Skills Builder 3

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Subject: j> (.J.CLVl C S

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Skills Builder

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Jon UNryERSITY PRESS
Jon UNryERSITY PRESS
UNIVERSITY PRESS

University Printing House, Cambridge CB2 8BS, United Kingdom

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It furthers the University's mission by disseminating knowledge in the pursuit of


education, learning and research at the highest international levels of excellence.

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Information on this title: www.cambridge.org/978 13 1661 1029

© Cambridge University Press 20 16

This publication is in copyright. Subject to statutory exception


and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.

First published 2016

20 19 18 17 16 15 14 [31211 10 9
Produced for Cambridge University Press by
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www.wtpub.co.uk

Editor: Rachel Nina/


Designer: Clare Nicholas

Printed in Italy by Rotolito S.p.A.

A catalogue record for this publication is available from the British Library

ISBN 978-1-316-61102-9 Paperback

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Cover artwork: Bill Bolton

NOTICE TO TEACHERS IN THE UK


It is illegal to reproduce any part of this work in material form (including
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anthology and reproduction for the purposes of setting examination questions.
ontents

4
1 5
1.1 Plants and their parts 6
1.2 Plants need light and water 8
1.3 Transporting water 10
1.4 Plant growth and temperature 12
2 13
2.1 Food groups 14
2.2 A healthy diet 16
2.3 An unhealthy diet 17
2.4 Exercise and sleep 19
3 21
3.1 Living and non-living 22
3.2 Growth and nu+ri+ion 24
3.3 Movement and reproduction 26
3.4 Sorting humans 28
3.5 Sorting living things 29
4 Our five 31
4.1 Hearing and touch 32
4.2 Taste and smell 33
4.3 Sight 35
5 36
5.1 Properties of materials 37
5.2 Sorting materials 38
5.5 Magnetic materials 40
6 41
6.1 Push and pull 42
6.2 Changing shape 44
6.3 How big is that force? 46
6.4 Forceme+ers 47
6.5 Friction 50
52
57
ntroduction
asr

This series of primary science activity books


complements Cambridge Primary Science and
Each section matches a corresponding lesson in
promotes, through practice, learner confidence
the main series. Sections contain write-in activities
and depth of knowledge in the skills of scientific
that are supported by:
enquiry (SE) and key scientific vocabulary and
• Key words - key vocabulary for the topic, also
concepts. These activity books will:
highlighted in bold in the sections
• enhance and extend learners' scientific
• Key facts - a short fact to support the activities
knowledge and facts
where relevant
• promote scientific enquiry skills and learning
• Look and learn - where needed, activities
in order to think like a scientist
are supported with scientific exemplars for
• advance each learner's knowledge and use
extra support of how to treat a concept or
of scientific vocabulary and concepts in their
scientific method
correct context.
• Remember - tips for the learner to steer them
The Skills Builder activity books consolidate core
in the right direction.
topics that learners have already covered in the
classroom, providing those learners with that to the
extra reinforcement of SE skills, vocabulary topic
Teachers and parents are advised to provide students
knowledge and understanding.They have been
with a blank A5 notebook at the start of each grade
written with a focus on scientific literacy with ESL/
for learners to use alongside these activity books.
EAL learners in mind.
Most activities will provide enough space for the
answers required. However, some learner responses -
especially to enquiry-type questions - may require
more space for notes. Keeping notes and plans
These activity books have been designed for use models how scientists work and encourages learners
by individual learners, either in the classroom or to explore and record their thinking, leaving the
at home. As teachers and as parents, you can activity books for the final, more focused answers.
decide how and when they are used by your
learner to best improve their progress. The Skills it
Builder activity books target specific topics Each unit also contains some questions for discussion
(lessons) from Grades 1-6 from all the units at home with parents, or at school. Although learners
covered in Cambridge Primary Science. This will record the outcomes of their discussions in
targeted approach has been carefully designed the activity book, these questions are intended to
to consolidate topics where help is most needed. encourage the students to think more deeply.

Each section in the unit ends with a self-assessment


opportunity for learners: empty circles with short
Unit learning statements. Teachers or parents can ask
Each unit starts with an introduction for you as learners to complete the circles in a number of
the teacher or parent. It clearly sets out which topics ways, depending on their age and preference,
are covered in the unit and the learning objectives e.g. with faces, traffic light colours or numbers.The
of the activities in each section.This is where you completed self-assessmen+s provide teachers with a
can work with learners to select all, most or just clearer understanding of how best to progress and
one of the sections according to individual needs. support individual learners.
The introduction also provides advice and tips
on how best to support the learner in the skills of key
ofscientific enquiry and in the practice of key At the end of each activity book there is a glossary
scientific vocabulary. of key scientific words and concepts arranged by
unit. Learners are regularly reminded to practise
saying these words out loud and in sentences to
improve communication skills in scientific literacy.
Looking after plants

The activities In this Skills Builder unit give learners jurther practice
In the Jollowing topics in the Learner's Book and Activity Book:
"^

Topic In this will:


1.1 Plants and their parts name the four main parts of plants

1.2 Plants need light


learn that plants need light and water
and water

1.3 Transporting water investigate what happens to a plant without roots

1.4 Plant growth


learn that plants need warm+h
and temperature
^

S; S vysa i ^? '^sS,. •si. ^


&!^^/&h

In this unit, learners will practise observing and comparing j Help learners to
objects, living things and events (Section 1.1). They will j develop respect for
also draw conclusions Jrom. results and begin, to use 1 their environment by
scientific knowledge to suggest explanations (Section 1.2). I looking after plants
To Kelp tkem: 1 and handling them
I with care.
1 Encourage learners to observe plants carejully. Ask them
ij they can see similarities or difjerences between plants,
jor example In the shape oj their leaves.

2 Help learners to look In tke local area Jor more evidence


about how difjerent plants grow In different conditions.

t Lookina after oiarits


soil

Use the key to the Say the key words out loud
on this when you write them. It will
help you remember them.

Plants need healthy


roots, leaves and

stems to grow well.

1.1 Plants and their oart


a

You will need a real plant withjlowers,


some thin card, sticky tape and scissors.

for the of the thin

Use to on the

Put a for the the

I can name the roots,

stem, leaves and

Jlowers oj a plant.

1 Lookina after Diante


jetD-A PUD *l-iDI! peeu s!uo!d 1S
P^0 W611
peeu s^-uoid OG
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He an to

are the ten

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o 8- -?Y-
c ry
+rf

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?
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Plant 1 Plant 2 Plant 3 Plant 4
Light ^ ^ Light ^y- Light :i3:x Light ^X
Water v Water 6 x Water t v Water 6 x

tall are the

1 _ 2 _ 3 _ 4 3 to it

do to

do get

I know that plants need light and water.


:

No

I I
Iu You will need a flower with The roots of a plant
some leaves, a plastic cup and | water from the soil
I some soil. I and it
through the stem.
Plants need
HI a a heal+hy roots
has a and stems to transport
water to the leaves.

Q the in the soil


in the
a no

no a

Q will

will to the
two

Transoor+ina water
the like two

to the
two

do

to the no

I know tkat roots absorb water jrorn soil.

I know that plants need healthy roots and stems to grow well.

1 Looking after plant's


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g 01 op noA
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J0| QLJ4 ui nij Q
aip si
'UJJDM '404 :
'©jni.aieduuei. :
ooking after ourselves

The activities in this Skills Builder unit give learners Jurther practice
In the Jollowlng topics in the Learner's Book and Activity Book:

'
^
In this will:
practise naming the five food groups
2.1 Food groups
practise which food goes in which group

2.2 A healthy diet know which foods are healthy

2.3 An unhealthy diet know why fat and sugar are unhealthy

2.4 Exercise and sleep know why exercise is good for us


^ ^

In this unit, learners will practise observing and Talk about what learners
comparing objects (Section 2.1) and making already know about a
predictions and communicating tkese (Section 2.4). healthy diet and the other
To help them: things that we need to stay
healthy. This will help you
1 Help your learner to practise organising Jood Into
decide which key concepts
Jood groups. Learners could do this at Kome by to practise in this unit.
helping to plan healtky meals and getting involved
in shopping and cooking.

2 Encourage learners at home to use simple equipment


to weigh Jood items or measure volumes oj liquids.

Looking after ourselves


: group,
: fruit
; fat unhealthy

Use the key to

Practise identifying food groups at meals. This


I will increase your confidence and knowledge, |

Food groups
Carbohydra+e

H for or
of Say the of the
the is in. you

Q you find in the

rice carbohydmte

do

I can name the Jlve Jood groups.

I can say which Jood goes Into which group.

2 Looksna after ourselves


: healthy

I
Do not eat
r I Your is the fbod you too much fat
VHi I eat. This food triangle and sugar.

I Fruit and vegetables I shows a diet.


1 keep us healthy,
Eat some
protein.
Eat some dairy.

Eat lots of
fruit and
vegetables.

I Eat lots of
I carbohydru+e

My

Is a you to eat of or less of?

I can say which Joods are healthy.

A heaithv diet
'^,S'^^^Sv^^^v^^~^y^

Too much Jat Is badjor your heart, but can


your strong.

Too much sugar can damage your but brushing


your teeth can help to them clean and strong.

A B are for
for

A B
•FiLppaijun BJD ju6ns puD wj fii|AA RDS uu3 i
04 op
..a
J0| a o
Exercise Is good Jor your and your heart.

You will need a clock, watch or timer to time each activity.

Put

Remember to shut your eyes.This will help you to focus on


your heart beating.

of the will
or the
in the

feel
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e^U op p
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am jo am jo
PIQ IIWl
tinsey uoipipejd A4!Aipv
iving things

[31'RTSlIaJiTR BI

The activities In this Skills Builder unit give learners Jurther practice
In the Jollowing topics in the Learner's Book and Activity Book:

^
Topic In this will:
3.1 Living and non-living
learn to identify the seven needs of living things
things
see that plants get food from sunlight and animals
3.2 Growth and nutrition
get food from plants and other animals
3.3 Movement and compare the ways different animals move
reproduction learn that all living things reproduce
understand that people are similar in some ways but
3.4 Sorting humans different in others
see that we can group people in different ways

3.5 Sorting living things sort living things into groups


^ ^

^•^iV^swsvwy^
1€

In this unit, learners will observe and compare objects and Learners need to
living tklngs (Section 3.1), record observations (Section 3.3) experience familiar
and present results (Sections 3.4 and 3.5). They will also things, including
begin to use scientific knowledge to suggest explanations familiar animals and
(Section 3.3). To help them: plants, before they are
introduced to more
1 Give learners opportunities to make predictions. What do
unusual examples.
they think will happen? Don't worry IJ these predictions are
wrong; predicting is an. Important science skill.

3 Living things
t'UIMI-UOU DUD DLIiAf'j l-t
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3AOUJ UU3 JD3 V
6U]A1]-UOU
snpD3 j umBuad j i|3WAA
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sesues SDL] •
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'BUIAJI-UOU 'BUIAII :
ej,!l :
It's

Q
Fill in the
but you
if are
or

I a... Can Has Can Living


food move or
and young living?
water

man^otree '• • • • • • •
bicycle x x • x x x x

a an not not
Is the or

I can say ij something Is a living thing and why.

I can talk about the seven life processes.


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-"%A(<^
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S}si&^^%^i§s
eat eat
a line to the

eats animals |• eats plants

If use to if the
Sun not

I know that plants use sunlight to make Jood.

I know that animals get Jood by eating plants and other animals.

Livina mna
uru 0|. UD
D J0|
•D | 1
D | ®
"D unj | p
eiu ny so so
D pq I o
•euj D pq I q
unj D pq I D
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jo inq ui Q
•uo os U©1 dn
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am (|
Jo
^ t
I -adoj 6uidd]^s D asn 01 WVN\ fimu no^
I I
:
All living things (produce |
....^

I) Use the in the to the


^.........,.,...,..,...........,....._.._.._...............,.._

[ Jrog yes 100 cub g

Animal or Fed for


laid by
whale calf 1 or 2 yes

lion 2-4

fish fry 200 no

bird chick 2-10 yes

tadpole no

do you fish do not for

try to for for a

I know about dljjerent ways that living things move.

I know that all living things reproduce.

3 Livina things
SUDLUnLj DLI^JOg fr"|
•lLj6l3Lj pUD JTIO]03 JIDLj SD L|3ns <9]do3d uaam^q saDLiajaj.Jip aAjasqo UUD I
•sfiDM fo sw] w jDpuns aju a]doad IDL|I aAjasqo uu3 I
wajajjip
aju am sfium az|^
JD]]LU1S
ajD am sfium aL|j_
•e>l!l j0
Q>|1| JO 014 JOJ
QJD OLJI. QJD et|4 B
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pun
'JDIIUIjS lilj'allSI g| B • | g B [
^g.'^®sS^4iiS;'S'6;;sli%':.5t;Si^..,-®;.%SS:

You will need a big piece of paper


and pens.

at the
we

air,

this on
to the big of

animals
animals
with animals
that live
that live with
In the sea
in the sea

the by
in the of

3 Living things
SCHJiLI-j. SUIAI! DUH.IOg S'
••UOWUIOD LII Bunpauios
3ADLJ dn0j6 D LI] s6LI1L|l
6WA1] wui aAjasqo i
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s6li1ljl 6U1A1] 1JOS UD3 I
"uuaip fipms UDD FiaLji iui|i
os fi]]nJajD3 s6uiip BUIM]
dnoj6 01 aADi) SISIILIBIDS
014 Ul Aq Qm
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am
Our five senses

The activities In this Skills Builder unit give learners Jurther practice
In the Jollowing topics in the Learner's Book and Activity Book:

'
"^

In this
link each sense to the correct sense organ
4.1 Hearing and touch
identify times that we use our senses

4.2Tas+eand smell test their sense of smell

learn about parts of the human eye


4.3 Sight learn about the eyesight of humans and

s.
different animals

Stress safety when


In this unit, learners will practise observing and comparing talking about the
objects, living things and events (Section 4.1) and collecting senses. For example
evidence (Section. 4.2). They will also use scientific knowledge remind learners to
to suggest explanations (Section 4.3). To help them: never took directly at
the Sun and avoid
1 Encourage learners' curiosity by listening to their questions
I loud sounds.
and talking about them. Don't worry lj you don't know an
answer: you can discover it together.

2 WKen learners conduct practical science Investigations, liiiiiiSSiiis&iii.

When you talk with


encourage them to plan. Support their decisions. Making
learners about taste,
some wrong decisions is part of science - as long as tkey
try to refer +o bitter
learn Jrom them.
and sour tastes as well
as sweet. They may
not be so familiar, but
they are important
in science.

4 Our five senses11


•ipnoi J.o asuas aij^
PUT) 6iiUDai| Jo asuas
Jo fiui
aip inoqD AAOU^) i fo asuas fiuu
asn pporn i
asn ppom ]•
•sasuas uuumi|
BAlJ 3lp aiAJDU UU3 I
I
I I Jo asuas fiuj
t
fo 3SU3S filU asn p]nom i
asn ppom i
Jo asuas fiui
asn ppnom i
Jo asuas fiui
asn p]nom i
JO P am esn
noA I.D
I
1QH
1QH |0 eyi 04
OL|4 +D
'ipnoi. :
Our senses of smell and taste often work ^Ss

together. They help us to avoid eating bad jood.


Take care when
I smelling things
I in case they are
the
I dangerous. Always
i smell from at least
five
I 10 cm away.

I smelled a
kiwi fmit
It smelled
sweetandfrurty
nauus PUD stSDi
siiiiiiii^
•jaLpaBoi ~^jtON\ uaijo ]]aius piiD a^sDi J'o sasuas ai|i IDL|I mou^j ]•
OM IjJlS SDl|
SBKTI'SIHHI :

oj the eye
Use the key to the
of the

Look after your eyes,


1 Never put things in your eye
I and never look at the Sun.

a_
an to fill

cat

I know that I see with my eyes.

I know that some animals have good eyesight and some have

poor eyesight.
nvestigating materials

The activities In this Skills Builder unit give learners Jurther practice
In the Jollowlng topics In the Learner's Book and Activity Book:

^
Topic In this will:
5.1 Properties of materials name some different materials

5.2 Sorting materials sort materials by strength and texture

5,3 Uses of materials see Challenge, Section 5.3

5.4 Testing materials see Challenge, Section 5,4

5,5 Magnetic materials investigate whether all metal is magnetic


l»n ^

'^S^^S^^aS

In this unit, learners will practise observing and comparing Materials are usually
objects, living things and events (Sections 5.1 and 5.2). made into objects.
Tkey will also make generallsatlons and begin to Identify Encourage learners
simple patterns In results (Section 5.5). To help them: to talk about the
properties of the
1 Ask. learners to close their eyes wken touching materials.
material rather than
This will encourage them to mafee more use of their sense
the properties of
oj touch..
the object.
2 There are many names of materials to learn. Help learners
to make a poster of material names or make name labels
Jor the dljjerent materials they Jlnd at home or at school.

^ ^HV&StiQQ
gating motenais
i%t.';®^;'^ls^ S3 ;Tl^''.Z'i';P^'•s?'".';,'"'^

in the

the it is Use the key to

Find it

I found it! metal

I found it!

I found it!

I found it!

found it!

found i+!

of not to be

I can. name some materials.

5 Investiciating materials
/"~
LpOOUiS
LjBnoj
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6u(ms
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•uo [\s 04 e|doed JQJ L|6noue 6uo4S si [DH^ poo/w p epDuu
eq UDO jioqo D e|dujDxe joj •s6uiq^. ^.uejejj.ip e>|Duu o[ sei^jedojd
jieq^. jo^ A||npjDO uesoqo OJD s|Due^.D[A| JO eq UDO
jo eq UDO 3ADL) S|DUe^.D|A|
:
:
by
n a
to see if are to

If are to in the

If are to in the

the are

I cotton
^^iS^^^S^i^SSS^^

a to be

I can sort materials by their properties.

I know that materials are chosen Jor different jobs because of


their properties.
i; ^U ! ; iUt^J ^U;h
ej^
•3il3u6uiu aju s]DijaiDin
auuos fi]uo iDiji mou^j i
j|D Qjy
d]p jadpd
^
et||. ui ei|4
jo OJD QH^ |! 400 o^ D
D paau ]]]N\ no^ |
I
01pu6DUJ-UOU :
orces and movement

The activities In this Skills Builder unit give learners jurther practice
in the following topics in the Learner's Book and Activity Book:

/" "^

Topic In this

6.1 Push and pull explore the forces of push and pull in everyday life

6.2 Changing shape use forces to change the shape of things

6.3 How big is that force? identify different sizes of forces

6.4 Forceme+ers measure forces using elastic

learn that friction is a force made by two surfaces


6,5 Friction
^.
rubbing together

In this unit, learners will practise observing and comparing Give learners lots
objects, living things and events (Section 6.1), making of opportunities to
predictions and collecting evidence (Section 6.5). They will talk about pushes
also record observations (Section 6.4), present results and and pulls they
begin to use scientific knowledge to suggest explanations encounter as well as
(Section 6.5). To Kelp them: opportunities to ask
questions and carry
1 Encourage learners to ask questions about Jorces and talk
out inves+iga+ions.
about Jorces in action, Jor example when they are pushing
a toy or playing on a seesaw or swing.

2 Look Jor ways to allow learners to Jeel forces and to see them manifested In elastic
materials stretching, Jor example blowing up a balloon.

s i-Oi'ces cinci movernenT


•je6uDp ui
uosjed jeqpuo
jo ^esjnoA ^nd
OL|4 noA
^uoa'6u!||nd puo
6uiLjsnd ueqM
aiDO e>|D[ ^
QLU
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I I
QL|4 Ul
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lind 't|snd
(I at if the has to or
an on the to the or

ypy

is Do to or

pull lift a If this


do to

I know that pulls and pushes are Jorces.

I can talk about Jorces we use In sports everyday.

© i-orces anci rnovemenr


elastic

I
You will need modelling material (such as clay), card, j
metal Joil, a biscuit and a piece of rock. {

to see if its by
or the

Test number Test number. Test number

Material Material Material

Change shape by: Change shape by: Change shape by:

pushing? [pushing? pushing?

pulling? [pulling? pulling?

Test number Test number Test number

Material Material Material

Change shape by: Change shape by: Change shape by:

pushing? pushing? pushing?

I pulling? pulling? pulling?

this
Hi

I could change 1;he shape of some


Sometimes we need materials to
materials when I be flexible. Sometimes we need
materials that are very strong
and because these
and rigid, for example when we
materials were. build houses and bridges.

>.3 Chanaina shaoe


II
I You will need wet sand
I
I
and a spoon or stick.
^s^^^S^^^^^g^^^^^

in the on a or
by a the
;£::,.;::..,:.__^£.r^^^^^^

use
to use to dig push pull
the to
press pat smooth
Use to

[ First I will .. . Then I will .. . I After this

JL

I know that we can use Jorces to


to
change the shape of materials.
in
I know that some materials
can be shaped by hand but
others cannot.

wi rorces ana rnovemen


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us

II il ^^^ ^ I ^ i
BiKXI.!I^A?yi }sSS!£S. ^ i ^jaii ^ ^^.^ i^^ i^ 11

A is any device that shows us the size of a


force. An elastic band can work as a pull forceme+er,

Take care
with elastic
You will need a ruler, string, scissors, a paper clip,
bands and
a strong elastic band and objects to pull (for example
when you
a book, a stone, a Jeather, a pencil case and so on). pull things.

On a six

You to tie
Put
a an
so
it to

an
the

a to
to
A book The elastic stretched to cm.

The elastic stretched to cm.

The elastic stretched to cm,

The elastic stretched to cm.

The elastic s+re+ched to cm.

The elastic stretched to cm.

the

a the to

In. this activity, you measure and record results.

A Newton meter is a special Jorcemeter used


scientists. It measures a force in (N)

at the - is a of
the in the in the
to the

rorcerneTers
of to pull it

I know that Jorces can be measured with a Jorcemeter.

6 Forces and rnovemenT


iISSSESBBSIJBISiSSiSiBiI
fStlSIIBI
an friction, grip, gravity

is a force made when two rub together.


j Smooth surfaces make less friction. Rough surfaces
g one another and make more friction.

Is the

I
I You will a coin and two rulers.
'ssssay^i^^^ai^si^^^si^^^^^ss^i^^^^^

flat on the the on the in the


of the by 1 the

the of the up to a
the

the

The coin does no1; move because the force of.

is holding it.

do you to lift the to the

the
Forces can make things change direction.

to
in do
to

I Friction can help us when we want to walk across a surface, i


I -••-••-••--••• •-•f- -------------- ------------ g

1 Friction can also hurt us when we fall. I

I know that Jrictlon is a Jorce.

I know that Jrlctlon is caused by surfaces rubbing together.

I know that the size of the Jrlction jorce depends on the surfaces
that are rubbing together.

I knowjorces can make things change direction.


1.4

is the temperature?
1.1

Plant

I This plant is too cold. | j This plant is warm. | | This plant Is too hot.

<0[iia3Cs(3fa3QD8ff8
Plant 3 needs to be in a warm. place, not a hot
place. It also needs water.
••!f:fw^S^.S^^SS^S

Label a real plant

The learner should have added labels to a real plant 2.1


as shown in the picture in the main part of the book. Which, Jood, which, group?

1.2

Plant

Plant 1 8cm. Plant 2 4cm. Plant 3 10cm.


Plant 4 4 cm.

light
water and light

^(SfasXBOOOO
Outdoor plants get water jrom. ram that soaks
Into the soil.

1.3
I jmi£-u".d vegetables |

No roots!
Food hunt

Plants need healthy roots and stems to and Answers will depend on the jood chosen.

transport water.
Use thejood triangle In Section 2.2 to check them.

The plant with. no roots died because it could SGfaaOBB


TKe Learner should have identified j:at and
not get enough water. Without roots, the plant
cannot absorb water jrom the soil. sugar as the most unhealthy Jood group.

Answers
2.2 spider - living
watch - non-llvlng
Healthy Jbod I love
penguin - living
Pictures ofjruit and vegetables only cactus - living

^QfaSffl&OOO
It's alive!
Answers will depend on the learner's own diet.
The learner should respond in a consistent
2.3
way so that only things which, have ati the
Good and ch.aracterlstlcs oj tlvlng things are identified as
living. They should have recognised that the
The learner's own drawings to show:
mango tree is living and the bicycle Is non-llving.
A exercise
B toothbrush or brushing oj teeth
Most eggs oj birds in the wild have within
The learner's own drawings to show:
them a living thing. The eggshell Itself is not
C cake or other Jood jrom. the Jat and
living but the tiny baby bird inside is alive. Be
sugar group
aware that the eggs bought In shops are usually
D sweets or other very sweet Jood
irvfertile and don't contain a live baby bird.
^(SGxscfiHB
To beep healthy, do exercise, brush, your teeth 3.2
and eat tots ofjruit and vegetables. Where Jood come Jrom.?

2.4 The learner should have drawn arrows jrorn


the Sun down to the plants.
Testing your heart
The learner should have drawn lines jrom hawk
The learner should have recorded their
and snake to eats animals and lines jrom rabbit
predictions In the table.
and sheep to eats plants.
Running - heart beats Jaster
Reading a book - heart beats slower or
If the Sun was not there, it would be very cold.
the same
The plants would all die and so would the
Star jumps - heart beats Jaster
an.Lm.ats that eat plants and then the animals
Reading a book Is not good exercise. that eat animals.

B THfti&QKxsxs&m 3.3
This will be a personal response, but any
activity that makes the heart beat jaster is Ways oj moving
good exercise. The learner should talk about the many ways
that humans can. move.

Many responses are possible:


3.1 a For example tiger, cheetah, antelope, wolf.
Living or non-livin.g? b For example kangaroo, dolphin.
c For example tuna, shark, eel.
The pictures should be linked to labels
d For example snail, hamster, worm..
as JolLows:
e For example spider, ant, hamster.
rose - living
river - non-living
J For example slug, tortoise.
Some animals move quickly to catch, and eat
other animals. Other animals move quickly so 4.1
that they will not be caught and eaten. Ourjive

Lines are drawn, jrom. the labels: sight to eye or


eyes, hearing to an. ear or ears, smell to the nose
The learner should have Jllled In these rows
or nostril, taste to the tongue, touch, to any part
as jo Hows:
oj the skin.
lion cub 2-4 yes
frog tadpole 100 no Which. I use?

The learner should h.avejilled In. the gaps asjollows:


Fish and Jrogs produce many babies In the
bell - hearing, warm. cup - touch, bird - hearm.g,
water and so the babies are soon swept away
radio - hearing, mobile phone - hearing, prlckly leaf
and cannot be Jed and cared jor.
- touch.

4.2
Humans look after their young Jor a long time
because they try to make sure each child is safe Smell the
and grows to be an adult.
The learner should have described the smell oj
3.4 Jlvejoods. You. can accept any answers that
refer to smells.
Similar dijjerent!
i6fi®ti)GB
The [earner will have drawn two jriends.
Accept any reasoned answer, jor example so
A list of sirmtarltles such. as: we both have hair, that if one nostril is hurt, we have a spare. Or
clothes, jrecbles, toys, parents, brothers and so we can smell to the tejt and right or so we
sisters, a pet. We both like TV, games, music, can smell things better.
com.pu.ters. A list of dljjerences such as: eye
4.3
colour, hair colour, jreckles, handedness, height,
mass, likes and dislikes Jor example colours, oj the
jood and so on.

3.5

Sorting

Venn diagram with two overlapping circles


making three sectors:
animals that live in the sea - seat, whale,
dolphin, jellyjish, Jlsh, sea snake, sea slug
a.n.imals with legs - human boy and girl, gull
intersection - crab, octopus, lobster

plant we eat

Foods we peel to eat: banana, orange, mango, pupil j


pine apple
Foods we dont peel to eat: grapes, rice, tomato

Answers
Good
No other common tnaterlals are magnetic.
The learner should have chosen an animal with.
(There are som.e naturally magnetic types of
good eyesight (for example hawk or cat) and
stone but they are very rare.)
explained this need in terms of hunting jor Jood
or seeing danger.

The learner skould have chosen an animal with


poor eyesight (for example worm or mole) and 6.1
explained this need in terms oj living in the Push-pull
dark and/or using other senses.
The learner should have completed the table
with examples like these:

5.1 I i
pushed to close the door. pulled the blind down.
Name the I pushed a chair. pulled the rug on the floor.
pushed a drawer shut. pulled a bag open,
and The learner should have Jound objects
pushed a plant on the table. I pulled sticky tape off the roll.
like the ones in the table and named the materials
I pushed a plate. I pulled my shoslaces tight.
as jollows: pen - plastic, window - glass (or glass
and wood/plastic), newspaper - paper, stick - wood, They should identify a big push based on their
door handle - metal. observations.

(SEcxB&EBO They should identify a big pull based on their


Wood does not have to be made. Wood comes observations.

jrom the trunks oj trees.

5.2
Pictures should include tKese Jeatures (it is most
and important that the word push or pull is used):
Kicking a ball - push the ball with the Joot. An
The learner should have drawn a line jrom the
arrow jrom. the joot to the ball.
coin to strong, the newspaper to weak, the twig
Tug oj war - either an arrow pushing the Jeet
to rough, the window to smooth.
on thejloor or an opposite arrow showing the
Sorting materials by hands pulling on. the rope.
Tennis - push the ball with the racket. An arrow
to Q Answers depend on the objects used.
jrom the racket to the ball.
EB <OIMd5 (SlsSSO KB Weightliftlng - pull the bar up. An arrow Jrom
A coin needs to be strong because many the hands pointing upwards.
different people use it Jor a long tlm.e. If It
was weak, It would get damaged. Personal answer

5.5
The [earner should talk about good things they
Testing metal
could do if they were very strong, jor example
to Answers depend on the objects tested. helping others lift things, doing jobs and work,
rescuing arumals and people.
Not alt metals are m.agn.etic.
6.2 6.4

us the Jorce

The learner should have tested six materials For each. object, the learner should have
and jor each. recorded a test number, the name recorded the stretch, oj the elastic band in
of the materials and whether they changed Its centimetres.

shape by pulling or pushing.


The learner should have identified which object
For example: needed the greatest Jorce.

I could change the shape oj some materials The learner should have identified which object
when I pushed and pulled because these needed the least Jorce.
materials werejlexlble. Alternatives tojlexlble
Include weak, bendy, soft and so on.. measures Jorce

The learner should have recorded these results in


this order (from the biggest to the smallest jorce):
The learner will have drawn three stages In the
construction of their shape. They should have boot = 5N
trainer = 3N
drawn arrows to show the way the sand Is
pushed or pulled. There should be writing to shoe = 2N

indicate what is happening In the pictures. TKe sandal = 1 N

writing should talk about skaping the sand by 6.5


pushing and pulling sand. They may use other
words such as pat, press, dig, smooth.
Is the sticky?

no

The learner m.lght suggest a number oj probably no


occupations that require the use ojjorces to
JTLCtion
shape materials, Jor example jarmer, builder,
sculptor, carpenter, plumber, tree cutter, boat The learner should give the result in cm. They
builder, stonemason, artist, potter, baker, cook should explain the jrictlon. is not holding Lt now.
and so on. They may rejer to gravity pulling.

6.3 gravity

a big
Climbers stop themselves Jailing by using
The bulldozer pushing the sack should be linked to
more jriction, Jor example holdiag onto a rope,
a small push or a very small push. The bulldozer
using an. ice axe or using crampons or spikes
pushing the pile of soil should be linked to a large on their boots.
push. The bulldozer pushing the Large pile of rocks
should be linked to a very large push. gravity
1 Practise saying these
I words aloud.Try to use
j them when talking
I about the topic.
to soak up liquid i»—™.——^».««^»»».»»«^»»

a temperature which Is low


part of the plant where are made
to become larger and more developed
how tall something Is
a temperature which is high
a test or experiment to find something out
part of the plant where the plant's Jood is produced
energy that comes jrom the Sun or a light bulb
a living thing that grows and has roots, a stem,
leaves and often Jlowers
to think carefully about what might happen
a sentence that states what you would like tojind out
the observations or measurements made In a test
parts of a plant that support the plant and collect
water jrom the soil
soil the natural material on the surface oj the Earth In
which plants grow
part of the plant that transports water around
the plant
how hot or cold something is
an object used to measure temperature
to move something
a temperature between hot and cold
a clear liquid that all living things to survive

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