Science Bug Year 3 Movement and Feeding: Topic Book Answers

Science Bug Year 3
Movement and Feeding
Topic Book Answers
Page 1 What Do We Already Know About Movement and Feeding?
1a How are we similar to a car?
We can move and have different moving parts. We also have joints. We
need energy to keep us going. This is provided by food and drink.
1b How are we different from a car?

We are alive. We are not made from metal, plastic and rubber but from
bones and muscles, etc. We don’t use petrol, diesel or electricity for our
fuel. We cannot travel as fast as a car. To move we don’t have rotating
wheels. To move from one place to another we usually walk or run.
2 What do you think is inside our body that helps you move? Draw
and label your ideas.
As this is an initial assessment activity it is not expected that pupils
would have detailed knowledge of bones, joints, muscles, and tendons.
Teacher to check for some reference to these.
3 What do you think you need to put into your body to help it move?
Food and drink (water).
Pages 2 and 3 Different Types of Food

1 Make a poster to persuade people of your age of the benefits of a
healthy diet.
Teacher to check, but hopefully includes a balanced diet including all
food groups and their benefits, and restricting sugar and fats.
© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free. 1
2 Record two other examples from each food group.
Teacher to check, for example fruit and vegetables – apples and peas;
carbohydrates – pasta and potatoes; dairy – yoghurt and cream;
protein – salmon and beef; fatty foods – avocados and olive oil.
3 Is the meal that Samir is making, balanced? Explain your answer.

His meal has foods from all the different food groups, so it is well
balanced.
4 What would you choose for your own balanced meal with friends?
Teacher to check for inclusion of all the food groups.
Page 4 and 5 Investigating What Different Animals Eat

1 Find out about some animals that are carnivores, some that are
herbivores and some that are omnivores.
Teacher to check, for example carnivores – lions and tigers; herbivores –
zebras and giraffes; omnivores – bears and badgers.
2 Find out about an animal that has an unusual diet. Draw pictures
and write about it.
Teacher to check.
3 How would people know if animals have not had enough to eat or
have been fed too much, just by looking at them?
Not enough to eat – animals would be underweight. Fed too much –
animals would be overweight.
2 © Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free.
Pages 6, 7 and 8 Looking at Balanced Diets
1 How could your health suffer if you ate too much for a long time?
You would become overweight. Many conditions are linked to being
overweight, including diabetes, heart disease and some types of cancer.
2 How could your health suffer if you ate too little for a long time?
You would lose weight/become underweight. You would lack energy and
not get the nutrients you need for your body to function.
3 Write five questions that can be answered by studying the

balanced plate diagram.
Teacher to check. Questions should relate to the balanced diet plate.
4 Which of the snack foods do you think should only be eaten

occasionally? Why?
Chocolate chip cookie, jelly, iced bun, chocolate, toffees – because they
have a lot of sugar in them.
5 Which do you think can be eaten more often? Why?

Orange, carrot sticks and raisins – these are naturally sweet and contain
less sugar.
6a Draw and label some of your favourite sweet snack foods.

6b List the ones that should only be eaten occasionally and the ones
that can be eaten more often.
Teacher to check.
7 List some types of drinks that contain a lot of sugar.
Teacher to check. Could include any fizzy drink that is not sugar free,
flavoured milk shakes, fruit juices (although the sugar is natural it is still
high), etc.
8 List three other foods that are high in fat but are good to include in
our diet.
Teacher to check, for example any type of nuts or seeds.
Page 9 Different Diets

1 Name the different types of fruit and vegetables in the diagram.
Star fruit, pomegranates, bananas, aubergine, pepper, carrot, squash,
okra, chilli, radish, strawberry, asparagus, courgette, broccoli, tomato
and turnip.
2 List as many other types of fruit and vegetables as you can.

Teacher to check for list of just fruit and vegetables.
Page 10 and 11 Bones, Muscles, Joints and Tendons

1 Which parts of the body are these x-rays of?
Skull/head, rib cage/chest, spine/backbone, knee and hand.
2 Find out more about x-rays and when they are used.
Teacher to check, for example check for fractures to bones, they are also
used for scanning the internal structure of objects and in airport
security scanners.
3 Use your research skills and find out what happens to our bones
as we get older.
They get less dense and weaker so they break more easily.
4 Name as many bones as you can.
Teacher to check.
5 List three places where our bodies are able to bend or rotate
because of joints between the bones.
Teacher to check, for example neck, shoulder, elbow, wrist, hip, knee,
ankle, etc.
6 Talk to a partner. Point to the joints shown on this x-ray of a foot

and ankle.
Teacher to check.
Page 12 Inside Our Hands

1a Trace with your finger the joints on a skeleton.
1b Think about what muscles and tendons might be like close to the
joints.
1c Draw what you think three sets of muscles and tendons might
look like.
Teacher to check. Would expect at least shoulder, elbow, wrist, fingers,
hip, knee, ankle, toes, to be circled. Drawn muscles and tendons simply
need to be attached so the joint would move.
2 Find out more about the job of the muscles and tendons and
create a fact sheet.
Teacher to check, but must include that muscles move our bones. They
do this by contracting. They are attached to the bones by tendons.
Page 13 Seeking Patterns in Body Dimensions
1a How are the babies’ hands similar to yours?
They are the same shape. They have the same joints and same number
of fingers and a thumb.
1b How are the babies’ hands different from yours?

All parts of the hands are smaller.
Compare your hands with your friends’.

2a How are they similar?
2b How are they different?
Teacher to check. Comparisons could relate to colour, size and shape of
the hands. They may also relate to flexibility.
3a List some advantages of having bigger hands.

They could hold more things, for example sweets. They can reach
further, for example across the keys of a piano. They are likely to have
bigger and stronger muscles, for example can open jars more easily.
3b List some advantages of having smaller hands.

Reaching into small gaps to retrieve things.
4a Which animals have hands?

Teacher to check. All types of monkey or ape.
4b Which animals do not have hands? What do they have instead of

hands?
Teacher to check for good examples, for example mammals have
hooves or paws, fish have fins, birds have wings, and so on.
Page 14 and 15 Science Skills – Interpret it!
1 Do you think Marta is right? Why?
Yes. The bigger your hands the more you are likely to be able to hold.
2 Which hand grabbed the most sweets?

The 13½ cm hand. It is the biggest hand.
3 Which hand grabbed the fewest sweets?

The 8½ cm hand. It is the second smallest hand.
4 How many more sweets were grabbed by the hand that grabbed
the most sweets than by the hand that grabbed the fewest sweets?
7 sweets.
5 Identify a pattern between the size of a child’s hand and the

number of sweets grabbed.
The bigger the hand the more sweets they grab.
6 Were any of the results a surprise? Which ones?

The smallest (8 cm) hand didn’t grab the fewest sweets. The 10 cm hand
grabbed the same number of sweets as the 11 cm hand. Both 11 cm
hands didn’t grab the same number of sweets. The 12½ cm hand
grabbed fewer sweets than the 12 cm hand.
7 Do the same investigation with your class. First, write a plan.

Teacher to check for appropriate method ensuring consistent grabbing
technique and sweets being returned to the container after counting.
Teacher to check results.
Workbook Answers
Page 1 What Do We Already Know About Movement and Feeding?
1 What do you think is inside your body that helps you move? Draw
and label your ideas on the child.
As this is an initial assessment activity it is not expected children would
have detailed knowledge of bones, joints, muscles, and tendons.
Teacher to check for some reference to these.
2 What do you think you need to put into your body to help it move?
Food and drink (water).
Pages 2 and 3 Different Types of Foods

1 Make a poster to persuade people of your age of the benefits of a
healthy diet.
Teacher to check, but hopefully includes a balanced diet including all
food groups and their benefits, and restricting sugar and fats.
2 Record two examples from each food group.

Teacher to check, for example fruit – apples and oranges; vegetables –
peas and cabbage; carbohydrates – pasta and potatoes; dairy – yoghurt
and cream; protein – salmon and beef; fatty foods – avocados and
olive oil.
Page 4 A Balanced Meal With Friends

1 Plan a meal you would enjoy with friends. Draw it and label the
foods. Record next to them which food group they belong to.
Teacher to check for inclusion of all the food groups.
Page 5 Investigating What Different Animals Eat
1 Find out about an animal that has an unusual diet. Draw pictures
and write about it.
Teacher to check.
Pages 6, 7 and 8 Looking at Balanced Diets

1 Write five questions that can be answered by studying the
balanced plate diagram.
Teacher to check. Questions should relate to the balanced diet plate.
2a Draw and label some of your favourite sweet snack foods.

2b List the ones you think should only be eaten occasionally and the
ones that can be eaten more often.
Teacher to check.
3 List some types of drinks that contain a lot of sugar.

Teacher to check. Could include any fizzy drink that is not sugar-free,
flavoured milk shakes, fruit juices (although the sugar is natural it is still
high), and so on.
4 List three foods that are high in fat but good to include in our diet.
Teacher to check, for example any type of nuts or seeds.
5 Predict which of the foods contain fat and test to find out.
Complete the table below.
Foods Prediction Test
(pupil's own predictions)
Cheese yes
Grapes no
Milk chocolate yes
Crisps yes
Carrots no
Boiled sweets no
Pasta (dried) no
Page 9 Different Diets

1 Label the fruit and vegetables in this diagram.
Star fruit, pomegranates, bananas, onion, aubergine, pepper, carrot,
squash, chilli, radish, strawberry, asparagus, courgette, broccoli, tomato,
turnip and okra.
2 List as many other types of fruit and vegetables as you can.

Teacher to check for list of just fruit and vegetables.
Page 10 Bones
1 Find out more about x-rays and when they are used. Write about
what you found out.
Teacher to check, for example check for fractures to bones, they are also
used for scanning the internal structure of objects and in airport security
scanners.
2 Name the different bones you know.
Teacher to check.
3 Which bone do you think is the most unusual shape? Why?

Teacher to check.
Page 11 and 12 Joints

1 List three places where our bodies are able to bend or rotate
because of joints between the bones.
Teacher to check, for example neck, shoulder, elbow, wrist, finger, hip
knee, ankle, toe, and so on.
2 Draw a ball and socket joint.

Teacher to check.
3 Draw your knee joint.

Teacher to check.
4a Circle the joints on the skeleton.

4b Draw on three sets of muscles and tendons. Label these.
Teacher to check. Would expect at least shoulder, elbow, wrist, fingers,
hip, knee, ankle, toes, to be circled. Drawn muscles and tendons simply
need to be attached so the joint would move.
Page 13 Muscles and Tendons

1 Find out about the job of the muscles and tendons and use your
findings to create a fact sheet.
Teacher to check, but must include that muscles move our bones. They
do this by contracting. They are attached to the bones by tendons.
Page 14 Exploring Hands
1 List three things you do with your hands.
Teacher to check for suitable suggestions, for example tie my shoe
laces, hang from a climbing frame, clap.
2 How are a baby’s hands similar to yours?

They are the same shape. They have the same joints and same number
of fingers and a thumb.
3 How are the baby’s hands different from yours?

All parts of the hands are smaller.
4 What are some advantages of having bigger hands?

Teacher to check, for example they could hold more things. They can
reach further, for example across the keys of a piano. They are likely to
have bigger and stronger muscles, for example can open jars
more easily.
5 What are some advantages of having smaller hands?

Teacher to check, for example reaching into small gaps to retrieve
things.
Page 15 Science Skills Sweet Grab – Plan it!

1 How would you do a test to find out if having bigger hands means
we can hold more sweets in our hand?
Record your plan below.
Teacher to check for appropriate method ensuring consistent grabbing
technique and sweets being returned to the container after counting.
Page 16 What Have We Learnt About Movement and Feeding?
1 What body parts are inside the chimpanzee that help it swing
through the trees?
Bones, joints, muscles and tendons.
2 How does it have the energy to stay healthy enough to do this?

It eats a balanced diet including protein, carbohydrates, fats, fruit and
vegetables.
Science Bug Year 3 Light and Shadows
Topic Book Answers
Page 2 Sources of Light
1 Which of these are sources of light?
Sources of light Not light sources
Fireworks Mirror
Neon light
2 How do you know?
3 Where is the darkest place that you have been?

Accept any sensible answers e.g. in a cave, in a dark cinema.
Page 3 Brighter or Dimmer

1 What is the brightest light you have seen?
Accept any sensible answers.
Page 4 Reflecting Light

1 List the sources of light and reflectors in this picture.
Answers could include:
Sources: Sun, street lamps, screens in shop windows, car lights, zebra
crossing beacon, lights in houses, illuminated shop signs.
Reflectors: Shop windows, cars, bicycle etc. Some children might realise
that everything they can see in the picture must be reflecting light and
include grass, tree, people and so on.
2 What would you see if it were night time in the picture?
Answers could include:
Sources: Street lamps, screens in shop windows, car lights, zebra
crossing beacon, lights in houses, illuminated shop signs and everything
that reflects the light emitted by these.
Page 5 In the Dark

1 Which objects do you think make good reflectors?
Look for answers that suggest shiny, smooth and pale colored surfaces
are generally good reflectors of light. Additionally, children may mention
examples of these but look for an understanding that it is the properties
of the object for example, smooth water or a shiny mirror that bounces or
reflects light well.
2 How many more things can you find that reflect light? What test
will you use to check?
Accept any sensible answers. A test could be that a child can see a
reflection of their face in the object, they can bounce a torch beam off the
object or any other reasonable idea that suggests an understanding of
what ‘to reflect’ means.
3 What do good reflectors all have in common?

They all bounce or reflect light well.
Page 6 How Does Light Travel?

1 What does the arrow show in the tube diagram?
Path of light.
Page 7 Bounce a Light
1 How could you use mirrors to bounce light around a corner?
Children must hold the mirrors at an angle such that the incoming light
beam is reflected off another mirrored surface and so could effectively
travel around a corner. Angles of incidence and reflection are not
covered at this stage but the activity could demonstrate an emergent
understanding of this in the most able children.
Page 8 What is a Shadow?

1 What made these shadows?
Hand puppet, tennis racquet, pair of scissors.
2 Why are shadows usually black?

There is no light because it is blocked by the object.
Page 9 Opaque Objects

1 Decide which of these objects is opaque and will block light. How
could you test your ideas?
Look for suggestions involving shining a light at them and testing if you
can see the light from the other side.
Page 10 What material blocks most light?

Children devise their own plan.
Teacher to check and to accept any sensible list of equipment and
method to carry out their plan. Check to see that only one variable is
being changed and one named variable is being measured/observed.
Check to see that they have noted how they will record their results and
how they will decide what their evidence shows.
Page 13 How can shadows change? Test It!
1 What is the pattern between the distance of the puppet from the
light source and the size of the shadow?
The closer the puppet is to the light source the larger the shadow. OR
The further the puppet is from the source of light the smaller the shadow.
2 Draw a picture to explain why you think the shadows changed like
this.
Look for rays of light spreading out from source.
3 Write a rule about what you have found out.

A rule about what pupils found out is given e.g. became darker, edges
were sharper.
Check for understanding that distance from light source and size of
shadow are related.
Page 14 The Sun is Powerful

1 What would our world be like without the Sun?
Any sensible suggestion such as dark, cold.
2 Where is the sunniest place you have been?

Accept any sensible place.
Workbook Answers
Page 1 What I Know About Light and Dark
Complete spider diagram using words that are given to them.
Look for connections that demonstrate some understanding. Check for
misconceptions.
Page 2 Sources of Light

1 Write the name of each object in the correct column
Sources of light Not light sources
torch Moon
Sun kitchen knife
street light
birthday candle
bonfire
computer screen
firework
2 Where is the darkest place that you have been?

Accept any sensible answers e.g. in a cave, in a dark cinema.
Page 3 Bright and Dim

1 Complete the table. Circle the brightest and darkest places in your
list.
2 Put these light sources in the right order. Put the brightest as
number 1 and the dimmest as number 4.
Brightest
1 stadium floodlights
2 car headlamp
3 table lamp
4 child’s nightlight
Dimmest
Page 4 Reflecting Light

1 Draw and label two good reflectors of light
Any sensible examples.
2 Write the names of the objects below in the correct group. One
has been done for you.
Any sensible examples.
3 What do all good reflectors have in common?

Look for answers that suggest shiny, smooth and pale colored surfaces
are generally good reflectors of light. Additionally, children may mention
examples of these but look for an understanding that it is the properties
of the object for example, smooth water or a shiny mirror that bounces or
reflects light well.
Page 5 What is a Shadow?

1 Why does the palm tree cast a shadow?
Look for an understanding that the tree is opaque so light travelling in
straight lines cannot pass through it so a shadow is created.
2 What is the source of light in the picture?
The Sun.
3 Explain why the shadow of the palm tree is similar in shape to the
real tree.
Shadows are similar to the shape of the objects that cast them because
light travels in straight lines. When an object blocks the light, a shadow is
cast that is the same shape as the object because light cannot bend
around the object.
Draw yourself on a sunny day. Put the Sun into your picture. Draw
your shadow in the picture.
Teacher to check. Look for the Sun positioned behind the child. Look for
a shadow cast in front or to the side of the child. Look for a shadow
without any detail such as facial features. It should be black or dark
coloured throughout. The shadow should be ‘attached’ to the child i.e. no
gap between where the child’s feet end and the shadow begins. The
shadow should be the same or similar shape to the child.
Page 6 Making Shadows

1 Link the silhouettes to the correct creature.
Animals matched correctly to their silhouette.
2 Draw a different animal. Make it into a silhouette.

Look for an understanding that a silhouette is the same shape as the
object/animal but is entirely black and without features.
Page 7 Opaque Objects

1 Circle the opaque objects.
House brick, leather belt, canvas bag all circled.
2 Label this shadow diagram.
Look for light source, beam of light, light ray, hand, wall and shadow.
3 Now complete and label this shadow diagram.
Should include the beam and some rays and a circular shadow.
4 Draw the shadow cast on the wall by the airflow ball.

Circular dark shape with small circles within it where light has shone
through the holes in the airflow ball.
Page 8 Making a Silhouette Portrait

1 Draw and label a diagram to show how the shadow is made.
Look for an indication in the diagram that light travels in straight lines and
is blocked by an opaque object so casting a shadow behind the object.
2 Draw in the path of light.
Shown as arrows in a straight line from the light source to the object.
Show light being blocked by the object and object casting shadow.
3 Write an explanation of how a silhouette shadow is made.

Teacher to check for understanding that a shadow is cast when light
travelling in straight lines is blocked by an opaque object.
Page 9 What Material Blocks Most Light?

1 Draw lines to match the word to the definition.
Opaque → A material that does not let any light pass through.
Translucent → A material that lets some light through.
Transparent → A material that lets almost all light pass through.
2. Label these objects as translucent, transparent or opaque.

Translucent: baking parchment
Transparent: glass vase
Opaque: person, tree
3 Draw and label three more objects. Choose one opaque, one
transparent and one translucent object.
Page 10 What materials block light? Test It!

Children devise own question and methods.
Teacher to check and to accept any sensible suggestions. Check to see
that only one variable is being changed and one is being measured.
Check to see that conclusions are related to initial question.
Page 11 More about Materials
Use your research skills to find out more about transparent,
translucent and opaque materials. Complete the table.
Accept sensible examples and uses.
Try this yourself.

Child conducted investigation. Look for an understanding that opaque
objects cast dark and distinct shadows with sharply defined edges.
Translucent and transparent materials do cast shadows but they are
often pale, blurred and with indistinct edges.
Table filled in with any correct example and the correct description of the
shadow given.
Page 12 How Can Shadows Change?

1 What questions can the results answer? For example, How far
from the light was the puppet when the shadow was 30 cm tall?
Check for understanding that distance from light source and size of
shadow are related and specifically an understanding that the closer the
puppet is to the light, the larger the shadow and vice versa.
Page 13 Design a Shadow Puppet

Design your own shadow puppet.
Notice if children have left ‘holes’ or spaces in puppet design to let light
pass through to create details.
Page 14 and 15 The Sun is Powerful

1 Write why these are good ideas or bad ideas. Explain your
reasons
a putting on sun cream
Good idea – accept any sensible explanation.
b never wearing a sun hat
Bad idea – accept any sensible explanation.
c going out in the hottest part of the day
d looking directly at the Sun
Now write an idea of your own like the ones shown.

Accept any sensible idea and explanation e.g. staying in the shade,
wearing sun glasses, wearing loose clothing, drinking lots of water.
Design a ‘Sun Safety’ poster.

Look for sensible example of one aspect of Sun safety.
Page 16 What I Know About Light and Dark

Show what you know about the topics in the boxes below.
Check children’s understanding and if there are any misconceptions that
need addressing.
Science Bug Year 3 What Plants Need
Topic Book Answers
Page 1 What Plants Need
1 What do plants need to grow well?
Plants need air, light, nutrients, water and space to grow.
Page 2 Growing Plants

1 What might stop a plant from growing well?
Lack of water, light, space or room to grow, nutrients, the correct
temperature.
Page 3 Places For Plants

1 Are there any places where plants do not grow? Explain your
answer.
Plants can be found all over the world. They grow in deserts, mountain
ranges, in lakes, rivers and the seas and in the Arctic.
2 Look at the picture above (desert). Is it too dry for plants to grow
here? Explain why.
Some plants, such as succulents and cacti, grow in the desert by storing
water to use during dry periods.
Page 4 Watering Plants

1 How could we improve the health of this plant?
Give the plant some water.
2 What will happen if the plant is not given any water?

The plant will eventually die.
Page 5 and 6 Science Skills – Plant Watering – Investigate it!
1a How will they know which amount of water is best for the plants?
The plant will grow more than the other plants.
1b What should they measure or observe?

Height of the plant or number of leaves or the size of the leaves.
1c What are they changing?

The amount of water given to each of the plants.
2a Which amount of water is best for the growth of a plant,

measured by height?
50 ml.
2b How do you know?

The plant that received 50 ml of water each day has grown more than the
other plants.
3a Can you give a plant too much water?

Yes.
3b How do you know?

The plant that received 100 ml of water each day didn’t grow well.
Page 7 How Much Space Do Plants Need to Grow?

1 What can be done to help a root bound plant grow better?
The root bound plant needs more space to grow. It could be put into a
bigger pot.
2 Which of these two sets of seedlings do you think will grow into
healthy plants?
The seedlings in picture A will grow better because they have space to
grow.
Page 10 and 11 Make a Hydroponics Vase

1 Do plants need soil to grow? Discuss with a partner.
Plants can be grown in other mediums, such as water, if they receive the
correct nutrients, light, space, air and water.
Page 14 Using Fertiliser

1 Compare the ingredients and list which appear in both fertilisers.
The list should include potassium, phosphates, magnesium and nitrogen.
2 Research the minerals and nutrients on your list. Why are they
important to plant growth?
Teacher to check the variety of mineral and nutrients researched but
should include: potassium (also known as potash) helps root growth and
prevents disease; nitrogen helps green leafy growth; phosphorus (also
known as phosphate) is vital for seeds to germinate.
Workbook Answers
Page 1 What Plants Need
1 Draw a picture of the best place to grow a plant.
Teacher to check. Drawing should include a source of light (i.e. sunlight),
soil (containing nutrients), air and water, as well as space for the plant to
grow.
2 Label your picture. Think about what a plant needs to grow.

Teacher to check. Drawing/labels should include a source of light (i.e.
sunlight), soil (containing nutrients), air and water, as well as space for
the plant to grow.
Page 2 Growing Plants

1 Draw a picture of the places where plants are growing well.
Teacher to check. Should be a place where there is water, light and
room to grow.
2 Draw a picture of the places where plants are struggling to grow.

Teacher to check. Should be a place where one or more of water, light or
room to grow is missing or restricted.
3 Compare your pictures.

Teacher to check. Will depend on what the pupils drew.
4 Where were the healthiest plants found?

Teacher to check.
5 What do these places have in common that is helping the plants to
grow well?
Teacher to check. The answer should include one or more of water, light,
room to grow and access to nutrients.
Page 3 Places For Plants

1 List everything a plant needs to grow.
Air, light, water, nutrients and room to grow.
2 Carry out research to find out if plants can grow under water, in
the desert or in very cold places such as the Arctic.
3 Write about your findings below.
Teacher to check the findings and that some research has been done.
Page 4 Watering Plants

1 Describe what happens to a plant that has not been watered.
It wilts, becomes weak and eventually dies.
2 Draw and explain how plants receive water.

Answers could include rain water or being watered by a human with a
hose pipe or watering can. Children may know at this stage that a plant
receives water via its roots.
Page 5 and 6 Science Skills – Plant Watering – Investigate it!

1a Plan and carry out your own investigation to find out how much
water plants need to live and grow.
1b Describe what you will do.
Teacher to check.
2 List the equipment you will need.
Should include: plants, measuring jug, ruler/measuring tape, soil, water,
and so on.
3 What will you change?

The amount of water given to each plant.
4 What will you keep the same?

Soil, pots, amount of light, location, frequency of water, etc.
5 Make a prediction. What do you think might happen? Explain your

answer.
Pupil's own prediction, with reasonable explanation.
6 Create a bar chart to show your results.

Teacher to check. Make sure axes are labelled, a ruler has been used,
appropriate scale has been used, etc.
7a Which amount of water is better for the growth of a plant,

measured by height?
Teacher to check that pupil has interpreted their results correctly.
7b How do you know?

This plant has grown taller.
8a Can you give a plant too much water?

Yes.
8b How do you know?
The plants do not grow well.
Page 7 Root Bound Plants

1 What needs to be done to help the plant grow better? Give your
reasons.
I think the root bound plant needs more space to grow. It could be put
into a bigger pot because the roots have filled the pot and need more
space to grow.
Page 8 and 9 Science Skills – How much Grass Seed? –

Investigate it!
Design an investigation to discover how much grass seed is needed
to grow the perfect patch of grass.
1 What equipment will you need?
Grass seed, soil, water, trays, spoons to measure.
2 What variable will you change?

The amount of grass seed in each tray.
3 What variables will you keep the same?

The type of grass seed, the amount of water, the trays, the light, the soil.
4 What will you measure or observe?

Answers could include coverage of grass or length of grass.
5 What do you predict will happen?

Teacher to check pupil makes logical prediction.
6 Record your results here.
Teacher to check.
7 Explain your results. How much grass seed is needed for the
perfect patch?
Teacher to check.
Page 10 and 11 Make a Hydroponics Vase

1 Use pictures and words to record any changes to the onion.
Teacher to check.
Page 12 Soil
1 Explore some different planting materials such as compost, clay
and sand.
Soil type Is it sticky? Can you roll it Does it
into a ball? crumble and
break easily?
Clay Yes Yes No
Sand No No Yes
Compost No Yes Yes
2 Write below any further observations you have made about the
different soils.
Answers could include colour, texture, smell, etc.
Page 13 Investigating Soils
Plan a test to help you to find out which is the best soil for growing
radishes.
The soil.
2 What variables will you keep the same?

The type of radish seed, the amount of seed sown, the amount of water
given, the amount of light, the pots or trays the seeds are grown in.
3 How often will you water your seeds?

Pupils to use the results of the water investigation on page 5 to inform
their decision.
4 How often will you observe?

Every day or every two days.
5 Design a way to record your results.

Teacher to check and accept sensible answers.
Page 14 Using Fertiliser

1 Compare the ingredients and list all those found in both fertilisers.
The list should include potassium, phosphates, magnesium and nitrogen.
2 Why does a plant need potassium?

Potassium (also known as potash) helps root growth and prevents
disease.
3 Research the minerals and nutrients on your list. Write why each
is important to plant growth.
Teacher to check the variety of mineral and nutrients researched but
should include: potassium (also known as potash) helps root growth and
prevents disease; nitrogen helps green leafy growth; phosphorus (also
known as phosphate) is vital for seeds to germinate.
Page 15 Investigating Fertiliser

1 Discuss with a partner what 'better' will mean. Will you look for
bigger leaves, more leaves, greener leaves, bigger radishes or
something else?
2 Fill in the table. Decide how many fertiliser pellets you will put into
each pot to make the radish seeds grow better.
Pot Number of fertiliser pellets
1 0
3 List the variables you must keep the same.

Type of seed, pot, amount of water, light, soil, temperature.
Page 16 Mystery Seeds
1 Should we plant our seeds in clay, sand, water, compost or
something else?
Compost is good for all types of plants. Clay has lots of nutrients but can
drain slowly. Sand soils can drain too quickly.
2 Why is the size of the pot important?

A small plant pot may not provide enough room for the roots to grow.
This is when a plant becomes root bound.
3 Describe where we should grow our plants and explain why.

Comments should include that plants need light and the correct
temperature.
4 How much water should we give the seeds each day?

Pupils to use the results of the water investigation on page 5 to inform
their decision.
5 What else we can use to help our plants grow?

Fertilisers could be used.
Science Bug Year 3 Rocks and Soils
Topic Book Answers
Page 1 Rocks are Everywhere
1 List the rocks you can name.
Accept any reasonable answer. Look for particular names of rocks such
as marble, sandstone, gneiss, and so on but note for assessment
purposes if children interpret this in a different way, for example giving
responses such as stone or pebble, igneous or sedimentary.
2 How do we use the rocks in these pictures?

Red sandstone is generally used to build houses, churches and temples
or other buildings. Rubies are used for jewellery. Polished granite is used
in houses for kitchen worktops. Unpolished granite is used for buildings.
Granite is also used in statuary, particularly memorials and gravestones.
3 What makes them useful?

Their properties and availability make them useful. Specifically,
sandstone is widespread throughout the world, easy to find, quarry and it
is relatively soft, so easy to carve or shape. Rubies are attractive when
polished and have been used in jewelry for centuries. Granite is found all
over the world and is a hard rock, useful for building and for monuments
that will resist weathering. It is attractive and hardwearing especially
when polished.
Page 2 Describing Rocks

1 Write some words to describe these rocks.
Look for any answers that accurately describe colour or colours in the
rock, texture, weight, whether there is a single colour throughout, the
differences between the surface of the rock (is it a polished surface?)
and the interior if visible, whether the rock has any holes, grains or
crystals in it, whether there are other inclusions in the rock such as other
lumps of rock or fossils for example hard, soft, heavy, light, grey, brown,
stripy, shiny, lumpy, holey, sparkly.
2 Match the names for these rocks to the pictures.

c → 1 The Giant’s Causeway in Northern Ireland is made of basalt.
a → 2 Coloured marble.
b → 3 Golden sandstone.
Page 3 Properties of Rocks

1 What other rocks are used for buildings?
Accept any reasonable answer. Possible answers might include granite,
sandstone, basalt, limestone and marble. Building bricks are not made
entirely from a single rock but a mixture of clay and other materials such
as shale. Concrete is used to build modern buildings and this is not a
single rock but a mixture of heated limestone, and other rock particles.
Slate is commonly used in buildings for roofing and marble and granite
are often used internally for floors.
2 List the properties of slate that make it good for a roof.

Waterproof (impermeable). Easy to quarry. Splits easily into thin sheets
that can be cut into roof tiles. Commonly found.
Page 5 Comparing Rocks

1a Make a list of how chalk is similar to marble.
There are similarities in the appearance of both rocks that children may
spot but differences are more to do with properties. Chalk in its natural
state is usually white as is marble, although marble may have other
colours.
1b How is it different?
There are similarities in the appearance of both rocks that children may
spot but differences are more to do with properties. Marble is hard and
chalk is soft and crumbly. Marble has larger, coarser grains than chalk
which is very smooth grained. Marble is waterproof but chalk is very
absorbent and permeable allowing water through easily. Marble is a
metamorphic rock. Chalk is a sedimentary rock. Marble is usually heavier
than chalk.
2 Look at another rock. How is it similar to and different from chalk

and from marble?
Accept reasonable answers based on appearance and/or properties, for
example colour, texture, hardness, softness, resistance to scratching,
water.
3 Is the rock in this carving harder or softer than the marble statue?
Explain why you think this.
The rock in the carving is likely to be softer than the marble statue. Look
for answers that relate the degree of wearing away or erosion by the
weather (rain, wind, etc.). The carving has been eroded, worn away, by
the action of water and wind so that its features have become distorted.
This has not happened to the statue so it is likely that the harder rock of
the statue has resisted erosion.
Page 7 Science Skills – Test it!

1 Which is the hardest rock?
Rock 1.
2 Which is the softest rock?

Rock 4.
3 What other test could the children do to help identify their rocks?
They could do a streak test where they draw the rock across a white tile
to see if it leaves a coloured streak. They could test to see how
permeable or impermeable (waterproof) the rock is.
4a Some rocks let water through them. Will these be the harder
rocks or the softer rocks?
Rocks that let water through (permeable rocks) are likely to be softer
than rocks that do not.
4b How can you find out?

Accept any reasonable answer but look for the idea of combining and
comparing two tests to come to a conclusion, for example link the test for
hardness to the test for permeability. Children will have tested for
hardness so look for a reasonable method of testing for how waterproof
or impermeable the rocks are. For example, children might use a pipette
to drop measures of water onto the surface of a rock and observe if it
sinks in or sits on the surface. They might follow this up by submerging
rocks in water and looking for any escaping air bubbles, indicating air
held in spaces in rocks, which water might be able to move through.
Page 8 How Rocks are Formed

1a Find out what pumice is used for.
Pumice is an abrasive rock used in personal care as a way to remove
dead or calloused skin from the feet. It is also an ingredient in some
building cements and concrete.
1b Why is it different from all other rocks?

Pumice is unusual because it is the only rock that floats on water.
Page 11 Mary Anning
1 Carry out some research to find photos of other famous fossil
finds.
Look for a range of examples of fossil finds including dinosaurs and less
dramatic finds such as trilobites and ammonites or fossil plants.
Page 13 Different Soils

1 What other creatures live in soil?
Children may first think of earthworms living in soil but there are a
multitude of other invertebrates as well as other animals that either make
their homes in the soil, underground for part of the time of all of the time.
Accept any reasonable answer such as worms, bacteria, beetles,
centipedes, millipedes, ants, insect larva, moles, rabbits, etc.
Page 14 and 15 Science Skills – Investigate it!

1 What other ways could the children compare their soils?
Accept any reasonable answer. Examples could be to compare how the
soils feel when they are squashed in the hand – gritty, sticky, crumbly?
They could leave the soils to dry and compare how they look after a
certain period of drying out. They could look at the volume of water that
the soils retain.
2 Why did Soil 3 feel ‘sticky’?

Typically soils that are clay based have tiny particles and retain water;
they feel sticky to the touch and when squashed in the hand.
3 Which soil has lots of sand in it?

Soil 2 is described as ‘gritty’ so is likely to be a sandy type of soil.
4 Find out what ‘well-drained’ means.
Drainage is a property of soil. A soil that is well-drained as opposed to
poorly-drained is one that allows water to move freely through it. This
means that plants growing in this type of soil will not have their roots in
water all of the time and the soil will not become waterlogged. Soils with
lots of plant matter and some sand are generally well drained. Sandy
soils are often thought to be well drained but often when they are
watered they can become very ‘heavy’ and solid due to the limestone
content in them and water can sit on the surface and not drain through.
Workbook Answers
Page 1 and 2 Rocks are Everywhere
1 What else do you know about rocks?
Teacher to check and use as assessment information.
2 List the names of any rocks you know.

Accept any reasonable answer. Look for particular names of rocks such
as marble, sandstone, gneiss, dolerite, emerald, diamond, chalk,
limestone, etc. but note for assessment purposes if children interpret this
in a different way, for example giving responses such as stone or pebble,
igneous or sedimentary.
3 Look around your classroom and outside your school. Make a list
of rocks you can see and draw some things that are made from
rock.
Accept any reasonable answer. Look for objects such as buildings,
roads, monuments, pavements, bollards, walls, etc.
Page 3 Describing Rocks

1 Write some words to describe these rocks.
Look for descriptions related to observations, for example describing
colour, texture, size, uniformity, shape, etc.
2 Choose a rock you like. On a large piece of paper make a careful

drawing of what your rock looks like. Use a hand lens if you can.
Teacher to check that detail in the rock has been drawn.
Page 4 Properties of Rocks
1 List three properties of slate that make it good for a roof.
Accept any three reasonable answers, e.g. Waterproof (impermeable).
Easy to quarry. Splits easily into thin sheets that can be cut into roof tiles.
Commonly found. Attractive.
2 What properties of chalk make it good for writing on a chalkboard?

Accept any reasonable answers, e.g. clear, light colour, white shows up
well on black; soft and crumbly so makes marks easily; can be wiped
away easily – not permanent.
Page 5 Science Skills – Classify it!

1 Use this space to record one way you sorted your group of rocks.
Accept any three answers. Look for groups based on appearance or
properties.
2 Choose three rocks. Fill in the table to describe them. One has
been done for you.
Accept any reasonable answers.
Page 6 and 7 Comparing Rocks

1 Compare chalk and marble.
Accept any reasonable answers such as:
Chalk is soft, crumbly, absorbent.

Marble is hard, smooth, waterproof.
Both chalk and marble are white, heavy, smooth.
2 Choose another rock. Name it, and then compare it with chalk and
marble.
Accept any reasonable answer.
Page 8 The Mohs’ Scale

1 What will you do?
Accept any reasonable answers for example see which scratches the
most easily, scratch each one with each other one, etc. Look for a
systematic approach.
2 Which rock do you predict is hardest?

3 Which rock do you predict is softest?

4 Record your results.

Accept any reasonable answers. Look for a systematic approach.
5 On a large piece of paper write, or draw and label, your rocks in

order from hardest to softest.
Teacher to check.
Page 9 Science Skills – Test it!

1 Which is the hardest rock?
Rock 1.
2 Which is the softest rock?

Rock 4.
[They could do a streak test where they draw the rock across a white tile
to see if it leaves a coloured streak. They could test to see how
permeable or impermeable (waterproof) the rock is.]
3 How could you test whether the rocks let water through or not?
Write your plan saying what you will change, and what you will
measure or observe. Also say how you will keep the test fair.
Accept any reasonable ideas. They could test to see how permeable or
impermeable (waterproof) the rock is by, for example, using a pipette to
drop measures of water onto the surface of a rock and observing if it
sinks in or sits on the surface. They might follow this up by submerging
rocks in water and looking for any escaping air bubbles, indicating air
held in spaces in rocks which water might be able to move through.
The type of rock will change.
They could be measuring how many drops the rock absorbs for example
or judging how the water level in a beaker changes as a rock is left in it
overnight, etc. Teacher to check dependent on investigation.
This is a comparative test so not strictly a ‘fair test’. Children will only be
looking to change one variable, i.e. the type of rock. They should strive to
keep everything else as close to ‘the same’ as possible, for example the
size of the rock sample, the number of drops, if the experiment is left
overnight it should be in the same place and so on.
Page 10 How Rocks are Formed

1 Draw a line to link the name to its definition.
igneous – These rocks form when hot liquid rock cools. This can happen
above or below the surface of the Earth.
metamorphic – These rocks started off as one type but have been
changed into something else through extreme heat and other rocks
pressing down on them.
sedimentary – Rocks like this were made in layers. Over time, layers of
sand, mud and pebbles were squashed to form a new type of rock.
2 Give three examples of each type of rock.
Igneous rocks: Teacher to check; examples could include andesite,
basalt, obsidian, pumice, rhyolite, scoria, and tuff.
Metamorphic rocks: Teacher to check; examples could include gneiss,
slate, marble, schist, and quartzite.
Sedimentary rocks: Teacher to check; examples could include
sandstone, travertine, siltstone, limestone and shale.
Page 11 Fabulous Fossils

1 Show how you made your model fossil.
Write or draw what happened at each stage.
Accept any reasonable written and/or drawn sequencing of tasks such as
the following steps. This can be written as a recount or instructions:
1 Put a thick layer of clay or modelling dough into the bottom of a plastic
cup or container.
2 Press an object such as a shell into the dough or clay to make the
mould.
3 Once the object has left its mark in the clay or modelling dough, pour in
a layer of pre-prepared Plaster of Paris mixture. This should be mixed
with water so the texture is like double cream.
4 Leave it overnight to set then remove it from the mould.
5 Paint, label and display your fossil.
Page 12 What Can Fossils Tell Us?

1 On a piece of paper draw what you think this animal looked like
when it was alive.
Look for external features such as skin type or scales, feathers, colours,
textures, etc.
2 List three things the fossil evidence can tell us about the animal.
Accept any reasonable answers, e.g. animal size, numbers of limbs,
whether it had a backbone, whether it had a tail, etc.
3 List three things the fossil evidence cannot tell us about the
animal.
Accept any reasonable answers for example what its skin was like, what
colour it was, whether it had hair (possibly – depending on levels of fossil
impression), what it ate, how old it was when it died, what it sounded like
when it made a noise, e.g. did it squawk or bellow.
Page 13 Science Skills – Investigate it!

1 Draw how the soils separated and write a description for each
sample. Label where you took the soil from.
Teacher to check.
Page 14 and 15 Soil drainage

1 What will you do? Write your plan here.
Accept any reasonable ideas.
2 What equipment will you need?

Accept any reasonable ideas.

The type of soil.
4 What will you measure or observe?

Teacher to check but likely to be the volume of water that drains through
a certain amount of soil in a specified time.
5 How will you keep your test fair?
Make sure all other possible variables are kept the same for example
volume or amount of soil, experimental set up (e.g. that the funnels or
measuring cylinders used are the same size etc.) the volume of water
used should be the same, the time to measure the drainage needs to be
the same for each soil etc.
6 Record your results here.

Look for a systematic approach.
7 What did you find out? Write a conclusion for your investigation.
Look for a conclusion that answers the question rather than repeats the
results, for example ‘‘We found out that the soil in the flowerbeds nearest
the school office was the most well drained because it let water flow
through it faster than the other samples.’’ You might encourage
explanations also such as: ‘‘We think this is because it has been dug
over lots of times. It has lots of plant matter in it and is quite airy and
crumbly so there are lots of air spaces in it for the water to run through.’’
Page 16 Recipe for Soil

1 Write a recipe for soil.
Teacher to check that key components are included, for example rock
particles, plant matter, time, erosion.
2 Draw and label your soil.

Teacher to check.
3 What have you learned about rocks and soils? Write three
amazing things you have learned.
Teacher to check and use for assessment purposes.
Science Bug Year 3 Parts of Plants
Topic Book Answers
Page 1 Parts of Plants
1 Look at these plants. Identify and name the different parts.
Teacher to check. Dandelion: stem, water lily: flower, Banyan tree:
branches, lettuce: leaves.
2 Draw a plant. Label all the parts you know.
3 What do you know about different plant parts?

Teacher to check and accept any sensible answers. Examples could
include:
Roots – absorb water and nutrients from the soil. Keep a plant anchored
to the soil.
Stem/trunk – transports water from the roots to the other parts of the
plant. Keeps the leaves and flowers off the ground.
Leaves – use sunlight and carbon dioxide to make food for a plant.
Page 2 About Plants

1 Point to and name each plant part.
Teacher to check.
2 What else would you like to find out about plants? Write down two
questions.
Teacher to check. Many questions could arise about plants. Collect the
questions to refer to at the end of the unit.
Page 3 Investigating Roots
1 What are the two main functions of roots?
To anchor (hold) the plant in the soil.
To take water and nutrients from the soil.
Page 4 Science Skills – Observe It!

1 Describe the root hairs on each type of root.
Teacher to check. There may not be root hairs visible on some of the
roots.
2 What do root hairs do?

Root hairs spread further than the main roots to collect water from the
soil.
3 Why is the tap root moist inside?

The tap root is moist because it contains water it has collected from the
soil.
Page 5 Science Skills – Investigate It!

1 What part of the plant is attached to the roots?
The stem.
2 What would plants look like without a stem?

The flowers would be on the soil and the leaves would have nowhere to
grow.
3 Try this investigation for yourself with other white flowers, celery or
Chinese cabbage leaves.
Teacher to check.
Page 6 and 7 Investigating Leaves
Sort some leaves into groups.
1 How are leaves similar to each other?
2 How are they different from each other?

Teacher to check. Accept any sensible answers. Similarities and
differences could include size, colouring, shape, smell, visible leaf veins
or hairs or texture.
3 Which part of a plant makes its food?

The leaves.
4 Which gas do plants produce that is vital to animals and humans?

Oxygen.
Page 10 Flowers
Do you have flowers growing near to your home?
1 Which flowers you can name?
Teacher to check and accept any sensible answers. Encourage children
to learn the names of common plants.
2 Why do plants produce flowers?

Flowers are important in reproduction. Flowers attract bees and other
insects to pollinate which can then create new seeds.
Workbook Answers
Page 1 Parts of Plants
1 In the space below, draw a plant. Label all the parts you know.
Teacher to check. To include root, stem, leaves and flowers.
2 Write three things you know about the plant parts. Use some of
these words to help.
stem, flower, trunk, leaf, roots, leaves
Teacher to check. Answers could include:
Roots – absorb water and nutrients from the soil. Keep a plant anchored
to the soil.
Stem/trunk – transports water from the roots to the other parts of the
plant. Keeps the leaves and flowers off the ground.
Leaves – use sunlight, carbon dioxide and water to make food for a
plant.
Page 2 About Plants

1 Write two questions of your own that you would like to know the
answer to.
Teacher to check these are sensible.
2 If you know the answer to Class 3’s questions, write them below.
1 Are all leaves green? No, leaves can be many different colours.
2 Why do plants have stems? Stems hold a plant upright and
transport water from the roots to the leaves and flower.
3 How are seeds made? Seeds are made in the flower when pollen
travels down the pistil to reach the ovule where the eggs are.
Page 3 Investigating Roots
1 What are the two main functions of roots?
To anchor (hold) the plant in the soil.
To take water and nutrients from the soil.
2 Research plants that have fibrous roots and plants with tap roots.
Write the names of the plants and what type of root they have
below.
Teacher to check and accept any sensible answers. Tomatoes, grass
and marigolds have fibrous roots. Poppy, burdock and sugar beet have
tap roots.
Page 4 Science Skills – Observe It!

1 Describe the root hairs on each type of root.
Teacher to check. There may not be root hairs visible on some of the
roots.
2 What do root hairs do?

Root hairs spread further than the main roots to collect water from the
soil.
3 Why is the tap root moist inside?

The tap root is moist because it contains water it has collected from the
soil.
Page 5 Science Skills – Investigate It!

1 Label the parts of the plant diagram in box 1.
Teacher to check. The flower, stem and leaves should be labelled
correctly.
2 Draw and colour what you predict will happen to the flower in
box 2.
Teacher to check. Expect to see half of the flower blue and half of the
flower red.
3 Write an explanation of how a plant gets water and how the water
travels through the plant.
Teacher to check and accept any sensible answer. Children should
understand that the roots absorb water from the soil. The water is then
transported to the stem, leaves and flower.
Page 6 Investigating Leaves

1 Collect as many different leaves as you can. Sort your leaves into
different groups.
Teacher to check. Accept any sensible answers. Sorting could be carried
out using a Venn or Carroll diagram and include size, leaves, colouring,
shape, smell or texture.
Page 7 Plant Parts We Eat

1 Draw a line from the picture to match it to the correct plant part.
‘Roots’ connected to second diagram down.
‘Stem’ connected to fourth diagram down.
‘Leaf’ connected to bottom diagram.
‘Flower’ connected to third diagram down.
‘Seed’ connected to top diagram.
2 Which different plant parts did you eat this week?

Teacher to check. Accept any sensible answers.
Page 8 Fabulous Photosynthesis
1 Draw lines to match the words to the correct definition.
Carbon dioxide: a gas taken in by leaves.
Oxygen: a gas given out by leaves and needed for humans and animals.
Photosynthesis: a process where a plant makes its own food.
Water: travels from the roots, up the stem and to the leaves where it is
mixed with carbon dioxide.
Leaf: uses light from the sun to make food.
2 Which part of a plant makes its food?

The leaves make food for the plant.
3 What two ingredients does a plant need to make food?

Water
Air (also accept carbon dioxide)
4 What else do plants need to make food?

Sunlight
Page 9 What is the Question?

1 Think of a question to go with each of the answers below.
Teachers to check and accept any sensible questions for the answers
provided but examples could include:
Answer 1: Leaves
Question 1: What is the part of a plant that makes food?
Answer 2: Stem
Question 2: What is the part of the plant that takes the water from the
roots to the flower and leaves?
Answer 3: Roots
Question 3: What is the part of a plant that collects water and nutrients
from the soil?
Answer 4: Photosynthesis
Question 4: What is the process where a plant makes its own food?
Page 10 Flowers
1 Draw and name your four flowers.
Teacher to check and accept any sensible pictures. Encourage children
to draw careful observations of the differences in the way the petals are
arranged and the internal structure of a flower.
Page 11 Parts of a Flower

1 Label the parts of the flower. Use the words in the box to help you.
2 Write on the lines below what you have learned about the parts of
a flower.
Carpel is the female part of the flower.
Stamen is the male part of the plant that produces pollen.
Petals are the brightly coloured part of the flower.
Sepals are the green leaves protecting the unopened flower bud.
Page 12 Perfect Pollination

1 Use the words from the box to complete the sentences
Brightly coloured petals attract insects to the plant.
When bees and other animals move around flowers they take pollen.
Pollen is found on the anther.
Pollen must travel down the female plant part called the carpel for
pollination to take place.
After pollination, the flower produced seeds.
Seeds are usually formed in fruit. A date is a fruit, and so is a mango.
Page 13 Compose a Song About Plants

1 Compose your song below.
Teacher to check and accept any sensible answers. Encourage the use
of some scientific words such as pollination, photosynthesis, carpel,
stamen, etc.
Page 14 Seed Race

1 Why do seeds need to move away from the parent plant?
To ensure there is enough space and resources, such as light and water,
to enable the new plant to grow.
Page 15 Plant Life Cycle
1 Use the space below to draw and write about the stages that a
flowering plant goes through. Start with a seed. Use the words in the
box to help you.
Teacher to check and accept any sensible response. Children should be
able to describe the stages a plant goes through starting from seed, to
germination, to seedling, to adult plant, to flowering, to pollination, to fruit.
Page 16 What I Know About Plant Parts

1 What was the most interesting fact you learned?
2 Is there anything else you would like to find out about plant parts?
3 Write the answers to your questions on page 2.

Teacher to check and accept any sensible responses.
Science Bug Year 3
Magnets and Forces
Topic Book Answers
Page 1 Magnets and Forces
1a Look at the diagram and then make a list of things you can see in
the diagram that move.
Accept all sensible answers that identify things that move in the picture.
1b What makes each of them move?

This unit will focus on the forces used to make things move, but children
may not have developed this scientific concept yet, so accept all sensible
answers that demonstrate that children have thought about how things
move. For example, people move using their legs.
Page 2 Moving Toys

1 Look at the toys in the shop window. How would you make the
different toys move?
Accept answers that demonstrate that children have thought about how
to make the different objects move. For example, you throw a yo-yo, you
can blow on a windmill to make the sails move, you throw a glider in the
air, you can push a toy car or roll it down a ramp, you sit on a rocking
horse and rock it, the wind blows the kite, and you pull the toy dog to
make it move.
2a Make a list of any toys that you have played with that need a
push force to make them move.
Accept all sensible answers that demonstrate an understanding that
some toys need a push to make them move. For example, you can push
a ball, a car, buttons on a toy.
2b Make a list of toys that need a pull force to make them move.
some toys need a pull to make them move. For example, you can pull a
stretchy toy, pull a train along the floor or pull building bricks apart.
3 Make a list of other activities that use forces to make things move.
forces are used in many different activities. For example, brushing your
teeth, pulling on clothes, pushing a trolley at a supermarket, kicking a
football and turning the pages in a book.
Page 3 Pushes and Pulls

1 Make a list of things that use both push and pull forces.
push and pull forces can be used on the same object to make them
move. For example, you can push and pull toy cars, you can pull on your
shoes and push them off, and you can pull and push dough when
making bread.
2 What kind of force is needed to make the swing move?

Accept answers that demonstrate an understanding that you need a
push or a pull force to make a swing move. This can be a push or pull
from another person or you can push with your legs to make the swing
move.
3 How would you slow the swing down?

Accept answers that demonstrate an understanding that you need to
apply a force to make the swing slow down. For example, you can drag
your feet on the ground to make the swing slow down. They do not need
to use the word ‘friction’ at this point.
Page 6 Boules
1 What do you think would happen if you played boules on a smooth
surface?
Accept answers that demonstrate an understanding that a smooth
surface will enable the balls to roll easily. For example, the balls would
roll a long distance; the balls would roll quickly; the balls would roll in a
straight line.
2 What do you think would happen if you played boules on a grassy

surface?
Accept answers that demonstrate an understanding that a grassy
surface is not smooth and therefore might slow the balls down and
prevent them from travelling long distances. For example, the balls would
not roll very far; the balls would roll slowly; the balls would not roll in a
straight line.
3 Try rolling balls on different surfaces. What do you notice?

Accept all sensible answers that demonstrate that the pupils have carried
out their own investigation and observed the way the balls moved on
different surfaces. For example, the balls travelled furthest on the
playground; the balls didn’t travel very far on the field.
Page 7 Design a Table Top Game

1 Make a list of the objects needed to play your game.
Teacher to check. Accept sensible answers that demonstrate an
understanding of what materials would be needed to make a table top
game. For example, big sheets of paper, felt pen, coins (two different
sizes).
2 Write a set of instructions and list some helpful hints for playing
your game.
Teacher to check. Accept sensible answers that describe the rules to
play their game. Check that the rules make sense and clearly describe
how the game should be played.
Page 8 and 9 Magnets

1 Make a list of where you see magnets being used.
Accept all sensible answers. Draw attention to any misconceptions
children might have, for example, where non-magnetic materials are held
together with glue and not a magnetic force. Sensible answers could
include fridge magnets, toys, name badges, and so on.
2 Do all magnets look the same?

The correct answer to this question is no. If pupils think that magnets do
all look the same, provide them with a range of magnets to help address
this misconception.
3 Draw the different types of magnets you have seen.

Teacher to check. Accept all sensible answers. Answers to this question
will vary according to a pupil's individual experience.
Page 12 Magnetic Force

1 Why is the paperclip held in the air?
Accept answers that suggest an understanding that there is a magnetic
force holding the paperclip in the air.
2 What do you think will happen if you place a piece of card between
the paperclip and the magnet?
Accept all sensible answers. For example, pupils might think that the
paperclip will fall if something is placed between the magnet and the
paperclip.
Page 14 and 15 A Magnetic Discovery

1 Where else do you think magnets are used?
Accept all sensible answers that demonstrate an understanding how
magnets can be used. For example, magnets can be used to hold photos
on fridge doors; magnets are used in speakers; some toys also contain
magnets.
Workbook Answers
Page 1 Magnets and Forces
1a Think about the things that move in a playground, then draw
pictures of things you thought of.
Accept all sensible answers that identify things that move. This could
include swings, children on slides or a roundabout.
1b Add labels to your picture to show what makes each of them

move.
Accept answers that demonstrate some understanding of what is making
the different objects move.
Page 2 Moving Toys

1 Think about the toys you have played with. List the toys that need
a push to make them move and the toys that need a pull to make
them move.
Check that children have correctly classified the toys. For example:
Toys that need a push to make Toys that need a pull to make
them move them move
ball toy animal on a lead

swing stretchy toy/slime
paper plane toy car (pull back and
release)
2 Make a list of other activities that use forces to make things move.
forces are used in many different activities. For example, brushing your
teeth, pulling on clothes, pushing a trolley at a supermarket, kicking a
football and turning the pages in a book.
Page 3 Pushes and Pulls
1 Draw a picture of things that use both push and pull forces.
push and pull forces can be used on the same object to make them
move. For example, you can push and pull toy cars; you can pull on your
shoes and push them off; you can pull and push dough when making
bread.
2 What kind of force is needed to make the swing move?

Accept answers that demonstrate an understanding that you need a
push or a pull force to make a swing move. This can be a push or pull
from another person or you can push with your legs to make the swing
move.
3 How would you slow the swing down?

Accept answers that demonstrate an understanding that you need to
apply a force to make the swing slow down. For example, you can drag
your feet on the ground to make the swing slow down. Pupils do not
need to use the word 'friction' at this point.
Page 4 and 5 Science Skills – Measure it!

1 Which idea do you think is the best and why?
Accept all sensible answers that demonstrate that the pupils have read
the different ideas and made a judgement on which is the best way to
carry out the investigation. Make sure that pupils justify their answers.
For example, ‘we could use 1 cm cubes to measure the distance we pull
the elastic band’ is the best suggestion because using cubes is a quick
and easy way to measure the distance; ‘I think we should use a ruler’ is
the best idea because it will give the most accurate measurement.
2 Which idea do you think is the best and why?
Accept all sensible answers that demonstrate that the pupils have read
the different ideas and made a judgement on which is the best way to
carry out the investigation. Make sure that pupils justify their answers.
For example, ‘I think we should make a mark on the floor’ is the best idea
because it will tell us which one has travelled the furthest distance; ‘I
think we should use a metre ruler’ is the best idea as it will give us the
most accurate measurements.
3 Plan and carry out your own test and record the results in the table
below.
Teacher to check children’s results to make sure they have carried out
the investigation and recorded the results accurately.
4 What patterns do you notice in your results?

Accept sensible answers that demonstrate that the pupils have used
their data to answer this question. For example, the further you pull back
the elastic band the further the car travels. Check children’s results as
there may be no patterns in their data.
5 How could you improve your investigation?

Accept all sensible answers that demonstrate an understanding that their
investigation could have been improved in some way. For example, we
could have carried out repeat tests to collect more data.
Page 6 Boules
1 What do you think would happen if you played boules on a smooth
surface?
Accept answers that demonstrate an understanding that a smooth
surface will enable the balls to roll easily. For example, the balls would
roll a long distance; the balls would roll quickly; the balls would roll in a
straight line.
2 What do you think would happen if you played boules on a grassy
surface?
Accept answers that demonstrate an understanding that a grassy
surface is not smooth and therefore might slow the balls down and
prevent them from travelling long distances. For example, the balls would
not roll very far; the balls would roll slowly; the balls would not roll in a
straight line.
3 Try rolling balls on different surfaces. What do you notice?

Accept all sensible answers that demonstrate that the pupils have carried
out their own investigation and observed the way the balls moved on
different surfaces. For example, the balls travelled furthest on the
playground; the balls didn’t travel very far on the field.
4 Make a list of other sports that need a smooth surface to play on.
Accept answers that demonstrate that pupils understand what a smooth
surface is. For example, ice hockey, snooker, gymnastics or ice skating.
Page 7 Design a Table Top Game

1 Design a game that can be played on a table and uses similar
rules to boules. Draw a plan of your game in the space below.
Teacher to check pupils’ plans and make sure they have included the
key criteria: the game must fit onto a single table top and the target
object must be at least 60 cm from the start line.
2 Make a list of the objects needed to play your game.

Accept sensible answers that demonstrate that the pupils have
understood what materials would be needed to make a table top game.
For example, big sheets of paper, felt pen, coins (two different sizes).
3 Write a set of instructions and list some helpful hints for playing
your game.
Accept sensible answers that describe the rules to play their game.
Check that the rules make sense and clearly describe how the game
should be played.
Page 8 and 9 Magnets

1 Make a list of where you see magnets being used. You can use
pictures and words to answer this question.
Accept all sensible answers. Draw attention to any misconceptions that
pupils might have. For example, where non-magnetic materials are held
together with glue and not a magnetic force. Sensible answers could
include fridge magnets, toys, name badges, and so on.
2 Do all magnets look the same?

The correct answer to this question is no. If pupils think that magnets do
all look the same provide them with a range of magnets to help address
this misconception.
3 Draw the different types of magnets you have seen.

Accept all sensible answers. Answers to this question will vary according
to a pupil's individual experience.
4 Draw a diagram to show what happens when you move the north
pole on a magnet towards the south pole on another magnet.
Teacher to check pupils’ diagrams to make sure they have observed that
opposite poles are attracted to each other.
5 Draw a diagram to show what happens when you move the north
pole on a magnet towards the north pole on another magnet.
two north poles repel each other.
6 Draw a diagram to show what happens when you move the south
pole on a magnet towards the south pole on another magnet.
two south poles repel each other.
Page 10 and 11 Magnetic Materials

1 Record which materials you think might be magnetic and those
you think are not magnetic.
Accept all sensible answers as this question is asking pupils to draw on
prior knowledge. For example:
Magnetic Not magnetic
metals wood
plastic
water
2 Use a magnet to find out which materials are magnetic and which
materials are not magnetic.
Look at your predictions in the table above. Draw a circle around the
materials that should be grouped in a different column.
Teacher to observe pupils carrying out their investigations.
Teacher to check pupils’ answers and acknowledge any changes that
have been made based on their investigation.
3 What do you notice about the materials in the magnetic list?
Accept sensible answers that suggest pupils can recognise that some
metals are magnetic and some are not. Pupils may identify different
similarities between the objects in the different groups. At this stage it is
appropriate to draw pupils’ attention to the key concept that some
materials are magnetic and some are not.
4 Use a magnet to find metal objects that are magnetic.

Make a list of all the objects you find. You can use pictures and
words to answer this question.
Teacher to check pupils’ answers to make sure they have correctly
identified magnetic metals.
5 Make a list of metal objects that are not magnetic. You can use
pictures and words to answer this question.
Teacher to check pupils’ answers to make sure they have correctly
identified non-magnetic metals.
Page 12 Magnetic Force

1 Why is the paperclip held in the air?
Accept answers that suggest that pupils understand that there is a
magnetic force holding the paperclip in the air.
2 If you place a piece of card between the paperclip and the magnet
what do you think would happen?
Accept all sensible answers. For example, pupils might think that the
paperclip will fall if something is placed between the magnet and the
paperclip.
3 Set up your own investigation to find out if a magnetic force can
pass through different materials.
What did you find out? Record your observations in the table.
Teacher to observe pupils setting up and carrying out their
investigations.
Accept all sensible answers that demonstrate that pupils have carried out
the investigation and have observed how the magnetic force acts
through some materials. For example:
Material Observation
one sheet of paper paperclip doesn’t fall

thick piece of wood paperclip falls
Page 13 Strongest Magnet

1 Collect some different magnets. Draw a picture of the different
magnets in the space below.
Teacher to check that pupils have recorded the magnets they plan to use
in their test. Pupils should test a minimum of three different magnets.
2 Which magnet do you think will be the strongest?

Accept sensible answers where pupils have identified one of the
magnets recorded in the previous question.
3 How did you set up your test to find the strongest magnet?
Teacher to observe children carrying out the investigation. Teacher
should also remind children to keep a record of their
observations/results.
4 Which magnet is the strongest?
Accept answers that correctly identify the strongest magnet in the test.
For example, the magnet that was able to move the paperclip from the
furthest distance.
5 Which magnet is the weakest?

Accept answers that correctly identify the weakest magnet in the test.
For example, the magnet that was able to move the paperclip from the
shortest distance.
Page 14 and 15 A Magnetic Discovery

1 Create a comic strip to retell the story of how magnets were first
discovered.
Teacher to check. Look for an understanding of the information provided
in the Topic book. For example, Magnes was an ancient Greek shepherd
who noticed small stones that seemed to stick to the iron nails in his
boots.
2 Research the different ways magnets are used and record your
answers in the space below. You can use pictures and words to
answer this question.
Accept all sensible answers that demonstrate that pupils understand how
magnets can be used. For example, magnets can be used to hold photos
on fridge doors; magnets are use in speakers; some toys contain
magnets.

Science Bug Year 3 Movement and Feeding: Topic Book Answers

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Science Bug Year 3 Movement and Feeding: Topic Book Answers

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Science Bug Year 3

1b How are we different from a car?

Pages 2 and 3 Different Types of Food

3 Is the meal that Samir is making, balanced? Explain your answer.

Page 4 and 5 Investigating What Different Animals Eat

3 Write five questions that can be answered by studying the

4 Which of the snack foods do you think should only be eaten

5 Which do you think can be eaten more often? Why?

6a Draw and label some of your favourite sweet snack foods.

Page 9 Different Diets

2 List as many other types of fruit and vegetables as you can.

Page 10 and 11 Bones, Muscles, Joints and Tendons

6 Talk to a partner. Point to the joints shown on this x-ray of a foot

Page 12 Inside Our Hands

1b How are the babies’ hands different from yours?

Compare your hands with your friends’.

3a List some advantages of having bigger hands.

3b List some advantages of having smaller hands.

4a Which animals have hands?

4b Which animals do not have hands? What do they have instead of

2 Which hand grabbed the most sweets?

3 Which hand grabbed the fewest sweets?

5 Identify a pattern between the size of a child’s hand and the

6 Were any of the results a surprise? Which ones?

7 Do the same investigation with your class. First, write a plan.

Pages 2 and 3 Different Types of Foods

2 Record two examples from each food group.

Page 4 A Balanced Meal With Friends

Pages 6, 7 and 8 Looking at Balanced Diets

2a Draw and label some of your favourite sweet snack foods.

3 List some types of drinks that contain a lot of sugar.

Milk chocolate yes

Page 9 Different Diets

2 List as many other types of fruit and vegetables as you can.

3 Which bone do you think is the most unusual shape? Why?

Page 11 and 12 Joints

2 Draw a ball and socket joint.

3 Draw your knee joint.

4a Circle the joints on the skeleton.

Page 13 Muscles and Tendons

2 How are a baby’s hands similar to yours?

3 How are the baby’s hands different from yours?

4 What are some advantages of having bigger hands?

5 What are some advantages of having smaller hands?

Page 15 Science Skills Sweet Grab – Plan it!

2 How does it have the energy to stay healthy enough to do this?

2 How do you know?

3 Where is the darkest place that you have been?

Page 3 Brighter or Dimmer

Page 4 Reflecting Light

Page 5 In the Dark

3 What do good reflectors all have in common?

Page 6 How Does Light Travel?

Page 8 What is a Shadow?

2 Why are shadows usually black?

Page 9 Opaque Objects

Page 10 What material blocks most light?

3 Write a rule about what you have found out.

Page 14 The Sun is Powerful

2 Where is the sunniest place you have been?

Page 2 Sources of Light

Sun kitchen knife

2 Where is the darkest place that you have been?