ENDORSED BY =§ CAMBRIDGE CAMBRIDGE PRIMARY Science re Jon Board and Alan Cross LEECAMBRIDGE [UNIVERSITY PRESS erty rng Howe, Cambie 8, Und King Combi Univesity Pres isp athe Vest of Cami nus Unley lon yamine te pro ‘cin ining und ear sien nero ee oeccance aeration hte econ canbe gong cage Datesty P2014 ‘Mh pao sn copra sary exception {atthe revs ert alse Rea ascot ‘Saverio ay prt tape wthoa he ten ron o Cane Urey Rese Stings Pred by Mls lal na Acta odor pub al fo Bre ira anki Unie ht epoca the prec or aay ‘TOR enna oi ys weber rere tin pain, {tn econ ure at ay cent sch eter ol ea ‘lancer tenet Inman reading ces tee tint ad te ‘etl iro enn hw cot th ine ot eget ‘Congr Uae Pr Jb pete ascny fsck nation ‘ena Cover Aca: i Baton “The pb gral the experienced aes Mor Shh Sh {ore Grime Schl 3 Nam Gabler Labre dL ast or hrf eseving he cae enc Stic nt eo pie and iron roiled ote udesunng athe ad eins andere heroes prope ices Ble sera ofthe Acts ited Cade ‘Une res mats wares erecta oa oo anit ‘Atte Toth eet iti by ir igre Pel tet ae or {hyo jy cm aby ange ey Kind sing ho ete te ceeIntroduction ‘The Cambridge Primary Science series has been developed to match the Intemational Examinations Primary Sclence curriculum framework. It {sa fun, flexible and easy-to-use course that gives both leamers and teachers Ihe “support they need. In keeping with the aims of the curriculum tse, it encourages learners to be actively engaged with the content, and to develop enquiry skis as wall as subject knowledge. ‘This Activily Book for Stage 3 1 deigned to be used alongside the Leamer’s Book for the same stage, ISBN 978-1-107-61141-2. In this book you wil find a single-page exercise fo accompany each topic ‘presented in the Learner's Book, as well as c language review exercise at the end ‘of each unit to practise the key vocabulary. The exercises are designed to be ‘completed as pen-and-paper exercises, and learners can work on them indlvdually ‘oF in pairs or small groups. You can set the exercises as in-class work or homework. There are different styles of exercise throughout to maintain interest and to sui different purposes. The main aims of the exercises in this book are: © to consolidate the subject knowledge presented in the Learner's Book © to encourage learners to apply the knowledge in new situations, thus oars developing Saeeeenie . fo devalop sini arcu adesch os presenting ondinteptetng rents fom investigations. The answers to the exercises in this Activity Book are available in the Teacher's Resource for Stage 3, ISBN 978-1-107-61 150-4. This resource also contains extersive ‘guidance on all the topics. ideas for classroom activities, and guidance notes on tthe octns presented in Loomer’s Bock. You will ako tnd large colection of worksheets. We hope you enjoy using this series. ‘With best wishes, ~¥ ‘the Cambridge Primary Science team. —_ @o 2S con BESS x BN8sa0 BSB BL RRRB SS8aesbar chart er ae boar shows the size of the result ee absorbed’ by different paper towels. conclusion what you find out in an investigation. Kai’s conclusion was ‘From the objects I have tested, only the paper clip is magnetic. The others are non-magnetic.’ group i ae nas put the seins th fri a gop end the animals without fur into another group. t investigate to do a test or experiment to find something out if Nasrat was told to investigate which objects were magnetic. to draw a line to make a link between : or join) f i Zak dhe Ines peter ete 4 delta pla of their babies. match fresults sort, cmt objects with a magnet. to think about what RTS ‘an investigation might be Habib was asked to predict which objects would be, magnetic. to write or draw results to show what happened ee Zina wrote the results in a table to record what happened. "to look for information by investigation by using books or TE Jamil used the internet to research friction. Pere ee ere a ey aera hard and those that were soft. a vay of writing numbers or words in rows and columns ‘The table showed which objects were magnetic and whichj Plants and their parts ‘This exercise checks that you can name the parts of a plant.} Plants need water In this exercise, you will practise drawing bar charts. Subhan had two plants that were the same. He gave water to one plant. He did not give water to the other. He measured the height of the plants every day. Here are the results on day 1 and day 10. Draw the bar charts for each day.‘The plant absorbs water from the soil. It transports the water to the leaves.: “In this exercise, you will practise measuring the oe and record the results in a table. ‘These young plants are growing. Measure the height of the plants using a ruler. Write your results in the table.This exercise checks that you understand the scientific words used in this unit. BB Use these words in sentences. The first one has been done for you. water, Plants need water to grow. roots: —_ - — ‘stem: naan ame a leaves: —________ ~ —— CT pre ae eee eee 2 a Put these words in the right place. A on plant has enough water and light and ‘is kept warm. ‘A plant with _______ roots, stem or leaves will. not grow well. The stem ______water around the plant.Tn this exercise, you can show that you ix understand which foods are healthy. /g Draw and label a healthy meal“In this exercise, you can show that you know how to look after your teeth. Sunita looks after her teeth, Dinesh does not.(ESEREZI How I keep healthy In this exercise, you can show everything you do to keep healthy. eeeThs exercise checks that you understand the scenic words used in this unit. Write the missing words in these sentences using these words. is good for your _____ and bones. The foods that help us grow have lots of —____ F2Y are unhealthy. They have too much a -2Looking after ourselves and ___2) Living things This way for non-living things that: do not move do not breathe have no senses do not need food and water do not make waste do not reproduce do not grow Help Safiya finish the living things sign.{fog spawn _ + foglet- fog egg >_> chrysalis > chick > egg —____ + pupa - ladybug > seedling - young plant - plant with fruit containing seed a 3 ving things| How do seeds move? In this exercise, you will look at different ways in which seeds can move. Flowers move when they turn to face the Sun or close at night. Many plants make seeds which can move a long way. Look at these seeds. Write about or draw how they move.In this exercise, you will look at the similarities and differences between you and two friends.EXEEERS sorting plants In this exercise, you will sort some plants. Can you help him sort them? Draw a line from each plant to the correct box.ee used in this unit. Match these words to their meanings. The fist one has been done for you.= = (GESRRQED How loud is the sound? In this exercise, you will put sounds in order according to how loud they are. Here are some things that make a noise. Put them in order from the loudest to the quietest.In this exercise, you will interpret data from a taste test. Ramos tested all his friends to see what foods they liked. Here are the results. BB wich tood aid peopie tke the best? BB wich food was least popular? BB |s there a pattem (for example, what type of foods are most popular)? oeSaas Sele eee « — = as “sBU84 J0J2QUINN Tariq has recorded his friends’ eye colours on this graph. ‘brown BB wich eye colours he most common? wnicn eye cotouris he least common? |used in this unit. {BB match each sense to its sense organ. The first one has been done. for you.‘This exercise checks that you know the properties of some materials. ‘Match the objects to the materials and their properties. epee 1 3 =]“In this exercise, you will sort some objects using a Venn diagram. Some have been done for you. BY b..* seeWhat is this material useful for? In this exercise, you can show what different materials are used for. Tn each box below, write the name of a material and then “some of the things we use it for. The first one has been done for you.(2EEEELI) testing materials —Inthis exercise, you will practise drawing a bar chart. Hong investigated which paper towel was the most absorbent. Draw a bar chart of her resutts. Water absorbed in mi Paper towel Which paper towel was the most absorbent? a ‘Investigating materials[Exercise 5.5 Magnetic materials Tn this exercise, you can show that you understand which materials are magnetic. ‘Razi and Zoe investigated which materials were magnetic. Finish Razi’s table of results.This exercise checks that you understand the scientific words used in this unit. ‘Complete these sentences about the properties of materials. Metals arch Paper is fo When wood is cut it is r________ but it can ie wrcinscc This plastic coat is w—_____. BB Lobe! this picture with these words.anaes — In this exercise, you will think about things that are pushed ‘and pulled. The pictures are to help you, but do add your own ‘ideas. Draw or write them in the boxes below.more Changing shape "In this exercise, you will think about how the shape of objects and materials can be changed using forces. Draw the object and say how you would change its shape.EJ) Small force or big force? In this exercise, you will sort pictures into those that ‘show a big force and those that show a small force. ‘Draw a line from each picture tothe correct box,this exercise, ‘Gucci ro she's. of force needed to make it ‘start to move, The fest one has bee don for you.eC 5) Friction ‘In this exercise, you will think about where friction is acting. Look at the pictures. Draw an arrow to show where friction is acting.‘Match each word to its meaning. The first one has been done for you. eee 7 forcecambridge Primary Science isa flexible, engaging course written specifically for the Cambridge Primary Science curriculum fromework (Stages 1-6). The course offers plenty of teaching ideas to sive Flexibility allowing teachers to select activities most appropriate to their clossroom and pupils. An enquiry-based style of teaching and learning i stimulated, ‘withthe Scentfc Enquiry objectives integrated throughout to encourage learning of these sil alongside the scientific concepts. The language level is carefully pitched to be accessible to EALIESL learners, with concepts illustrated through diagrams to allow visual understonding and learning, ‘The Activity Book contains ‘ther components of Cambridge Primary Sence 3: one exec to accompany each Ueornersbook2 ihe a7e-Ho7enet2 Topic inthe Leorners Book Teachers Resource2_SBN-S78-107-6150-4 rercies hatcan becampletedin _Forourfllronge of Cambridge Poy tls, pleted including Mathematics, English and dss ors homework Anhesoeien Global nate, vt exercises thot ore designed to ‘cheatin combridgeorlcambrldgeprina ‘consolidate understanding and feed deepen Rb oppting inowledge innew situations = _ = cree that procve Sete agua" | | Benin Eni sl 3 cote Ei J L Completely Cambridge Ree Cameos Cane qian ‘Gmbrtge Unive Pre wx wh Cmbridps rerio Emrinatins ond ‘ipererend othe to pesuce high quay enone wetboks ond sotware ot ‘ppt Conbdge eaters ond encourage conbrige Lea.