CAMBRIDGE PRIMARY SCIENCE 3: TEACHER’S RESOURCE

Learner’s
Learner’s book
Book
answers
answers
Unit 1 Plants are living things
Session
Topic 1.1:
1.1Alive or not alive? b
We canHeeat hassome
confused 2 T-shirts
parts and 4plants
of some jumpers
with 4 T-shirts and 2 jumpers,
There are many plant parts in the picture that are
Getting started
1 a n + 2 b n – 3 Answer:
safe to eat, including
Things that are alive do the following: breathe, Fruit: apple, pear, grape,
12 a iii b v orange, lemon,
c iv
2 a t + young,
move, have 2 b 2t
make waste, need food and strawberry, cherry, pineapple, banana, tomato,
water
3 a and x+ can6 sense b
the world.
m + b c 3g 13 a , where is the cost of a taco, is the cost
melon, pomegranate, red currant, blackcurrant,
of(red
a burrito
Grass, capsicum and yellow peppers), aubergine.
4 a plants,
or orreeds,
or tree, eagle, antelope, snake,
frog, fungus are alive. Leaves: lettuce,
b , wherecabbage.
is the cost of a lemon cake, is
b or or or or or Seeds:
beans, corn.
the cost of a carrot cake
The marble statue, rocks, ocean, clouds and sky Roots: carrots, onions.
c never
have or been alive. c , where is the cost of a glass, is the cost
Stem: artichoke, asparagus.
d or or of a cup
Questions Question
5 a b animals d , where is the cost of a gold coin, is the
1 Yes, all plants and are alive. 1 Learners may
cost of knowcoin.
a silver of local plants that
c
2 Yes d have poisonous roots, stems, leaves or fruit.
14 a iii
Examples you mightb v c iv
mention are potato
6 a
3 c a plant growing in the
We could care for leaves,
d i cherry tree leaves,
e vii oleander
f iileaves,
cclassroom
by making
d sure it is warm enough rubber plant sap, sago palm leaves.
and has enough light and water. 15
7 Topic 1.3 Plants and light
Think like a scientist 3: Are these things
8 a I think of a number, I multiply by 3, then
Session 1.2
alive? Getting started
add 9.
The rock and fossil are both made of rock. They 1 b is greater
The tallest plant onthan
the or equal
right to 10
is the oldest.
haveb I think
never beenof a number,
alive. I divide
The wood, by 2,
meat, then
leaf and c is greater than 10
The shortest plant on the left is the youngest.
subtract 5.
fruit were once alive but now are not. The seeds
and c
the snail areofalive. d is greater
These plants need than or equal
warmth, soil, to 10 and water to
light
I think a number, I add 1, then multiply
by 12. help them grow and cbe healthy.
2 b d
Topic 1.2 Plant parts
d I think of a number, I subtract 2, then Questions
3 <AW 2.20>
Gettingdivide
started
by 7. 1 The root shoot always grows downwards so it
roots: absorb water/hold the plant in place, Check your
can find waterprogress
and become anchored in the soil.
9 a BIDMAS
stem: holds the plant up, transports water
b the Group 1: , , 2 The stem shoot always grows upwards so that
around plant,
it will find light.
10 a make
leaves: iii food forb v
the plant c iv
3 A plant needs light, soil, water and warmth to
d makes
flower: i seeds e vii f ii grow.

This Description: Divide
plant needs only one by 3 and
stem subtract
to hold from
up the 2.
many 4 A plant could not live for long without light:
leaves
11 a which
Pedroaremultiplied
needed toinstead
make lots
of of food for the
adding. all plants need light to make their own food.
plant.
The plant
Answer: makes lots of flowers so that there
will be many seeds. The plant needs lots of roots to
hold it down and to find water in the soil.

1 Cambridge Primary Science 3 – Jon Board & Alan Cross © Cambridge University Press 2021
 CAMBRIDGE PRIMARY SCIENCE 3: TEACHER’S RESOURCE

Learner’s book
Think like a scientist 1: Can plants grow
well in the dark?
The plants need to be similar at the start of the
test so that we can easily see any differences as we
4 Over the five days, the depth of water went
down because the plant stem was using
the water.
Think like a scientist 2: Plants need the

answers
compare them growing. right temperature
The plants should have the same soil and water so This is a comparison over time type of science
the only thing we are changing is the amount of enquiry, because we are comparing the growth of
light. This means that any difference in growth will the plants over several days. It is a fair test because
be a result of the different amount of light. the seeds are sown and grown in similar ways, only
Unit 1
Questions
the place they are grown is changed.

5 The stems are bent because the plants are Think like
b a scientist
He has confused 23: How and
T-shirts does water
4 jumpers
Session 1.1 move
growing towards the sunlight. up witha 4plant stem?
T-shirts and 2 jumpers,
1 a
6 We could b naround.
n + 2 turn them –3 We could move Answer:
The appearance of the food colouring up the stem
them outdoors to a sunnier place so they or in the flower shows that it has moved up the
2 a t + 2 b 2t 12 a iii b v c iv
would grow upwards and straight. stem.
3 a x + 6 b m + b c 3g 13 a , where is the cost of a taco, is the cost
The science enquiry was observation over time.
Think like a scientist 2: How quickly will of a burrito
4 a plants
our or orgrow?
or How am I doing?
b , where is the cost of a lemon cake, is
b
On ortheorplant
day 1, or was
or 0 cm.
or A small
potted
the costplant
of a for a week
carrot cakewould need one
c or two cups of water. Learners know this because
It took 6or
days for the plant to grow to 4 cm. c , where is the cost of a glass, is the cost
they have been watering plants in this unit, so they
d orwas
ortallest on days 7 and 8. of a cup
The plant know that a spoonful would be too little and that
5 a d
four cups, where
would be too cost
is the much.of a gold coin, is the
On day 9, it might beb 4, 5 or 6 cm.
cost of a silver coin.
cscience
The enquiry d
was observation over time. Check your progress
14 a iii b v c iv
6 a c 1 I know this eagle is alive because it can have
Topic 1.4 Plants need water and d i
young. e vii f ii
the right temperature
c d
15
I know this candle is not alive because it
7
Getting started cannot have young.
8 a plants
I think of a number, I multiply by 3,of
then
Session 1.2
Some in both pictures might be short 2 A is the root
add 9.
water because in a hot environment there is very 1 b
B is is
thegreater
stem than or equal to 10
littleb water, and of
I think in aa number,
very coldI divide
environment the
by 2, then
water is all frozen so the plants cannot absorb
c C is is
a leaf
greater than 10
subtract 5.
any water. d
D is isthe flowerthan or equal to 10
greater
c I think of a number, I add 1, then multiply
Think like by 12.a scientist 1: How much 3 Plants have rootsc that
2 b are underground.
d These
water do plant stems use? hold the plant up and also absorb water. The
d I think of a number, I subtract 2, then 3 <AW
water 2.20>
is transported to the stem and then up
It is bestdivide
to useby
millimetres
7. to measure the water
the plant to the leaves and the flowers. The
because that allows us to measure small changes. Check
leaves your progress
make food for the plant. The flowers are
9 a BIDMAS
The science enquiry was observation over time. the place where seeds are made.
b Group 1: , ,
Questions 4 A plant needs water and light to grow.
10 a iii b v c iv
1 On days 1 to 4, the water went down 1 cm 5 a Whether plants can grow in the dark /
d i day.
each e vii f ii without light

2 Description:
On day 5, theDivide by 3dropped
water level and subtract
3 cm from
in one2. b water, temperature, plant pot, soil
day/it
11 a dropped
Pedro more quickly.
multiplied instead of adding. c the plant in the light
3 ThisAnswer:
might have happened because there was
a hole in the container or conditions may have
been warmer.

2 Cambridge Primary Science 3 – Jon Board & Alan Cross © Cambridge University Press 2021
 CAMBRIDGE PRIMARY SCIENCE 3: TEACHER’S RESOURCE
Unit 2 Mixing materials
Topic 2.1 Solids, liquids and gases
Getting started
There is gas in the bubble. There is also gas in the air.
There is liquid in the container and the outside of
the bubble is made of liquid.
There are many solid materials in the picture including
the bubble wand, skin, hair, clothes, trees and grass.
Reflection
The sorting activity is an identifying and
classifying scientific enquiry.
Topic 2.2 Separating mixtures
Getting started
A sieve or a net with holes that would only let the
smaller beans through could be used to separate
the mixture.
Questions
1 A mixture is two or more materials that are
mixed together.
2 Sieves, magnets and other objects that help us
to do things are called equipment.
3 A sieve works because small things fall through
the holes, but larger things stay in the sieve.
Topic 2.3 Dissolving
Getting started
Marcus and Arun are right.
Questions
1 The word soluble describes a solid that will
dissolve in a liquid.
2 The word insoluble describes a solid that will
not dissolve in a liquid.
3 Other solids that dissolve in water include salt,
instant coffee, jelly powder or jelly blocks.
Think like a scientist 1: How much salt
will dissolve in water?
1 The least salt dissolved in the glass containing
the least water.
2 The most salt dissolved in the glass containing
the most water.
3 The more water there is, the more salt will
dissolve in it.
3 Cambridge Primary Science 3 – Jon Board & Alan Cross © Cambridge University Press 2021
Think like a scientist 2: Asking
questions about dissolving
1 Arun will need to use fair testing to find out
the answer to his question.
2 Learners will need to keep the amount of solid
and the amount of liquid the same each time.
They should also stir each mixture the same
number of times.
3 Learners should not taste the materials
because the materials and the equipment may
not be clean.
Topic 2.4 Filtering
Getting started
The dirty water could be poured through some
fabric or a filter paper, which would stop the dirt
passing through, leaving the water cleaner.
Questions
1 To separate the mixture, you could pour
the mixture into the filter. The water will go
through the filter paper the sand will stay in
the filter paper.
Topic 2.5 Separating materials
from rocks
Think like a scientist 1: Asking
questions about metals
Learners will use research to find the answers.
Questions
1 An ore is a rock that has metal in it.
2 Plastic, petrol and diesel are made from oil
(accept any suitable answers).
3 Burning fuels can make carbon dioxide which
causes global warming.
Check your progress
1 solids: sugar, sand, aluminium, plastic
liquids: water, cooking oil, petrol
gases: carbon dioxide, natural gas
2 magnet: paper clips and salt
filter: sand and water
sieve: salt and beans
3 Marcus is correct. Sofia would be correct if some
of the sugar has not dissolved. Arun is incorrect.
4 Flow charts A and B are correct. Flow chart C
is incorrect.
 CAMBRIDGE PRIMARY SCIENCE 3: TEACHER’S RESOURCE
Unit 3 Light and
shadows
Topic 3.1 Shadows
Getting started
The light source is the Sun.
The child on the right is riding a cycle.
A drawing of the fifth child from the left and their
shadow riding a scooter.
Questions
1 All opaque objects have a shadow when a light
source shines on them.
2 Mia has two shadows because she is close to
two different light sources. The light from each
is blocked forming two shadows.
3 If she moves towards a light source, one
shadow may get smaller and the other bigger.
The shadows may also change shape.
4 Glass is very good for making windows
because it is quite strong and very clear. It lets
a lot of light through. We can see through it
easily.
5 Shops use glass in their front windows because
it allows people to see what is on sale in the
shop.
Think like a scientist: Opaque or
transparent?
How am I doing?
You would use an opaque material.
Good materials might be: fabric, plastic, straw,
card.
Topic 3.2 Changing shadows
Getting started
The shadows are long because the Sun is low in
the sky.
The shadows will get longer or shorter when the
Sun’s position in the sky changes.
Questions
1 Shadow 1: cyclist
Shadow 2: fish
Shadow 3: car
Shadow 4: plane
4 Cambridge Primary Science 3 – Jon Board & Alan Cross © Cambridge University Press 2021
Activity 1: Shadow shapes
The shadow changed shape because the shadow
is always the same shape as the side of the object
facing the light source.
With the lights off we could see the shadow we
made more clearly.
Activity 2: Making animal shapes
You can make a shadow grow by moving the
object towards the light source.
You can make it get smaller by moving the object
way from the light source.
Think like a scientist: How can
shadows grow?
As an object moves towards a light source its
shadow gets larger.
Topic 3.3 Transparent materials
Getting started
Transparent water might become opaque if you
add something to make it dirty, such as mud, paint
or ink.
Questions
1 Dark sunglasses are no help when we are
indoors because they stop a lot of light so it
would be difficult to see indoors.
2 The goggles need to be a little opaque to stop
some of the bright light.
3 The goggles should not be too opaque
because they need to let some light through so
that the person can see.
4 Astronauts don’t wear sunglasses inside their
helmet because the sunglasses could fall off.
5 If you wore an astronaut’s visor in class, the
room would look very dark.
Think like a scientist: Can we make
sunglasses darker?
The Sun is so bright it can damage our eyes,
even when wearing sunglasses.
Every layer we add makes the sunglasses darker.
Topic 3.4 Translucent materials
Getting started
The opaque puppets block the light that is
shining on them. Their shadows fall onto the
back of the sheet.
 CAMBRIDGE PRIMARY SCIENCE 3: TEACHER’S RESOURCE
Check your progress
1 Switch on the torch / light source and point it
at the puppet.
2 The cycle’s shadows is solid and should have
gaps for the frame and wheels. Also, the seat
and handlebars are in the wrong positions.
The girl’s shadow should not be in colour.
The tree’s shadow should point away from
the Sun.
3 Glass and plastic are transparent.
The cotton, wood and leaf are opaque.
4 A is transparent, B is translucent.
Unit 4 Staying alive
Topic 4.1 Human organs
Getting started
brain: uses information from our senses so we can
think, talk, write and move
heart: pushes blood around the body
lungs: suck air into your body so you can breathe /
your body can get oxygen
stomach and intestines: absorb nutrients from
your food
Think like a scientist 1: Exercise and
heart rate
1 Zara’s heart rate before the exercise was 65
beats per minute.
2 Zara’s heart rate after the exercise was 85
beats per minute.
3 Zara’s heart rate after two minutes of rest was
65 beats per minute.
4 The same pattern always happens when you
exercise because the body/muscles needs
more oxygen and, after a short time, the heart
slows down back to its normal rate of beating
when the body is at rest.
Questions
1 The breathing rate per minute always increases
after exercise because the body/muscles needs
more oxygen.
2 Sofia’s breathing rate per minute increased the
most.
5 Cambridge Primary Science 3 – Jon Board & Alan Cross © Cambridge University Press 2021
3 The breathing rate per minute of the adults
was lower than that of the children because
adults have bigger lungs.
4 The heart makes the blood travel around
your body.
5 Accept any reasonable answer for a time when
learners had to think very hard, such as, in a
maths class or playing a game.
6 Accept any game which requires thought, such
as chess, draughts, noughts and crosses.
Topic 4.2 Animal groups and
different life cycles
Getting started
In the picture, a turtle is hatching.
The next stage in the life of this animal is that it
will begin to grow into an adult.
You can see a fin, the turtle’s shell, head, skin, eyes
and mouth on this animal.
Questions
1 Accept suitable answers, such as fins, beaks,
legs, tails, skin, feathers, eyes.
2 Accept any suitable examples for each group,
for example, amphibians: frog, toad, newt or
salamander.
3 Humans belong in the mammals group.
4 The baby bear or cub has similar hair, legs,
ears, eyes, nose etc. to the adult bear.
5 Yes, they both have the same body parts.
6 The adult has fewer legs than the caterpillar, but
it has antennae, wings and a three-part body.
7 The feathers change colour and grow longer, the
tail grows, red parts grow on the top of the head
(the comb) and under the beak (the wattle) when
the chicken changes from chick to adult.
Activity 2: Changes as we grow
Accept any three suitable things that changes as a
person grows older, such as growing taller, losing
baby teeth/gaining adult teeth, hair growing, body
shape changing.
Think like a scientist: Height increases
from baby to child
1 The child’s height at 2 years old was 90 cm.
2 From aged 1 to 2 years, the child’s height
increased by 15 cm.
 CAMBRIDGE PRIMARY SCIENCE 3: TEACHER’S RESOURCE

3 From age 9 to 10 years, the child’s height How am I doing?

increased by 5 cm. Mary Anning became famous because she learned
4 A doctor or parent might be pleased to see a lot about fossils and discovered many new fossils.
this graph because the child is growing well. Learners could observe, draw, find out more about
How am I doing? and make notes about local trees, birds, butterflies
or flowering plants.
The pattern shows a steady increase in height.
The graph tells us the changes in height from the Check your progress
age of 1 to 10 years old.
1 a lungs, b stomach, c brain, d heart and
Topic 4.3 Food chains e intestines
2 bear – mammal
Getting started
dragonfly – insect
Some fish eat plants and seaweed.
frog – amphibian
Other fish eat other animals like fish, prawns,
crabs, starfish etc. eagle – bird
fish – fish
Question
lizard – reptile
1 Animals that only eats plants include cattle,
rabbit, mice, goats, sheep, elephant. 3 a tadpole with legs
b adult frog
Activity 1: Food for a mouse and a cat!
c the frog has four legs and no tail
The corn is a producer because it makes its own
food from the sunlight. The mouse and cat eat 4 Accept any reasonable food chain with arrows
other living things and so are called consumers. pointing in the correct direction, such as:
grass deer wolf
Think like a scientist: Animals need
grass mouse eagle
other living things
grass mouse fox wolf
1 Without grass many animals that eat grass
would die of hunger. The animals that eat 5 a in the water
them might also die. b the animal has a tail or the animal has fins/
2 If the weather was very cold and the snakes all flippers or the animal has a smooth body
hid underground, the hawks would have less c tail, fins, eyes, beak, smooth body
food, so many might die. d B
How am I doing?
Example answer: grass goat human Unit 5 Forces and
Topic 4.4 Fossils magnets
Getting started
You can see the beak, claws, legs, head, feet, body. Topic 5.1 Forces and forcemeters
This pattern was made by the impression of the Questions
body made in the rock. 1 Weight is a force you can measure (accept the
Activity 1: So many fossils force used to pull an object).
You can see the body parts of archaeopteryx: 2 The standard unit of force is newtons.
head, wings, feathers, feet.
3 Standard units are better than non-standard
Yes, you can see its feathers. units because standard measurements make it
easier to compare your measurements with
Think like a scientist 2: Finding out other people’s measurements.
about Mary Anning
observing, researching, recording

6 Cambridge Primary Science 3 – Jon Board & Alan Cross © Cambridge University Press 2021
 CAMBRIDGE PRIMARY SCIENCE 3: TEACHER’S RESOURCE
Topic 5.2 Gravity
Getting started
People living in countries near the bottom of this
picture do not fall off the Earth because gravity
pulls everything towards the centre of the Earth.
Questions
1 Things fall down/towards the centre of
the Earth.
2 Gravity is the force that pulls things towards
the centre of the Earth.
3 Things do not fall off the Earth because gravity
pulls things towards the centre of the Earth.
Think like a scientist: Do heavier
objects fall faster?
Both objects need to be dropped from the same
height to make this a fair test.
Stay safe in this investigation by making sure
nothing is underneath the objects when they are
dropped. Do not drop very heavy objects.
Drop the objects onto the cushion to make sure
the floor and the objects do not get damaged.
Topic 5.3 Friction
Getting started
One slide uses water, the other does not. On one
slide you sit on a mat, on the others you do not.
You could make your slide really fast by using a
mat made of a slippery material or using water.
Questions
1 Friction slows down moving objects.
2 Friction happens where two surfaces touch.
3 Water slides are fast because the water means
there is very little friction.
Think like a scientist 2: Questions about
friction
1 They will change the weight of the object.
2 They will measure how much friction there is
between the object and the surface.
3 They will need to use the same surface, make
sure it is always dry and use the same object.
(They can use the same object while changing
the weight of the object by adding extra
masses. Placing these on top of the object as
they drag it along the surface.)
7 Cambridge Primary Science 3 – Jon Board & Alan Cross © Cambridge University Press 2021
Topic 5.4 Amazing magnets
Think like a scientist: Investigating poles
Arun’s idea is not correct: a north pole will repel
another north pole.
Questions
1 The two poles of a magnet are called the north
pole and the south pole.
2 The north pole is red, the south pole is blue.
3 Yes all magnets have a north and a south pole.
Topic 5.5 Magnetic materials
Questions
1 Steel (Accept iron, nickel or cobalt. Do not
accept metal because not all metal is magnetic.)
2 Wood (accept other non-magnetic materials)
3 Sofia’s car didn’t move because it is made of
wood, and wood is a non-magnetic material.
Think like a scientist 2: Which metals
are magnetic?
The scientific enquiry is identifying and
classifying.
Check your progress
1 Forcemeter C (9 N)
2 a Grass had the most friction.
b Stone had the least friction.
c There was 0.5 N more friction on wood
than on stone.
3 The car would be attracted towards the
magnet/would move towards the magnet.
4 The can and scissors are magnetic.
The book and football are non-magnetic.
Unit 6 The Earth and
the Moon
Topic 6.1 The shape of the Earth,
Sun and Moon
Questions
1 The five types of scientific enquiry are
fair testing, pattern seeking, identification
and classification, observing over time
and research.
 CAMBRIDGE PRIMARY SCIENCE 3: TEACHER’S RESOURCE
2 You can use research to find out more about
the Earth, Sun and Moon.
Activity: Modelling gravity
1 The modelling clay shows the Earth.
2 The force from your hands pushes towards the
centre (like gravity).
3 This model is different from how gravity really
shaped the Earth because the real Earth is
much larger; gravity is a pull not a push; if the
real Earth was shaped by pushing hands, things
on the surface would have been squashed.
4 Scientists use diagrams and 3D models.
Topic 6.2 The Moon
Questions
1 The Moon’s orbit is a circle (circular).
2 The Moon takes 29 days to orbit the Earth.
3 The Moon has craters because space rocks
have hit the Moon’s surface.
8 Cambridge Primary Science 3 – Jon Board & Alan Cross © Cambridge University Press 2021
Think like a scientist 1: Modelling the
Moon’s orbit
1 Learners can stay safe in this activity by
making sure you have enough space so that
you will not hit others with your Moon.
2 The paper ball is being the Moon in this
model.
3 The learner’s head is being the Earth in this
model.
Check your progress
1 The football would be best for the Earth and
the tennis ball would be best for the Moon.
2 We use models to find out how things work.
3 The Sun should be much larger (or the Earth
and Moon much smaller). The Moon is too
close to the Earth. The Earth and Moon are
too close to the Sun.
4 Arun is correct.