Skills Builder 3
Skills Builder 3
Skills Builder 3
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Skills Builder
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Jon UNryERSITY PRESS
Jon UNryERSITY PRESS
UNIVERSITY PRESS
3 14-321, 3rd Floor; Plot 3, Splendor Forum, Jasola District Centre, New Delhi- I 10025, India
www.cambridge.org
Information on this title: www.cambridge.org/978 13 1661 1029
20 19 18 17 16 15 14 [31211 10 9
Produced for Cambridge University Press by
White-Thomson Publishing
www.wtpub.co.uk
A catalogue record for this publication is available from the British Library
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
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The activities In this Skills Builder unit give learners jurther practice
In the Jollowing topics in the Learner's Book and Activity Book:
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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.
Use the key to the Say the key words out loud
on this when you write them. It will
help you remember them.
Use to on the
Jlowers oj a plant.
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10-
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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
1 _ 2 _ 3 _ 4 3 to it
do to
do get
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.
no a
Q will
will to the
two
Transoor+ina water
the like two
to the
two
do
to the no
I know that plants need healthy roots and stems to grow well.
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
2.3 An unhealthy diet know why fat and sugar are unhealthy
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.
Food groups
Carbohydra+e
H for or
of Say the of the
the is in. you
rice carbohydmte
do
I
Do not eat
r I Your is the fbod you too much fat
VHi I eat. This food triangle and sugar.
Eat lots of
fruit and
vegetables.
I Eat lots of
I carbohydru+e
My
A heaithv diet
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iving things
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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
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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
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I know that animals get Jood by eating plants and other animals.
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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:
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In this
link each sense to the correct sense organ
4.1 Hearing and touch
identify times that we use our senses
s.
different animals
I smelled a
kiwi fmit
It smelled
sweetandfrurty
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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
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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.
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I found it!
I found it!
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5 Investiciating materials
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The activities In this Skills Builder unit give learners jurther practice
in the following topics in the Learner's Book and Activity Book:
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Topic In this
6.1 Push and pull explore the forces of push and pull in everyday life
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.
ypy
is Do to or
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
this
Hi
in the on a or
by a the
;£::,.;::..,:.__^£.r^^^^^^
use
to use to dig push pull
the to
press pat smooth
Use to
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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
a the to
at the - is a of
the in the in the
to the
rorcerneTers
of to pull it
Is the
I
I You will a coin and two rulers.
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the of the up to a
the
the
is holding it.
the
Forces can make things change direction.
to
in do
to
I know that the size of the Jrlction jorce depends on the surfaces
that are rubbing together.
is the temperature?
1.1
Plant
I This plant is too cold. | j This plant is warm. | | This plant Is too hot.
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Plant 3 needs to be in a warm. place, not a hot
place. It also needs water.
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1.2
Plant
light
water and light
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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.
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.
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To beep healthy, do exercise, brush, your teeth 3.2
and eat tots ofjruit and vegetables. Where Jood come Jrom.?
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.
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
plant we eat
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.
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.
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.
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
no
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.
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