Objective: Identify weather measuring equipment
Instructions: Look at the climate content parameters below and identify
them and show them to your teacher
Questions:
1. What is a temperature measuring device called?
2. What is a wind speed meter?
3. What instrument do we use to measure rainfall?
 Measurement of wind speed is called anemometer.
 Amount of rain fall measuring device is called rain gauge.
 A temperature measuring device is called a thermometer.
 Wind vane is called wind direction indicator.
Meteorology is the branch of science that deals with weather forecasting by

collecting, studying and analyzing weather data.
84
3.1.4 Climate controllers

Learning outcomes expected from the lesson:
When students have completed this subtopic, they will be able to:
 Describe the factors that control the climate in their city (elevation,
forestcover, and distance from the sea).
Key Words
-High -Latitude -Sea Wave
Task 3.1.5
Objective: Identify climate regulators.
Instructions: Form a group of three to five members and discuss the
questions and write the answers in your notebook and show them to
your teacher.
1. What are the factors that can control climate?
2. Mention controls of climate that can determine the climate of Addis
Ababa.
3. Describe the relationship of elevation to temperature and
precipitation distribution.
4. Describe the impact of distance from the equator and altitude on the
climate of Addis Ababa.
Climate controllers are the main factors that determine the weather and
climate of an area.
Although there are many factors that cause the distribution of the elements
of climate, such as air pressure, precipitation, temperature and wind, to
vary from place to place, there are four main known determinants of
climate. They are latitude, altitude, distance from the sea and tidal currents.
85
Two major regulators of Addis Ababa's climate are altitude and distance
from the equator. These two climate regulators have led Addis Ababa to be
classified as a highland climate region.
Addis Ababa is a city found on a high location, which makes it one of the
citiessituated on a high place in Africa.
As a result, Addis Ababa has become a city with cool and balanced rainfall.
In addition, the fact that it is surrounded by mountains and has a forest cover
has a positive effect on the climate of the city.
For example: Mount Entoto, Mount Yeka and Mount Furi can be mentioned
as an example.
Latitude: One of the most important determinants of climate for a particular

area is whether it is hot or cold. If the sun's rays fall directly on a place, the
area of the sun's rays will be smaller and the temperature will be higher.
Conversely, if the beam lands diagonally, the area it covers will be larger
and the temperature will be smaller. This is the reason why the temperature
is high in the afternoon and the temperature is low in the morning and near
the evening. The angle of the sun's rays that land on the earth is different.
Elevation: Elevation is one of the determinants of climate. As altitude

increases, temperature decreases. The reason why temperature decreases
with increasing altitude is that an area is heated by direct radiation from the
sun, not by radiation that bounces back from the ground. Another reason for
lower temperatures is that the lower part of the atmosphere contains dust
and moist winds.
Distance from the sea: Two different places with the same height on a
horizontal line will have different temperatures if one is near the sea coast
and the other is far from the sea in the middle of the land.
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Waves: When water is pushed by the wind, this movement of water is

called a tidal wave. Since the infrared wave that rises from the equator is
warm, the entire area it reaches is warmed. This is because the warm air
rising from the warm water warms the surrounding area.
On the other hand, a cold wind from a cold area being pushed by the wind
from a cold area, or from a cold wind rising over warm water, cools the area
it reaches.
Addis Ababa is situated more than 2500 meters above sea level. Addis
Ababa is a city far from the waves of the sea. The climate of Addis Ababa is
mainly controlled by altitude and distance from the equator.
Although Addis Ababa is close to the equator it is a city with a warm and
subtropical climate, it happens due to the two factors mentioned above.
Exercise 3.1
A. Give short answers to the following questions.
1. Explain the difference between climate and weather behavior.
2. Explain the potential problems of climate change.
3. What type of climate is Addis Ababa classified in?
b. Choose the correct answer.
1. Which one is called climate content?
A. Temperature B. Humidity C. Air pressure and wind D. All
2. Which one is not a climate controller?
A. Elevation C. Infrared
B. Latitude D. Air pressure
3. What is a thermometer?
A. Temperature meter C. Wind vane
B. Anemometer D. Rain meter
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3.2 Natural resources of our city

 Minimum learning outcomes expected from this lesson:
 After students complete this subtopic, they will be able to:
 Identify natural resources (minerals and wildlife) in their city.
 Distinguish between renewable and non-renewable natural

resources
 Describe the importance of natural resources found in your city.
 Describe the causes and effects of the main depletion of natural

resources in your city.
 Describe the natural resource protection and care methods that are
common in your city.
 Value the importance of protecting and preserving natural

resources for future generations.
3.2.1 Nature of natural resources

Key words
 Natural resource  water

 Soil  Animals
 minerals
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Task 3.2.1
Objective: Identify nature of natural resources.
Instructions: Form a group of three to five members and discuss the
questions and write the answers in your notebook and show them to
your teacher.
• What are natural resources?
• List natural resources in your area.
Natural resources are those that we find in nature and are used by humans.
Water, air, natural oil, minerals, solar energy, plants and animals are the main
natural resources. There are many different natural resources in Addis Ababa city.
Examples include: forests, water, air, animals, solar energy and minerals.
Wind power Solar energy
Water resources
Forest resources
Mineral wealth
Natural resources
Animal wealth
Crude oil
Natural gas Land wealth
Figure 3.2.1 Various natural resources
89

Objective: Identify types of natural resources.
Instructions: Form groups of three to five and discuss the following
questions and write the answers in your notebooks and present them to your
teacher.
Discussion Questions:-
1. How many types of natural resources are there?
2. Distinguish between types of natural resources.
3. List the natural resources in our city.
4. List the types of soil found in our city Addis Ababa.
3.2.2 Types of natural resources

Natural resources are classified into two main categories based on the time it
takes to replace them. They are: renewable and non-renewable natural
resources.
A. Renewable natural resources

Renewable natural resources are resources that can replace themselves
naturally. For example: forest, water, animals, soil, air and so on. Many
different renewable natural resources are available in Addis Ababa city.
Examples include water, air, soil, wild animals, domestic animals and forests.
Water: It is a natural resource that is available in our environment and can be
easily obtained by most of the society. Water is one of the most important
things in life. Water is the only natural resource available in solid, liquid and
vapor form. Water on Earth's surface from rivers, ponds, lakes, oceans, etc
are available.
90
There are many natural rivers in Addis Ababa city. For example: Genfle
River, Aqaki River, Kebena River and so on are mentioned. However,
despite the fact that the city has many different rivers, the water used for
drinking purposes comes from the Legedadi and Gefersa rivers.
Figure 3.2.2 Water

Soil: It is a natural resource in our environment. Soil is a natural resource
made up of small rock fragments and the decay of plants and animals found
on the surface of the earth. There are three types of soil. They are sandy
soil, clay soil and fertile soil. We can find these three types of soil in different
places in our cityAddis Ababa.
Figure 3.2.3 Types of soil
91
A. Sandy soil: It has large particles and passes water easily. This type of soil is easy
to cultivate and has low fertility.
B. Clay soil: It has very small particles and holds water. The soil particles are attached to each
other. This soil is difficult to till and cannot aerate.
C. Fertile soil: This oil is composed of sandy and clay soil equally. In this soil, compost, sufficient
water and air are suitable for plant growth it has.
Forest: It is a natural resource that contains many types of plants and trees. There are
different types of forests in different areas of our city, Addis Ababa. For example, Forests in
Mount Entoto, Mount Yeka, and Mount Furi are mentioned.
Figure 3.2.4 Forest
Air is one of the most important natural resources. Humans can survive for
days without food or water. But you can't stay many days without air.
Therefore, air is our most valuable natural resource.
92
Figure 3.2.5 Air
Wild animals
Task 3.2.1
Objective: To facilitate the students to observe the work.
Instructions: Students should go on an educational trip to a park

where wild animals are found in your city and write down what you see
on a piece of paper and present it to your teacher.
Discussion Question:-
1. List the types of wild animals that live in different parks in your city.
Wild animals: Wild animals are natural resources that live in the wild, away
from human habitation. For example, there are various wild animals in Addis
Ababa city. They are lion, tiger, giraffe, deer, fox, zebra, deer and so on.
92
Monkey Lion Hyena Nyala
Sala Menelik's Dikula Red Fox Yesweyn Korke
Figure 3.2.6 Wild animals
Pets:
Pets are cohabitants of the human environment. For example cow, ox, goat,
sheep, horse, mule, cat, dog etc.
Figure 3.2.7 Pets
94
b. Non-renewable natural resources
Objective: Identify the nature of non-renewable natural resources.

Instructions: Form groups of three to five and discuss the following
questions and write the answers in your notebooks and present them to
your teacher.
Discussion Questions:-
1. What is a non-renewable natural resource?
2. Name non-renewable natural resources in your area.
Non-renewable natural resources are natural resources that are only

available in limited quantities and cannot replace themselves. These natural
resources are formed over the course of millions of years. If we use them
improperly, they can wear out. For example: coal, fuel oil; minerals (salt, gold);
natural gas and so on. These non-renewable natural resources listed above are
not available in Addis Ababa, but Kaba stone is a non-renewable natural resource
that can be mentioned as an example.
Coal Gold Stone

Figure 3.2.8 Non-renewable natural resources
95
3.2.3 Importance of natural resources

Objective: To identify the importance of natural resources.

Instructions: Form a group and discuss the following question, write it in
your notebook and present the answer to your teacher.
 List the benefits of natural resources found in Addis Ababa.
 of wealth.
 Write the natural resources their benefits in the table
below.
Natural resources Advantage

1. Water
2. Air
3. Soil
4. Forests
5. Wild animals
6. Pets
Natural resources are valuable and important to both humans and animals.
However, their relevance may vary depending on the needs of the
community.
Benefits of Plants
Plants are living natural resources that provide many benefits to both
humans and animals. The following are the main benefits of plants. They
are used for scientific research, clothing, animal shelter, fuel, construction
and furniture, food, natural balance, industrial raw material, tourism
development and medicine.
96
Figure 3.2.9 Importance of forest
Benefits of wild animals

Like plants, wild animals have many benefits. They are the main benefits of
wild animals for income, food, clothing, tourism, etc.
Benefits of water
Water is a natural resource that covers most of the Earth's surface. Among
the many benefits of water are the following. They are used for drinking,
sanitation, food preparation, power generation, fish production and irrigated
agriculture.
Benefits of soil
Soil is a valuable natural resource containing fossils of animals and plants.
Among the benefits of soil:
 Used as a source of minerals for plants.
 It holds the roots of plants and helps them to grow straight.
 Animals and humans eat the plants that grow on the soil.
97
Task 3.2.2
Objective: Identify soil types.
Instructions: Form a group of five members and bring soil types from your area to
your classroom.
Practical Question:
1. Students, based on what you have learned about soil types, bring the soil that
you can easily find in your area and after discussing in class, distinguish between
sandy, fertile and clay soil and show it to your teacher.
Solar energy
Solar energy, like any other natural resource, offers many benefits. The sun is a natural
source of heat.
Advantages of air
Air is an essential natural resource for living things.
 Plants prepare their food
 To light a fire
 To transmit sound
 It is an important resource for flight etc.

Objective: To identify the causes of depletion of natural resources.
Instructions: Form groups of three to five and discuss the following questions and
write the answers in your notebooksand present them to your teacher.
Discussion points:
1. List the causes of depletion of natural resources in your area.
2. List the effects of natural resource depletion.
98
3.2.4 Depletion of Natural Resources

Due to human's improper use of natural resources, they are getting depleted
from time to time. Although there are many reasons for the depletion of natural
resources, the following are the main ones. And they are:
 Deforestation
 Increase in population
 Urbanization
 Illegal hunting
 Excessive grazing etc. can be mentioned.
Inadequate use of natural resources can lead to drought and famine.
Deforestation
Deforestation causes the following damages.
 It causes soil erosion.
 It leads to migration of wild animals
 It makes the climate change, and when the climate changes, it causes drought and
famine.
Figure 3.2.10 Deforestation
99
The spread of illegal hunting
Illegal hunting is one of the causes of depletion of natural resources. For example,
wild animals are not only killed when they are poached, but also migrate from their
habitats. As a result, their numbers will decrease.
3.2.5 Methods of protection and care of natural resources
Objective: Identify methods of protection and care of natural resources.

Instructions: Form groups of three to five and discuss the following questions,
write them in your notebooks andsubmit the answers to your teacher.
List the natural resource protection methods that you know in your area.
Proper use of natural resources is the responsibility and duty of human beings. It is
necessary to ensure their sustainability by using the non-renewable natural resources
in a proper way. But if we don't use and care for them properly, we can easily lose
them. In our city Addis Ababa as well as in our country Ethiopia, various natural
resource care methods are mentioned in many areas. For example -
A. Methods to prevent soil erosion:-

 Making terraces
 To ensure that plants are not cut improperly and if they are found to be cut
planting and caring for seedlings instead.
 Planting trees in a line in the direction where the wind comes regularly protection
against the wind is mentioned.
b. The methods of forest conservation are as follows.
 Do not cut any tree without reason.
 Planting more saplings instead of trees cut down for use.
 Shifting use and maintenance of grazing land.
 Enhancing the awareness and recognition of citizens for the protection of natural
resources is mainly mentioned.
100
Figure 3.2.11 Seedling planting
c. Methods of conserving water

The following are the main ones.
 Do not enter water bodies that are contaminated with urine and soil prevention,
 Non-disposal of waste in to water bodies
 Do not mix toxic effluents from factories into water bodies
 Using water properly,
 Planting and maintaining plants and so on are ways of conserving water.
101
Conservation methods of natural resources are directly and indirectly related
to each other. For example: Protecting and caring for forests means protecting
and caring for other natural resources such as air, water, soil, wild animals,
domestic animals and so on.
Exercise 3.2
A. Give short answers for the following questions.
1. What are natural resources?
2. List the types of natural resources.
3. List the importance of natural resources in your area.
4. Explain the causes of depletion of natural resources in our city Addis Ababa.
5. List traditional and natural methods of resource protection and care that are
frequent used in our city Addis Ababa.
3.3 Waste disposal of our city

Minimum learning outcomes expected from this lesson:
At the end of the lesson, students will be able to,
 Describe appropriate and inappropriate waste disposal practices in your
district and city. 
 Describe the appropriate and inappropriate waste disposal practices in
your district and city; you will give value to the importance of a clean
environment.
 Dispose of waste properly. 


100
Waste disposal
Group discussion3.3.1
Objective: To identify the harm caused by improper waste disposal.
Instructions: Form a group of three to five members and discuss the following
questions, write them in your notebook and explain the answers to your classmates.
1. What is waste?
2. List the harm caused by improper waste disposal.
3. How to dispose of waste in your home and neighborhood. Explain to your

classmates.
4. What are the causes and effects of improper waste disposal?
Garbage is a material that is not desirable to people at the time. Garbage is usually
biodegradable, such as food waste, yard waste, paper, cloth, etc. Those like plastic bags
and glass are mainly non-degradable.
Improper waste disposal can cause major environmental impacts and serious problems.
When some wastes decompose, the smell released into the environment pollutes the
environment. It can eventually form methane gas in the process. It is explosive and
contributes to the greenhouse effect. In many areas in Addis Ababa city, people are
seen throwing their garbage in the streets. This waste can easily create a favorable
environment for the reproduction and creation of disease-causing bacteria. Therefore,
the local community can be easily exposed to disease. Failure to properly dispose of
waste may be due to lack of awareness of waste disposal by the local community or
individual.
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Figure 3.3.1 Improper waste disposal
Proper waste disposal

Objective: To identify the importance of proper waste disposal.
Instructions: Form a group of three to five members and discuss the following
questions and explain the answers to yourclassmates.
1. Why is it important to dispose of waste properly?
2. List the advantages of proper waste disposal.
If waste is disposed of properly, our environment will be clean. Disposing of waste

properly has many benefits. For example, it reduces the chance of disease-causing
germs spreading in the air and the risk of respiratory diseases. Proper disposal of
waste in addition to keeping the environment clean also provides benefits for
alternative energy generation. Therefore, by removing waste in a proper way, it is a
way of protecting the environment and wealth from waste.
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Figure 3.3.2 Proper waste disposal
Exercise 3.3
1. What is waste?
2. Explain the effects of improper waste disposal on the health of the local
community.
3. List the importance of appropriate waste disposal for the local community.
4. Describe appropriate and inappropriate waste disposal practices in our
city, Addis Ababa.
105
Summary
 Climate is the long-term average weather conditions observed in an area.
 Daily weather describes the daily temperature, wind and precipitation

conditions of an area.
 Natural resources are very important for our life, so we must protect and
take care of them. The main natural resources are water; air natural oil,
minerals, solar energy, plants and animals.
 Soil types are divided into three types based on the size of the particles
they contain. They are sandy soil, clay soil and fertile soil. If soil is not
managed carefully, it will be eroded by floods and wind. Preventing soil
erosion isprimarily about preventing deforestation.
 Water is a natural resource that is easily available in our environment for

drinking. It is highly important for irrigation, transportation, recreation,
industry and so on. Water is the only renewable natural resource available
in frozen, liquid andvapor forms.
 Air is an essential natural resource for life so it should not be polluted;
necessary precautions should be taken.
 A forest is a natural resource with many trees and many benefits. For
example: It is used for house building, house material making, fire wood,
wild animal shelter and so on.
 Wild animals are a natural resource of great importance and are used for
tourism development, scientific research and research, as a source of
income, for food, as raw material for industry, to maintain natural balance
and so on.
 Domestic animals are an important natural resource that is closely related to
human life and they provide benefits as a source of income, food, raw
material for industry, maintain natural balance and soon.
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 Although there are many reasons for the depletion of natural resources, the
main reasons for the depletion of natural resources are deforestation, population
growth, expansion of cities, expansion of illegal hunting, and non-use of grazing
land in shiftsand so on.
 There are many ways to protect and care for natural resources, mainly: - not
cutting down any tree for no reason, planting more saplings instead of trees
cut for use, using and caring for grazing land in shifts, enhancing citizens'
awareness and recognition for natural resource protection.
 Garbage is a material that is not desired by people at the time and can easily
create a favorable environment for the reproduction and creation of disease-
causing bacteria. Therefore, the local community can be easily exposed to
disease. Failure to properly dispose of waste may be due to lack of awareness
of waste disposal by the local community or individual. Proper waste disposal
has many benefits. For example, it reduces the risk of airborne pathogens and
respiratory diseases.
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Unit summary questions

A. Answer the following questions as true if correct and false if wrong.
1. Climate describes the daily weather.

2. If renewable natural resources are not managed carefully, their renewal period may
bedelayed or it can be terminated.
3. Water is the only renewable natural resource available in solid, liquid and vapor
form.
4. Daily weather describes a situation about the daily temperature, wind and rainfall of
an area.
5. Proper disposal of waste is a hallmark of a civilized society.
6. Deforestation is a cause of depletion of natural resources.
b. Match those listed under "A" with those listed under "B."
A B
1. Daily weather a. It is used as shelter for animals
2. Domestic animals b. Animals to be tamed
3. Renewable natural c. Soil
resources d. It is important for irrigation
4. Forest e. It is the long term average weather
5. Climate f. Rain
6. Water.
c. Answer the following questions by selecting the correct answer from the given
options.
1. Which of the following is a natural resource?

a. Domestic animals b. Plants c. Wild animals d. They all are answers
2. Which of the following is unique?

a. Gold b. Soil c. Water d. Air
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Environmental science grade 4 Unit three: natural environment
3. Which of the following can prevent soil erosion?

a. Planting trees c. Making a step
b.Caring for planted trees d. They are all answers
4. Which one cannot pollute water?

a. Faeces c. Pesticides
b. Animal waste d. Planting seedlings
5. Which one is not a way of conservation of natural resources?

a. Planting seedlings c. Making a step
b. Prevention of overgrazing d. Cutting down a tree
6. What is the cause of depletion of natural resources?

a. Deforestation c. Planting seedlings
b.Making a step d. Caring for seedlings
7. Which is not a renewable natural resource?

a. Water b. A tree c. Domestic animals d. Gold
8. What is the non-renewable natural resource in Addis Ababa?

a. Cap stone b. salt c. Fuel oil d. Diamond
9. Which of the following is not an important aspect of proper waste disposal?
a. The possibility of spreading disease-causing organisms in the air

decreases.
b. Reduces the risk of respiratory diseases.
c. It creates a clean environment.
d. It makes the local community more susceptible to disease.
d. Fill in the correct words or phrases in the spaces provided.
1. is an instrument for measuring wind speed.

2. are essential for the survival of human beings in nature
3. collects data by monitoring the weather and it is a field of
studythat provides analysis.
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Inspection
Mark this (√) to describe the activities you can perform Indicate by putting in
the boxes.
 I developed ability to measure and record data about temperature.
 I can record and interpret information about daily weather using

indicator tools.
 I evaluate the temperature variation in your city.
 I compare the difference in the distribution of rainfall in accordance

to place and time.
 I describe the factors (elevation, forest cover and distance from the
sea, etc.) that control the climate in your city.
 I classify natural resources (minerals and wildlife) in your city.

 I distinguish between renewable and non-renewable natural
resources.
 I will describe the importance of natural resources in your city.
 I explain causes and effects of depletion of major natural resources

observed in your city.
 I describe methods of protection and care of natural resources that

are common in your city.
 I value the importance of protection and care of natural resources

provides for future generations.
 I describe appropriate and non-appropriate practices of waste

disposal customs of your district and city.
 I describing the impact improper disposal of waste and the value of

clean environment in your district and city have.
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Chapter Four Social Environment
Chapter Four
Social Environment
Satisfactory learning outcomes expected from the chapter:
Students, after learning and completing this course content:
• You will describe the different cultures in your city.
• You will identify cultural practices that contribute to the conservation of

natural resources in your city.
• You value the cultural diversity in your city.
• You will explain the main economic activities in your city.
• You identify the negative impact of economic activities carried out in your city
up on natural resources.
• Distinguish between legal and illegal trading of natural resources in your city.
• You will explain your city's natural resource results and their marketing
activities.
• Describe the types of transportation available in your city.
• You list the artifacts which have been recognized in your district, district and
city.
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Chapter four social environment
The main contents of the course

4.1. Different cultures in your city
4.2. Cultural activities that help protect and care for natural resources in your city
4.3. Main economic activities in your city
4.4. The rate of negative impact on the natural resources activities of your
city
4.5. Natural resources and products that can be marketed in your city
4.6. Legal and illegal business operations on natural resources and products
4.7. Natural resources in your city; Results and marketing operations
4.8. Different methods of transportation for people and goods used in your city
4.9. Identifying and realize the heritage in your district, sub-city and city
Introduction
Students! In the third part of the environmental science lesson, you learned
about the nature and meaning of culture. In this chapter, the cultures found in
Addis Ababa city, the traditional practices that contribute to the conservation
of natural resources, valuing the diversity of cultures, the economic activities
of our city, natural resources and products that can be marketed in our city,
natural resources and products. You will learn in detail about the legal and
illegal business operations, the different modes of transportation used for
people and goods in our city, and the heritage in our city.
112
4.1 Different Cultures in Our City

Satisfactory learning outcomes for the sub-topic:
Students! When you have studied and completed this sub-topic:
 You describe the different cultures in your city.
 You value the cultural diversity in your city.
. Key words
Cultural feeding . Respect . Traditional conflict resolution
. Traditional dress . Welcoming guests
1. What is culture?
2. Write in detail the cultures you know.
Culture includes a society's language, art, literature, music, dance,

religion, technology, cooking, dress, etc. Therefore, since these cultures
are a manifestation of our identity, we must protect them from losing their
Ethiopian values.
People in Addis Ababa city have different traditional dresses, diets,

traditional conflict resolution strategies and other traditional activities
according to their local climate and lifestyle or culture.
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Objective: Identify different cultural events in your city.
Instructions: Submit your answers to your teacher using technology

like Google and YouTube or by asking local people and family.
Discussion point:
1. What are the various cultural activities in your city?
Following are the main cultural manifestations of our city.
A. Traditional dress
Practical work 4.1.2
Objective: Identify the traditional clothes in your city and give value to the
culture
Instructions: - As a group, act out the activity given below. Put on your
own traditional (male and female) clothing and show it to the students in
your class.
Traditional dresses are traditional types of dress that people follow in times of
sadness or happiness or during various events.
In many areas of our city, people wear black neckerchiefs during mourning.
Also, in some areas, they are seen wearing black patterned singlets.
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Both women and men follow different types of traditional dress according to
their local culture and beliefs.
Picture 4.1.1 Traditional dress of the happy time
Figure 4.1.2 Mourning dress
B. Traditional diet
Objective: To describe the traditional foods in our city
Instructions:- Ask your parents or other people about the traditional

foods in your town and submit your answers in writing to your teacher.
1. What traditional foods are there in your city?
115
We have already seen what the traditional costumes in our city look like. People
have their own different traditional diets, both during and outside of festivals, just
like their traditional clothing.
Traditional diet means that people at the individual, family or community level
eat what they have grown at home in a manner that preserves the Ethiopian
values, that is, with a sense of love, empathy and solidarity.
Doro wet Chiko Kitfo
Tihilo Raw Meat Porridge
Figure 4.1.3 Traditional diet
3. Traditional conflict resolution

Objective: To describe traditional conflict resolution strategies in our city.
Directions: Ask the older people around you about traditional conflict
resolution methods and explain your answers to your classmates.
DiscussionQuestion:
1. What kind of traditional methods of conflict resolution in your city are
there?
116
Objective: To demonstrate traditional conflict resolution strategies
Instructions: Form a group of five members, dress up as different characters, and

prepare a dramatization of conflict resolution processes in your area and present it
to your classmates.
What do you understand from the drama?
Conflict is a disagreement between people due to
various reasons. There are different ways of resolving

conflicts in our city. For example: - Mediation of
facilitation and rapprochement is the most important.
Figure 4.1.4 Traditional conflict resolution
4. Help and cooperation

Objective: To explain the benefits of mutual aid and cooperation.
Instructions: Students! Form three group members and answer the following questions
1. What is the benefit of mutual aid and cooperation?
2. With what kind of social issues do you see people around you help one another and
work together?
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In our city, there are many cultural values that bind the community and promote good relations.
Of these, the main ones are to respect and support the elderly, to obey and show love to
people, to welcome guests, to resolve conflicts through mediation, and so on.
The web is a social institution created by people voluntarily. During times of mourning, consoling
the bereaved, carrying out funeral rites and welcoming guests are the tasks performed by the
members of the church. The members of the Church shall give due cooperation to all equally,
without exception, in times of bereavement. And when thereis a needy among them, they help.
Fig. 4.1.5 Working together Fig. 4.1.6 Members of the network at

the meeting
Equb is another social institution where people help. It is a value in which people
save money from their income and lend money to their members in the form of
lottery or cooperation and save money for the desired service.
Figure 4.1.7 The members of the group at the meeting
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Exercise 4.1
Write the correct answer to the following questions.
1. Do people regularly wear traditional clothing at any time?
2. What does eating together as a family contributes to preserving culture?
3. What are the people who reconcile a quarrel in your area called?
4.2 Cultural activities that help in the protection

and care of natural resources in your city
Satisfactory learning ability expected from the sub-topic
 You will identify cultural practices that contribute to the conservation of

Key words
. Natural resources . Care
Students! In chapter three, you learned about the meaning and types of natural
resources.
What are natural resources?
Write in detail what we call natural resources.
119
Objective: Identify cultural practices that contribute to the conservation of

Instructions: Form 3-5 group members and discuss the following

questions, write them in your notebook and present them to your teacher.
Discussion points:
Explore technological information sources and write cultural practices that

help in theconservation and care of natural resources.
What is the current state of nature conservation in your city, for example,
how are you taking care of forests?
Natural resources are limited and should be used properly. Overuse of natural
resources leads to waste. However, it needs to be used appropriately to avoid
potential threats to natural resources. Also, by recycling the plastic items that
we have used and thrown away, it is possible to reduce the pollution that canbe
cause to the air and water bodies.
• To prevent soil erosion on the river banks of our city, it has been observed that
terracing is made in a traditional way.
• Air pollution can be reduced by using a fuel-efficient stove. It also reduces

deforestation.
Any natural resource can quickly run out if not used properly. Overuse of
natural resources leads to waste. Therefore, it is important to use different
methods of natural resource management to avoid potential risks to natural
resources.
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Recycling of plastic Traditional flood prevention method
Planting and caring for plants Fuel efficient stove

Figure 4.2.1 Traditional methods for the protection and care of natural resources
Exercise 4.2
A. Choose the correct answer from the given options for the following questions
Answer by choosing.
1. Which of the following is a problem of not taking care of natural

resources?
A.Exacerbation of B. Sea level rise drought
C. Spread of desertification D. All are the answers.

2. Which of the followinghelps to take care of natural resources in our city
Which is not a traditional practice?
A. Planting indigenous saplings B. Making a terrace along the river
C. Placing waste in a basin D. The answer is not given.
3. What is the reason why it is not necessary to take care of our natural
resourcesis it?
A. To use natural resources for long term
B. to waste
C. To prevent flooding
D. To be used as a shelter forwild animals
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4.3 Main economic activities in our

city
 You will explain the main economic activities in your city.
Key words
 Economy  Tourism Industry
 Agriculture  Trade Technology
1. What is agriculture?
A. Agriculture

Objective: To describe the nature of agriculture
Instructions: Form 5 group members and discuss the following questions,

write them in your notebook and present them toyour teacher.
Discussion Questions
• What is agriculture?
• Why do people raise cattle (cows, cows, and sheep)?
• Do you know what kinds of crops are grownin your city?

Write them down and discuss them in detail.
Agriculture is one of the activities that people do to meet their basic needs. When we
say agriculture, we mean crop production and cattle breeding or both, crop production
and cattle breeding, side by side.
122
It is an inclusive economic activity. It also includes poultry farming,

beekeeping and so on. There are different types of agriculture in different
areas of Addis Ababa city. For example, crop production and animal
husbandry are available.
Animal husbandry Poultry farming
Urban Agriculture
Figure 4.3.1 Agriculture
b. Industry
What is industry?
Industry is an economic activity in which it converts raw materials obtained

from agriculture or other natural into another type of product and services
by using available resources.
This economic activity involves the conversion of agricultural products or

natural resourcesin whole or in part.
123
Industries are divided into two. They are:
1. Cottage industries and
2. Light industries.
Objective: To understand the benefits of industrial economic activity.
Instructions: Go to the industry in your area with your teacher, visit the economic
activities and thoroughly understand them. Present a short report about what you have
learned in your next session.
Observation Question:
Briefly describe what you saw and understood.
1. Cottage industries
Objective: To identify the main sectors of the cottage industry
Instructions: Form groups of 3-5 members and present to the class what you have
learned by asking your parents or other people about cottage industries in your town.
 Students! What are the main sectors of the cottage industry that you have come
through asking?
124
Cottage industries are traditional industries and occupy the first place in the
history of human development. Cottage industries are widely observed in both
rural and urban areas. These industries use simple tools to produce clothing and
various materials that can be used by society. For example: bamboo and reed
work, ironwork, pottery, woodwork and weaving.
Weaving work Pottery Handicraft results
Figure 4.3.2 Cottage industries
Task 4.3.4
Objective: To show the results of the cottage industry in practice
Instructions: Make a collage at home and show it to your teacher in

class. Have your parents help you while you do thework.
Materials needed to make: - Scrap paper, glue mastic or hot glue, a

little oil, water, bucket (safah), a simple household material.
Procedure: - Wash the paper that you have prepared well with water.
 Next, apply oil to the household material that you have prepared and
fold the paper that you have prepared well on the material.
125
Observation question
 What did you learn from the work you prepared?
2. Light industries
Light industries are establishmented for mostly to produce products for export. Light
industries obtain their raw materials from agriculture as well as partially processed forest
and mineral resources. In Addis Ababa city, there are many factories that produce paper,
printing, leather products, electronic devices and their components, as well as textile and
food processing factories.
Group discussion 4.3.
Objective: - Compare types of industries.

Instructions: - Ask the discussion questions to local people or your parents and explain
your answers to your teacher.
How is cottage industry different from light industry?
Figure 4.3.3 Leather products manufacturing factory
Figure 4.3.4 Skin effects
126
c. Tourism
What is tourism?
Tourism refers to the movement of people from place to place for sightseeing.
The activities that people do on their own initiative to leave their surroundings
and see wonderful and surprising things in the near or far distance is called
tourism. Tourism is an economic activity that brings relaxation and happiness.
A natural or man-made attraction is required for tourism to take place. Tourist
attractions attract tourists to their destination and generate income. The
income can be obtained in the form of taxes, service fees, selling cultural items
and so on. It also contributes greatly to the creation of employment
opportunities for the people of an area.
Picture 4.3.5 Entoto Park
127
Objective: - Identify tourist attractions in our city and discuss their benefits.
Instructions: - Form a group of five members and discuss the questions and
submit your answers for your teacher.
• Mention the tourist attractions in Addis Ababa city.
• What is the economic value of tourism?
d. Business
What does business mean?
What kind of business have you noticed in your area?
Trade is the process of exchanging goods for goods or crops for crops or goods or
crops for money.
Business importance

Objective: Explain the importance of business.
Instructions: Form a group of five members and discuss the questions and
present your answers to your teacher.
1. What contribution does business make to the economic development of our

city?
2. What is the business value?
128
Trade is of great importance in conveying clothing, materials, food grains,

animals and various products in general from producers to consumers.
Trade is needed to deliver both agricultural products and factory products to
consumers.
People move away from their home areas and exchange culture through the
buying and selling of goods. As a result, they may exchange familiar clothes,
greetings, speech and other cultures in the same area.
Trade plays a major role in economic development and job creation.

Business contributes a lot to the development work of the government as it
generates surplus money. Also, trade can lead to cultural exchange.
Figure 4.3.6 Business operations
129
e. Technology
Technology means creating new things and using them to bring about
growth.

Objective: To discuss the meaning and benefits of technology
Directions: Discuss in pairs at each seat.
Write in detail the products of electrical technology in your home and discuss
the services they provide.
What is the use of technology for information exchange and management?
Technology brings changes in various sectors of the economy. Technological

development leads to improvement of knowledge and production methods by
improving tools.
In ancient times, people used their own and animal power to transport one
thing to another. But in their efforts to solve this problem, they were able to
create cars, trains, airplanes, ships, etc. These technological products made
it possible to transport materials from one area to another in a short period of
time.
In addition, technology plays an important role in information exchange,

agriculture, industry, commerce, education, health, and so on.
130
Electric oven Dish
Home phone Cell phone Refrigerator
Figure 4.3.7 Technological effects
Exercise 4.3
Match the activities under "A" with the economicactivities
listed under "B".
A B
1. It is crop production, cattle breeding, fish breeding A. Business
and chicken breeding.
2. It shows people moving from place to place for fun. B.Tourism
3. It is the process of exchanging goods or crops for C. Agriculture
money. D. Technology
4. It is a process of using product of natural resources

E. Industry
to change into another.
5. By using equipment, it will improve Knowledge and

methods of production.
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4.4 Economic activities that have a

negative impact on the natural
resources of our city
 You will identify the negative impact of economic activities in your city on
natural resources.
Key words
 Air pollution
 Water pollution
 Negative impact
Economic activities have a significant negative impact on natural resources.

Objective: To identify economic activities that have negative impacts on natural
resources.
Instructions: Form a group of 3-5 members and present to your teacher in detail
what you think is the cause of the damage to natural resources in your area.
• Which natural resources have you seen damaged? What hurts do they face?
• What do you mention as a reason for the damage to the natural resources?
132
Although there are many economic activities in our city that contribute
greatly to the development of the country, they have the following
negative effects on natural resources.
A. The negative impact of urban agriculture on natural resources
The expansion of agricultural development has negative effects on

natural resources such as climate change, deforestation, loss of
biodiversity, soil erosion, loss of natural resources, etc.
b. The negative impact of industry on natural resources
Similarly, industrial emissions of fumes, chemicals and sludge threaten

natural resources through climate change, biodiversity loss, water and air
pollution, and economic and social security. In addition, woodworking
products under the industrial sector of manufacturers have a negative
impact on the city's forest resources.
Figure 4.4.1 Industrial waste

c. The negative impact of tourism on natural resources
This economic activity also leads to soil erosion, increased air and water
pollution, and loss of biodiversity. These impacts can slowly destroy local
natural resources on which tourism itself depends.
133
d. Negative Impact of Transportation on Natural Resources

Transportation has a direct or indirect negative impact on natural
resources. For example, the smoke emitted directly from the car is the
cause of air pollution. In addition, excessive noise from cars and other
forms of transportation can make people and animals uncomfortable.
Figure 4.4.2 Car exhaust
Exercise 4.4
Explain and answer the following questions.
1. Write the economic activities that pollute water bodies.
2. Write the economic activities that pollute the air.
4.5 Products of natural resources that

can be marketed in our city
Students! After learning and completing this subtopic, you will:
 Identify marketable natural resource products in your city.
Key words
 Products of soil  Products from

 Products from animals plants
134
List the results of natural resources available in our city.
Objective: Identify ancient buildings, monuments and denominations in

your city.
Directions: Individually draw and bring a picture of a natural resource

product that can be marketed. Have your parents help you while you work.
Practical work:
Draw a picture of the natural resources in your city and present it to your
teacher and discuss whether they are marketable or not.
A. Soil products
Among the soil products found in our city, there are marketable natural
resources such as bread, flower pots, pans, pots, pots, clay floor mats, etc.
Figure 4.5.1 Soil products
135
b. Wood products
Forest products such as chairs, timber, beds, musical instruments, coal,
etc. are products of natural resources that can be marketed in our city.
Figure 4.5.2 Wood products
c. Minerals from the ground

Gold, copper, silver, metal products, precious stones and so on are the
products of natural resources that are marketed in our city.
d. Edible plant products

Cabbage, carrots, potatoes, Swiss chard, etc. are vegetable products that
are marketed in our city.
e. Natural resources from animals

Meat, leather products, eggs, milk and milk products are animal products
that are marketed in our city.
Flesh Figure 4.5.3 Animal products Milk
136
Match the natural resources under ``A'' with their results under ``B''
A b
1. Soil products A. Cheese

2. Products of minerals B. Gold
3. Animals products C. Cabbage
4. Plants products D. Coffee pot
4.6 Legal and illegal commercialoperations

on natural resources
 You distinguish between legal and illegal trading of natural resources in your
city.
Key words
 Illegal trade
 Legal business
Stimulating question
1. What is the difference between legal and illegal trade?

2. What value does legal trade in natural resource products bring to a
country?
Legal trade in the products of natural resources contributes significantly to the

economic and social development of a country, and also plays an important role in
protecting biodiversity. On the contrary, if these natural resource products are
traded illegally, they will have a negative impact on the country's economy and
biodiversity protection.
137

Objective: - Identifying legal and illegal business processes on natural resource
products.
Guide: - Form groups of 3-5 members and discuss the following questions and
present them to your teacher.
Describe the legal and illegal trading processes in natural resource products.
Legal business operations are those that are recognized by the government and
pay appropriate taxes, while illegal business is business that is carried out without
any government recognition and without proper taxes being paid to the
government.
Important Information: - Land means a certain area which includes forests,

minerals, climate, animals, soil, and water bodies.
1. Legal trade in the products of natural resources

Legal business activity on natural resource products is important for natural
resource care biodiversity conservation and it has contribution to good
governance.
A. Land: Legally trading this natural resource can significantly reduce urban
homelessness. It also contributes to reducing poverty, ensuring food security, and
reducing corruption.
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Figure 4.6.1 Land
b. Forest: Our city is showing excellent results in forest cover. This

legal trading of natural resources and wood products from forests,
such as timber, traditional musical instruments, charcoal, furniture,
fuel consumption, etc., it has a great importance and contributes to the
national economy.
.
Figure 4.6.2 Wood products
c. Minerals: Minerals are legally traded in various areas of our city. For
example: gold, silver, copper, precious stones and other minerals are
widely traded legally.
139
2. Illegal trade in natural resources

A. Illegal forest and forest products trade
There is a high forest cover in different areas of Addis Ababa city. However, this
wealth is used by various illegal traders for housing construction, firewood,
timber, wood products and so on. This has a negative impact on the country's
economy and biodiversity.
b. Illegal trade in animals and animal products
In different areas of our city, illegal slaughter of animals and sale of beef, as
well as leather and leather products are used for illegal marketing. This has a
negativeimpact on the country's economy.
c. Illegal soil trade
In some areas of our city, although there is clay soil used for making pottery, the
government is not seen as a beneficiary of this natural resource, but it is seen
that it is being used illegally for pottery. Due to the improper use of this
resource, itwill cause damage to the country's economy and natural resources.
Exercise 4.6
A. Explain and answer the following questions.
1. What harm does illegal trade cause to the country?
2. What is the type of business recognized by the government and paid the
appropriate tax?
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4.7 Marketing operations of natural

resources in our city
Satisfactory learning ability expected from the sub-topic:
 You will describe the marketing activities of your city's natural resource
products.
Key words
. Retail . Mass
1. What is retail?
2. What is wholesale?
In Addis Ababa, natural resources are distributed to traders and the

consumer society directly or through third parties through retail and
wholesale trades.
Objective: Identify types of business

Instructions: Form a group of five members and discuss the following
points.
What is the difference between retail and wholesale?
A. Retail trade: It is a business system that directly delivers natural resource

products from the producer to the consumer society. For example, wood products
such as chairs, tables, beds, planks, etc.
141
Consumers and traders buy directly from the manufacturer.

b. Whole selling: This type of business is a business where natural resource
products are sold to retailers in bulk, either by selling them to traders or by traders
buying from manufacturers. This type of trading is done through a third party
(broker). For example, leather products such as shoes, bags, jackets, etc. are sold
in bulk to merchants or consumers.
Exercise 4.7
A. Answer the following questions.
1. Mention types of natural resources that reaches from producers to users
2. Mention the types of business.
4.8 Different modes of transportation used

for people and goods in our city
 You describe the types of transportation available in your city.
Key words
. Transportation
What benefits does transportation provide to mankind?
Transportation is a communication network that moves people and goods from one
place to another.
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Objective: To describe the types of transportation in your city.
Instructions: Form groups of 3-5 members and look at the types of

transportation in your city and discuss what you have seen with your
classmates.
1. What types of transportation did you see?
Roads, railways, air services and (landings and shipping) services (ports) are
needed to make transportation efficient. There are three types of transportation:
air, land and water. Traditional methods are used to transport Gamma cattle.
Transportation is very important and crucial for the development of a country. In

Addis Ababa city, there are various types of transportation to move people and
products from place to place. For example: car, motorcycle, train, cart etc. are
mainly mentioned.
A. Car: A vehicle equipped with a motor that helps to move people or goods
fromone place to another.
In general, the vehicles in our city greatly help people's daily activities and are
also a source of income for our country.
143
Figure 4.8.1 Car transport
b. Train: It is a type of transportation of people and goods that has one or

more trailers (wagons) and is made of a different type of metal and runs
on a metal slide (rail). A train is a type of transportation that can be
powered by electric power, coal power, and other types of train power.
Thelight rail in our city is a type of transportation that uses electric power.
In our city, there are trains that are providing transport services on two
railway lines managed by the Ethiopian Underground Railway
Association (Corporation), namely from Tor Hailok to Ayat Square and
from Menilk Adababai to Kaliti.
Figure 4.8.2 Addis Ababa light rail transport
c. Cart: It is a type of transport that is used to move people and goods

from place to place and is pulled by domesticated animals. Gary is
making a significant contribution by providing transportation services in
some areas of our city.
144
Figure 4.8.3 Addis Ababa Cart Transport

Exercise 4.8
Give short answers to the following questions.
1. Mention the types of transportation?
2. What benefits does transportation provide to people?
4.9 Artifacts in our district, sub-citiesand

city
Satisfactory learning ability expected from the sub-topic:
 You will list the heritage sites recognized in your district, district and city.
Key words
. Heritage . Tangible heritage . Intangible heritage
1. List the recognized tangible heritage sites in Addis Ababa city.
Artifacts are not only a treasure that refreshes the mind and spirit; they are
also an attraction for visitors.
145
Objective: To list the heritages recognized in your district, sub-city and city.
Instructions: Form a group of 3-5 members and discuss and present to
your teacher.
• Write those artifacts who have been recognized by your district, sub-city,
and city indetail.
The historical and cultural heritages in Addis Ababa city are made by the
residents, donated by others and collected from different regions.
Some of the major heritage sites in our city are various monuments, Emperor
Menelik's Palace and the National Museum located in the grounds of Enteto
Mariam Church. Artifacts are dividedinto tangible and intangible.
A. Tangible artifacts
Objective: Identify ancient buildings, monuments and denominations in
your city.
Instructions: - Bring the following tangible artifacts in practice. Make

your parents help you while you work.
Practical work: -
• Make wooden sculptures of ancient heritage buildings, monuments and
denominations in your city and present them to your friends in class.
• Make a picture of ancient buildings, monuments and denominations in your

city and show it to your teacher.
146
Tangible heritage includes historic sites, ancient stone inscriptions,

denominations, plant stones, excavated coins, jewelry, monuments,
and objects in museums that can be passed down through
generations by a society or an individual.
Victory Monument Monument of Abune Petros Monument of Emperor Menelik
February 12 martyrs monument
The Empress Hotel Ethio-Cuban Friendship Monument
Figure 4.9.1 Tangible heritage in our city
147
b. Intangible heritage
Task 4.9.3
OBJECTIVE: To provide intangible heritage in your city.
Instructions : Form a group of 3-5 members and use technology such as
Google and YouTube to find a spiritual heritage that contains sound and
images.
Observation Question:
• Show the intangible heritage that you have brought to your classmates
through your agent. What did you learn from what you watched?
Intangible heritage is the wealth that is not visible and tangible but can be
expressed through sound or physical movement and which a people have
acquired through tradition.
Traditional sayings or ceremonies, dances, dances, dances, songs, and

celebrations are the intangible heritage of a nation. For example: the celebration of
the Cross, the celebration of Irecha, etc. are intangible heritages in our city.
Celebration of the Cross Irecha celebration
148
Islamic holiday celebration Protestant worship
Figure 4.9.2 Intangible heritage
Exercise 4.9
1. Mention the tangible heritage in our city.
2. Name at least three of the intangible assets.
149
Summary
 Because our cultures are a manifestation of our identity, we must protect

them from losing their Ethiopian values.
 Among the cultures found in our city, traditional dress, diet, respect,
helping one another are some of them.
 Conservation of natural resources means conservation of life.
 Agriculture includes crop production, poultry farming, cattle rearing and

beekeeping.
 Cottage industries and light industries contribute greatly to the

development of our city.
 Tourism is a national asset.
 The process of exchanging item by item or crop by crop or else item or crop
by money is called business.
 Development of technology leads to improvement of knowledge and

production method by improving tools.
 Deforestation, water and air pollution are the main economic activities that
have a negative impact on natural resources.
 Illegal trade has a negative impact on the country's economy.
 Natural resource products are distributed through producers to consumers

through traders
 Car, train, cart, motorcycle are the types of transportation available in our
city.
 Heritage is divided into tangible and intangible.
150
Environmental science 4th class Chapter four social environment
Chapter summary questions

A) After reading the following sentences, if they are correct, write true If they
are not, write false.
1. Culture does not describe the way of life of a society.
2. Crop production includes milk and milk products.
3. Gold, clay pot, and wooden chair are products natural resources.
4. Illegal trade is a crime.
5. Wholesale trade delivers natural resources directly to the consumer society.
6. The Festivity of the Cross is a type of heritage registered as a World Heritage

Site.
7. Stories and various games are tangible artifacts.
b) Choose the correct answer from the given options for the following
Questions and answer by choosing.
1. Which pollutes natural resources?
a. Human faces b. Animal waste
c. Agricultural chemicals d. All are the answer
2. Which is produced in the industries of our city?
a. Skin effects b. Metal products
c. Effects of drinking d. All are the answer
3. Which of the following is NOT a type of cottage industry?
a. Basket work b. Pottery
c. Bamboo work d. Computer
151
4. Which of the following is not classified as a product of light industry?
a. Paper results b. Print results
c. Weaving results d. Electronic products
5. Which of the following technological products is not classified as those we use

for work at home?
a. Electric stove b. Electric coffee grinder
c. Electric oven d. The answer is not given
6. Which type of business should be taxed to the government?
a. Street business b. From wholesale
c. From retail d. All except "A"
7. Which one is the origin and destination line of Addis Ababa light railway?
a. Six kilometers from the Tor Hailoch. b. From Menilk Square to Shiro Meda
c. From Tor Hailoch to Ayat d. From Menilk Square to Bole
8. Which of the following options is NOT a mode of transportation?
a. Car b. Motorcycle c. Computer d. Cart
9. Which one of the following is NOT a tangible artifact?
a. Celebration of the Meskel b. The statue of Emperor Menelik
c. Six Kilo Martyrs Monument d. Etege Taytu hotel
152
Environmental science 4th class Chapter four social environment
c) Match the ones under "A" with the ones under "B".
"A" "B"
1. It is a type of transportation that moves on sliding A. Car

railway.
2. It is a type of transportation that is pulled by farm B. Gary
animals. C. Train
3. It is a type of transportation that is powered by fuel. D. Cycle
d) Give the correct answers to the following questions.
1. Write the significance of Idr and Equb.
2. Mention the tourism destinations in your city.
3. Mention the economy activities that have a negative impact on natural

resources.
153
Inspection
Mark this (/) in the boxes to describe the activities you can do.
1. I will describe the different cultures in our city.
2. I identify cultural practices that contribute to the conservation of

natural resources in our city.
3. I value the cultural diversity in our city.
4. I will explain the main economic activities in our city
5. I identify the negative impact of economic activities in our city on

natural resources.
6. I describe activities of your city's natural resources and marketing

their results.
7. I distinguish legal and illegal trading of natural resources in our

city.
8. I will describe the types of transportation in our city.
9. I list the artifacts that are recognized by our district, sub-city

and city.
154
Chapter Five Influential Transboundary Issues
Chapter five
Transboundary issues
Satisfactory learning outcomes expected from the chapter
Upon completion of this course content, students will:
 Explain the effects of the spread of HIV through the use of information
technology.
 They distinguish between dangerous chemicals and drugs.
 They distinguish the nature of drought and famine.
 They describe the cause and effect of the drought in their city.
 They can view a map and explain the areas that show their city's
rainfall and drought-prone areas through.
 They list ways to deal with drought in their cities.
155
Contents included in the chapter
5.1 HIV/AIDS in Ethiopia
5.2 Chemicals in our home
5.3 Improper use of drugs
5.4 Drought and famine
Introduction
In this chapter, you will learn about the most important cross-border
issues that are influential. Using information technology, you will
describe the spread and damage of HIV/AIDS and other infectious
diseases. You will identify the nature of dangerous chemicals and drugs.
You will also understand the nature of inappropriate drug use and its
effects on human health. In addition to this, you will understand the
nature of drought and famine, the cause and effect of drought. Finally, by
looking at a map of your city's rainfall, you'll identify drought-prone areas
and strategies for dealing with drought in your city.
156
5.1. HIV/AIDS in Ethiopia

Satisfactory learning outcomes expected from the sub-topic:
 You will gather information about the distribution of HIV/AIDS and its
effect through information technology.
 You will list other communicable diseases.
Keywords
=> AIDS => HIV
=> Technology => Communicable
Students! In your third grade environmental science lesson, learn about

HIV/AIDS, you have learned the nature of HIV/AIDS, HIV/AIDS symptoms and
drug interactions. In this section, by using different sources of information, you
will learn about the social and economic impact of HIV/AIDS.
1. What is HIV/AIDS?
2. List the symptoms of HIV/AIDS.
HIV/AIDS has a significant impact on economic, psychological and social life.

Among the social effects on the patient are the following.
 Loss of family love and acceptance
 Dissolution of marriage
 Isolation from society
 Lack of family support
157
The impact of HIV/AIDS on the economy

HIV/AIDS has a significant impact on the economy, including the following.
1. Deaths of youths
2. Absence from work
3. Loss of experienced people
In general, HIV/AIDS causes great damage to families, health, children,

and education.
Objective: To describe the effects of HIV/AIDS transmission using

information technology.
Students! As a group, collect information about HIV/AIDS

using various information technologies and present a report
to your teacher about its distribution and impact in Ethiopia.
HIV/AIDS is a deadly disease in Ethiopia. It is also the cause of social

and economic problems. It diminishes the number of people who are
educated and professional. The disease causes death of parents and
disintegration of families. A productive citizen will be out of work and will
be exposed to poverty and the country'seconomy will shrink.
158
Infectious diseases
Objective: To understand the nature of infectious diseases.

What is an infectious disease?
List communicable diseases.
Infectious diseases are diseases that can be transmitted directly or

indirectly from humans to humans, animals to humans, animals to animals,
or from the environment.
Following are some of the communicable diseases.
Flu
Influenza is a respiratory disease caused by various viruses. Disease-
causing viruses enter the body through the air we breathe while living in
the air. Whenan infected person coughs, sneezes and remove mucus from
nose, the virus spreads through the air.
Symptoms of the disease
 Sneezing
 Runny nose
 Throat cutting and eating
 Headache
 Occasional cough
 Fever
Figure 5.1.1 The person with the flu
159
Influenza
Influenza is an infectious disease caused by a virus that attacks the respiratory
system.Colds and flu are both caused by viruses, but the type of virus is different.
 Dry cough and  Nausea

occasional sneezing  Runny nose
 Severe headache
 Rheumatic fever  Fatigue
Tuberculosis
Tuberculosis is an infectious disease caused by a bacterium called
mycobacterium. The disease-causing bacterium is transmitted through air.
Besides air, there are other ways in which the disease is transmitted.
These are:
 By touching the sputum from an infected person
 By sharing eating utensils with an infected person
 By drinking unboiled milk from an infected cow and so on.
Symptoms of the diseases:

 Strong cough especially in the morning when waking up
 Afternoon moderate fever
 Night sweats
 Difficulty breathing
160
 Pain in the chest and a little higher in the back
 Severe weight loss and feeling tired
 Presence of bloody sputum if the disease is advanced
 Pale skin and
 Lumps around the neck in children are swellings.
Cholera
Cholera is caused by bacteria and is spread by drinking water contaminated
with the bacteria that causes cholera or eating contaminated food.
Figure 5.1.2 Contaminated water Figure 5.1.3 Contaminated food
 Fatigue
 Nausea and vomiting
 Weight loss
 Acute and severe diarrhea and vomiting
161
Exercise 5.1
Answer the following questions
1. What is HIV/AIDS?
2. List the symptoms of HIV/AIDS.
3. Explain the impact of HIV/AIDS on economic activity.
4. Explain the difference between HIV and AIDS.
5. By listing diseases explain the symptoms and methods of transmission of

those infectious diseases.
5.2 Chemicals in our home

 You distinguish between dangerous chemicals and drugs.
Key words
•Chemical
•Drug
Objective: Identify dangerous chemicals and drugs
Students! As a group, list the dangerous chemicals and

drugs in your home and neighborhood.
Hazardous chemicals
Any chemical that can cause harm in liquid, gas or solid form is called a
hazardous chemical. In addition, hazardous chemicals can be flammable,
explosive, or toxic.
162
Example: Various drugs, pesticides, artificial fertilizers, acids, base, “buta

gas”, “berekina”, cylinder gas etc. are mentioned.
Sulfuric Sodium
Hydroxide
acid
“Berekina” Rat poison Acid Base Cylinder gas
Figure 5.2.1 Hazardous chemicals
Objective: To understand the benefits and harms of dangerous
chemicals, go to your school's library and read books or ask other
people. Report the benefits and harms of the following chemicals to
your class teacher.
Drugs
A drug is any substance other than food or drink that causes
mental, physical or psychological harm to the body, when ingested.
Drugs can be depressants or stimulants. Depressants reduce
alertness by shutting down activity in the central nervous system.
Stimulants stimulate the mind and increase body arousal. Drugs
include alcohol, caffeine, tobacco, khat, hashish, cannabis,
cocaine, and heroin.
163
Chat “Shisha” item

Cigarette
Figure 5.2.2 Drugs
Exercise 5.2
1. What is a hazardous chemical?
2. What is a drug?
3. List the so-called hazardous chemicals.
4. Explain the harm caused by drugs and hazardous chemicals.
5. List the dangerous chemicals and drugs in your area:
5.3 Improper use of drugs

Satisfactory learning outcomes expected from the sub-topic:
 You define inappropriate medicine.

 You will identify the effects of inappropriate drug use.
Objective: To understand the nature of inappropriate medicine
Students! As a group, discuss what inappropriate medication

means and share your answers with your class friends.
164
The nature of inappropriate medicine
A drug that is not licensed and recognized by the Ministry of Health is called
an inappropriate drug. These drugs can be produced in the country and
outside the country and enter the society in different ways. These
inappropriate drugs cause negative effects on human health.
Improper drug effects
Objective: To identify the harm caused by inappropriate drug

use
Students! Explain the possible effects of inappropriate drug use.
Inappropriate drug use has significant health, social and economic impacts.
Inaddition, the use of these drugs has short, medium, and long-term effects
on people's health.
Short term effects

 Loss of appetite
 Insomnia
 Increased heart rate

 Temporary feeling of
happiness Figure 5.3.1 Insomnia
Long term effects
 Heart disease
 Respiratory disease
 Kidney disease
 Liver pain
Figure 5.3.2 A person with a lung injury
165
Exercise 5.3
1. What is an inappropriate drug?
2. List the impact of inappropriate drug use.
3. Explain the effect of use of inappropriate drug on the economy.
5.4 Drought and famine

Satisfactory learning outcomes expected from the sub-topic
 You will distinguish the nature of drought and famine.
 You will describe the cause and effect of drought in your city.
 You will describe their relationship by looking at a map showing the

amount of rain in your city and drought-prone areas.
 You will list the ways to deal with drought in your city.
Key words
• Drought Hunger
• Climate change Distribution of rain
Objective: To identify the nature of drought and famine
1. What is drought?
2. What does hunger mean?
166
Drought
A drought is a prolonged period of little or no rainfall in a particular
area. It is known to be a drought in an area when the amount of rain
and water supply during the drought is below normal is it.
Famine is caused by drought when there is a shortage of food in a

countryor area for a long period of time.
Causes of drought
Objective: To identify the causes of drought
Discussion question:-
1. List the causes of drought.
Drought occurs for various reasons, among which the following are the main
ones.
Deforestation
Forests are used for various purposes, such as search for farm land; search
for a place to build houses, forests can be cut down for fuel and various
industrial inputs. But in the long run, it causes the disturbance of the air and
causes drought.
Urbanization
Nowadays, cities are growing rapidly. During the expansion of cities, forests
are destroyed to meet the needs of various resources. In addition, industries
expand. These industries release various polluting gases and cause climate
change.
167
Excessive grazing
When large numbers of animals are repeatedly grazed in a small area,

vegetation can become depleted and disappear altogether. This phenomenon
also causes drought.
Climate change
Climate change can be caused by both natural and man-made factors.

Deforestation, vehicle emissions, oil burning and industrial emissions are the
main causes. In the process, it increases the concentration of carbon dioxide
in the atmosphere. As a result, the temperature of the atmosphere increases.
If the situation continues like this, the temperature of the world will increase
significantly in a few years. This phenomenon causes the occurrence of
drought.
Figure 5.4.1 Deforestation Figure 5.4.2 When grass is overgrazed
Figure 5.4.3 Deforestation
168
Figure 5.4.4 Industrial emissions Figure 5.4.5 Gases emitted from

vehicles
Effects of drought
Objective: To identify the effects of drought
Students! The pictures you see below show the effects of

drought. Tell your teacher what you understand from the
picture you have seen.
Figure 5.4.6 Effects of drought
169
Drought is a natural phenomenon that has a significant impact on a country.

The following are some of its effects.
rivers, ponds
• A significant reduction in agricultural
production • Migration
• Famine and the spread of • Migration from rural to urban areas
desertification • Decrease in soil fertility
• Creation of dust storms in desert areas • Rise of wildfires
• Loss of life of humans due to lack of • Increase in desertification
water and food
• Exposure of people to various
• Social problems due to water and diseases through dust
food like conflicts and wars occurs
• Decrease in water levels of lakes,
Generally, drought causes severe social, environmental and economic

damage.
Objective: To understand the effects of drought

Discussion question
Students! Listed above are the social, environmental, and
economic impacts of drought. You can separate them as follows.
On the social the environment the economy
170
Areas of our city that is vulnerable to drought

Drought is most common in areas with low rainfall. The distribution of rainfall
varies from place to place. In general, higher elevations receive more rainfall
than lower elevations, making low elevations more prone to drought.
Picture 5.4.6 High and low places of Addis Ababa city
Methods to deal with drought in our city

Activity 5.4.5 group discussion
Objective: To understand the methods to deal with drought
• Visit things done for drought protection in your area and report for
your teacher.
• Describe the technologies that have been developed and are being
developed to prevent drought that you notice in your city.
There are several methods of preventing drought; the main ones are the
following.
171
Rainwater harvesting
Students, you know that there is a

lot of rain in your area, especially
during the winter months. But this
water resource is often wasted
without doing any work on it. One
of the ways to deal with drought is
to store winter water in wells and
use it for different purposes when it
rains less. For example, by storing
rainwater during droughts, it is
possible to save water and cope
with droughts by using it for
gardening, washing clothes, and
for various purposes athome. Figure 5.4.8 Rainwater storage
Preparation of ponds
Ponds, although not as dams, have a moderate water holding capacity.

Therefore, by preparing artificial ponds, water can be stored and used for
various purposes during drought.
Picture 5.4.9 Boiling pond water
172
Making a water dam
Dams have the capacity to hold large amounts of water. By storing the
rainwater we get in the winter season in the dam, it is possible to deal with
the drought by using the water stored in the dam during drought.
Picture 5.4.10 Great Ethiopian Renaissance Dam
Irrigated agriculture
By intercepting river water or restricting other water bodies, the problem

caused by drought can be prevented by growing different types of crops,
vegetables and fruits.
Picture 5.4.11 Irrigation farm
173
Salvation
Conservation means converting an area into a forest. Reforestation is done

in areas where trees have not been planted before. The main goal of this
activity is to maintain the natural balance of an area. So it helps prevent
drought.
We saved him back
Reforestation is the process of re-covering previously cleared forest land.

This is done by planting tree saplings on previously forested land. It restores
and restores and restores the forest that was previously destroyed. This
action prevents drought by maintaining the local climate balance.
Figure 5.4.12 Forest Picture 5.4.13 Salvation
Exercise 5.4
1. Explain the nature of famine and drought.

2. List the human activities that can cause drought.
3. Describe the effects of drought.
4. Explainmethods to prevent drought.
174
Summary
 HIV virus that attacks the white blood cells of our body; it reduces the
number of white blood cells in the blood.
 HIV/AIDS has a huge impact on society and economy.
 Found in the form of solid, liquid and gas an cause damage is called a
hazardous chemical.
 Dangerous chemicals cause damage to human health and our
environment.
 Any substance other than food and drink that causes physical and
psychological changes in the body when it enters the body is called a
drug.
 The absence of rainfall in a certain area for a long period of time is
below normal or if it doesn’t rain at all is called drought.
 Famine means lack of food supply for a long time happens.
 Deforestation, overgrazing, climate change are the causes of drought.
 Storing rainwater, making ponds, planting forests, and building dams are
the negative effects of drought can be countered by.
175
Conclusion questions
A. Answer the following questions as true if it is correct and false if it
is wrong.
1. HIV/AIDS is a disease caused by bacteria.
2. HIV is a virus thatattacks the body's white blood cells.
3. Mosquitoes can transmit HIV/AIDS.
4. Hazardous chemicals in the home can cause harm.
5. Hazardous chemicals do not harm the environment.
6. Drug use is not harmful.
7. Drought is a natural phenomenon caused by lack of rain.
8. Population growth cannot be the cause of drought.
B. Answer the following questions by choosing the correct answer
1. Which one is not a route of transmission for HIV/AIDS?

a. Unsafe sex
b. Playing ball together
c. From mother to child during pregnancy
d. Blood donation
2. Which of the following is an effect of HIV/AIDS?

a. Family dispersal c. Discrimination and isolation
d.All are the answer
b. Loss of family love
3. Which of the blood cells type does HIV/AIDS attacks?
a. white b. red c. platelet d. all of them
4. Which one of the following damage caused by drought?

a. Migration c. Conflict and war
b. Hunger d. All of them
176
Environmental Science Influential
y
d
o
b
rs
T
tia
e
flu
In Transboundary Issues
5. Which of the following diseases is caused by bacteria?
a. Influenza b. Dry cold c. Tuberculosis d. Flu
6. Which of the following is a disease caused by a virus?
a. Tuberculosis b. Dry cold
c. Flu d. A and B are answers

7. Which one of the following diseases is not a contagious disease?
a. Cholera b. Blood pressure c. Flu d. Tuberculosis
8. One of the following is the effect of using inappropriate drugs for a long
period of time.
a. Insomnia b. Respiratory disease
b. Increased heart rate d. Decreased appetite
c. Answer the following questions
1. Explain the difference between HIV and AIDS.
2. List the communicable diseases.
3. Definition of non-communicable diseases.
4. What is a hazardous chemical?
5. List the so-called drugs.
6. What is an inappropriate drug?
7. Mention the main causes of drought.
8. List the methods of dealing with drought.
177
Chapter Five Affecting Transboundary Issues
Inspection
Indicate the activities you can do by putting (/) and those you
cannot do (x) in the boxes.
1. I will explain the harm caused by data collection of HIV

transmission through information technology.
2. I distinguish between dangerous chemicals and dangerous
drugs.
3. I distinguish the nature of drought and famine.
4. I will describe the cause and effect of drought in my city.
5. I will explain the relationship by looking at the map showing the

amount of rainfall in my city and the areas prone to drought.
6. I will list the methods to deal with drought in our city.
178

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Environmental Science

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Entoto Polytechnic College (Sisay Degu)

2015 E.C/2022-23 G.C

We are grateful to all quotes and pictures used in this book as

Uni One ....... .................................................................................... 1

1.1 Direction .................................................................................................................... 3

1.2 The Nature of Maps ................................................................................................ 7

1.5 The Nature of Absolute Location ......................................................................... 14

1.6 Absolute location of our city............................................................................... 16

1.7 Main places in our city ......................................................................................... 18

Uni Two . ........................................................................................ 37

2.1 Food and healthy lifestyle ..................................................................................... 39

2.4 Human Internal Organs .......................................................................................... 59

2.5 Physical and chemical properties of matter ....................................................63.

 develop skills of identifying t h e l o c a t i o n o f places.

Main contents of the unit

1.2 The Nature of Map

1.3 The Nature of Relative Location

1.4 The Nature of Absolute Location

1.5 Relative location of our city

1.6 The relative location of our city

1.7 Location of the main places in our city

1.8 Location and name of the border regions of our city

1.9 Location, distance, and direction of major places in our city

1.10 Nature of information technology

 Minimum unit outcome expected from the lesson:

 After the completion of this subunit, you will be able to:-

Figure 1.1.1 Map of Addis Ababa

State the direction of motion of the car you s e e in Figure 1.1.2

Picture 1.1.2 A picture showing the flow line of a car

The main direction indicators we use to indicate t he location of a place

Figure 1.1.3 Main / Cardinal Direction Indicators

Objective: To develop skills of identifying directions.

1. Mention the sub-cities located in the North of our city.

3. Mention the location of Yeka and Kolfe sub-cities.

What is map direction?

Figure 1.1.4 Map Direction

2. Direction is an index line used to describe relative location.

3. Relative location is identified by using major direction indicators.

4. A directional arrow found on a map is a symbol pointing east.

1.2 the nature a map

Figure 1.2.1 Map of Addis Ababa

Location is the place of an object or individual in relation to other objects. A map

A map is a graphic representation drawn on a sheet of paper that shows all or

Let's look at the main ideas given in the interpretation of a map.

 Information in a map is summarized.

 A map is a zoomed-in representation of objects on the ground, much like a

Scale: 1 cm per 1 km. What does this mean?

One centimeter on the map represents one kilometer on earth. We can

Group Discussion 1.2.1

Objective: To know the nature of map.

1. Which one describes the basic concept of a map?

a. land photography c. pictorial description of land

b. exact features of the earth d. an accurate copy of the land

3. Which one usually refers to the direction of a map using an arrow?

1.3 Relative Location

Figure 1.3.1 Map of Addis Ababa

1. What is relative location?

2. List the natural and man-made objects of comparison that we use to

3. Make a sketch map showing the relative location of the sub-

Relative location refers to the location of a place or thing in comparison to other