Hodder Cambridge Primary Science Learners Book 1

883910_SCIENCE_LEARNER_S1_00.
indd 1 5/25/17 11:37 AM

Author acknowledgements
The Publisher is extremely grateful to the following schools for their comments and feedback during the development of this series:
Avalon Heights World Private School, Ajman
The Oxford School, Dubai
Al Amana Private School, Sharjah
British International School, Ajman
Wesgreen International School, Sharjah
As Seeb International School, Al Khoud
Photo credits
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9781471883910
883910_SCIENCE_LEARNER_S1_00.indd 2 5/25/17 1:28 PM

Contents
Being a scientist
What does a scientist do? 4
How to do a fair test 5
Biology
Unit 1 Plants 6
Unit 2 Ourselves 28
Unit 3 Living and growing 51
Quiz 1: Biology 72
Chemistry
Unit 4 Material properties 74
Quiz 2: Chemistry 95
Physics
Unit 5 Forces 97
Unit 6 Sound 116
Quiz 3: Physics 137
Glossary
Scientific dictionary 139
883910_SCIENCE_LEARNER_S1.indb 3 5/25/17 11:25 AM

Being a scientist
What does a scientist do?

Scientists are interested in the world around them. They ask
questions. They find answers by testing their ideas in different ways.
Scientists use
their senses to
observe things.
They record
what they find.
Scientists Scientists look for things that

test their are the same and different.
ideas. They They group things, such as
try to keep animals in the sea.
things fair.
Scientists find information

in books and on the internet.
They share
what they
learn.
Scientists observe things
to compare what happens.
Will the leaf float or sink?
Favourite juice
Scientists measure 12
Number of learners
10
things. They look 8
6
for patterns in 4
2
their results. 0
red orange yellow purple

Being a scientist
How to do a fair test

A fair test is a way to investigate a scientific question.
To carry out a fair test, scientists must think about certain things.
1
What do you want to
find out? Ask a scientific
question. Investigate, test 2
and measure the results. What will you
10
Do you have do to answer
more questions? your question?
Then you will
have to do more 3
investigating! What
equipment will
9 you need to
Was your test help you?
good? Could you
make it better? 4
What thing
8 will you
Use what you change? What
found out to effect will you
answer your measure?
question.
7 5
Will you put Observe and
your results into a measure the
6
chart or a graph? changes.
Record your
observations (results) by
writing or drawing.

Unit 1 Plants
Living things
1 2
Work with a partner. Look at Work with a partner.
these pictures of living things. Look at these pictures.
a Name each living thing. Which things do you think are:
b Why do you think they are a alive (living things)
living things? b not alive?
A
C
cat computer girl
leaf car flower

D
c What do you think
living things can do?
Talk Talk
partners partners
Talk to a
partner about Scientific You are alive. Talk to a partner.
the word alive. words a How do you know that you
What do you living things are alive?
think it means? alive b What kinds of things can
not alive you do?

Plants
How do we know something is alive?

Think like a scientist!
You know that you are alive (a living thing) because you do these
things to stay alive: I use
I move. my senses.
I eat.
I can see, hear,
touch, taste and
smell things.
I breathe.
I grow.
1
Work with a partner. Look at the pictures of the elephants.
a Which elephant is alive (a living thing)?
b Which elephant is not alive?
c Has the toy elephant ever been alive?
d How do you know?
Scientific
elephant A words
eat
move
breathe
grow
elephant B
senses

Unit 1 Plants
Alive or never alive?

Scientific words
Think like a scientist! never been alive
We know that some things in the world around us are alive.

Things are living if they can:
• eat • move • breathe • grow • use their senses.
Some things have never been alive,
such as this metal spoon and rock.
1
Work with a partner. Look at these pictures.
A B C D E F
a Say which things are alive. Which things have never been alive?
b Why do you think that?
2 Alive
You will need… Never
been a
live
● old magazines ● scissors ● glue
a Cut out some pictures of different things.
b Sort them into two groups: ‘alive’ and
‘never been alive’.
c Stick them onto a page like this.

Plants
Plants are alive

Did you know that plants
are alive? They are alive
(living things) because they:
• move
• make their own food
• need air
• grow
• make young plants.
1
Work with a partner. Look at the pictures of the two sunflowers.
a Which sunflower is alive? Which sunflower has never been alive?
b How do you know?
Think about what you

know about living things –
things that are alive.
Scientific
word
air
sunflower A sunflower B

Unit 1 Plants
Who do you agree with?

Talk
partners
Is this plant a living thing? Tad and Tariq could not agree on
the answer. Help them to find out.
Tad Tariq
I do not think
the plant is alive.
I cannot see when
it eats, moves or The plant is alive!
breathes. We cannot always
see it, but plants
move when
they grow.
Talk to a partner.
a Do you agree with Tad or with Tariq?
b Why?
1
You will need…
Look at your pictures of plants.
● pictures of real and artificial plants
Some plants are alive.
Some are not alive.
a Work with a partner.
Sort the plants into two groups. alive not alive
b Talk to a partner.
How do you know which plant
is alive and which plant is not alive?
10

Plants
Different plants
We know that plants are living things.
Plants can be small or big. Trees are plants.
These pictures show some different plants.
flowering plant
grass
trees houseplant
1 You will need…

● old magazines
Scientific word
● scissors ● glue
trees
a Find lots of pictures of plants.
Remember that trees and Challenge yourself!
grass are also plants. a On your way home, look for
b Cut out the pictures and stick plants.
them onto some paper. b How many different plants
c Copy these sentences onto did you see?
your page. c If you have a camera, take
• Plants are alive. some pictures of plants in
They are living things. your garden or near where
• Trees and grass are alive. you live. Or, draw some of
They are living things. the plants.
11

Unit 1 Plants
The parts of a plant

Scientific
Think like a scientist! 2 words
leaf
We can name our body parts, You will need… flower
● plant
such as eyes, arms and legs. stem
● hand lens
Plants also have different roots
parts.
Some parts are above the a Look closely at the roots.
ground, such as the leaf, Use a hand lens. It makes
flower and stem. things look bigger.
Some parts are under the b What can you
ground, such as the roots. see? Tell a
partner.
flower
stem
Talk
partners
leaf
a Learn how to say the names
of the parts of the plant.
roots b Learn how to write them.
c Work with a partner. Test
tomato plant
each other on the names.
1
Work with a partner. Challenge yourself!
a Look at the picture of the At home, ask someone to help
tomato plant above. you learn these words.
b Read the names of the parts
leaf flower stem roots
of the plant.
12

Plants
Going on a plant hunt

Think like a scientist! Scientific
words
Have you noticed that not all plants are the same? same
But, even if plants look different, the names of the different
plant parts are the same for every plant. similar
2
On your plant hunt, find out the
answers to these questions.
a Where is the stem, leaves,
flower and roots on each
plant that you look at?
b How are the plants similar
1 (almost the same)?
You will need… Do they all have leaves?
● area with plants Are the leaves the same?
● hand lens c How are the plants different?
a Go on a plant hunt in your d What does the biggest plant
school grounds. look like?
b Use your hand lens to help e What does the smallest plant
you look closely at different look like?
plants.
Are all the
different parts of
one plant
the same as
other plants?
13

Unit 1 Plants
Make a plant hunt wristband

Every plant has leaves, a stem and roots.
Some plants have flowers.
Sometimes we cannot see the roots,
because they are under the soil.
Sometimes we cannot see the flowers.
It might not be the right time of the year.
1
You will need…
2
● card cut to fit your wrist
Put your wristband on your wrist.
● double-sided sticky tape a Go outside. Collect some
leaves,
card flowers
and petals.
Stick them
onto your
wristband.
b If you have
a camera, ask a partner to take
double-sided sticky tape a photograph of you wearing
your wristband.
Make a sticky wristband
like the one in the picture.
Your teacher will help you.
Challenge yourself!
Scientific words Find some more parts of a plant
soil year to put on your wristband.
14

Plants
Seeds
Scientific words
Think like a scientist! seeds fruits
You know that plants are living things.

Plants have a stem, leaves and roots. Some plants have flowers.
Now you are going to learn about parts of a plant called seeds.
Some plants grow from seeds.
Here are some seeds and the plant they grow into.
sunflower seeds orange pips (seeds) oranges

sunflower
1
You will need…
Be careful
● fruits and vegetables Be careful
● spoon when you
● knife use the knife.
● paper
Work with a partner. 2

a Carefully cut open some a Sort your seeds from
fruits. Find the seeds inside. Activity 1 into groups.
b Draw or take a photograph b How many different ways
of each fruit and the seeds can you sort your seeds?
inside it. Hint: Think about the size,
c Put the seeds on some paper. colour and shape of the seeds.
15

Unit 1 Plants
Eating parts of plants

Plants are important.
Humans and other animals eat different parts of plants.
1
a Work with a partner. Look at the pictures.
b Match the name of each part of the plant to the correct picture of
plants that we eat. stem leaves flower seeds roots
carrots celery cabbage rice

courgettes
2
Taste some different plant parts to see what they are like.
Copy and complete this table. The first one has been done for you.
Plant Part Soft Crunchy Hard Juicy Sweet Like?
celery stem
Talk
partners Did you know?
Look at this pumpkin.
Talk to a partner. It is a plant we like
Which parts of a plant did to eat. It is huge!
you eat yesterday or today?
16

Plants
Growing seeds
Seeds grow into plants.
You will now learn how to plant a seed.
1
You will need…
● seeds ● soil ● plant pot ● spoon
1 Half fill the pot with soil. 2 Place a seed on the soil. 3 Cover the seed with soil.
Work with a partner.

a Look at the pictures.
b Use them to help you plant your seeds.
2
You have planted your seeds.
a What will the seeds need to help them grow into plants?
b Draw pictures to show what you need to do next.
17

Unit 1 Plants
What do seeds need to grow?

Talk Scientific word
partners prediction
In Activity 2 on page 17, you drew some pictures.

You drew what you needed to do next to help your
seeds grow into plants.
a Did you decide to water the seeds?
b Do you think seeds need water to grow?
1
You will need…
● plant pots ● seeds ● soil ● spoon ● water
I put some seeds in a pot

and gave them four spoons of water
every day.
I put some seeds

in a pot and did not water
them at all.

My prediction:
My prediction:
a Do what each learner I do not think
I think these seeds
these seeds
in the picture did. will grow. will grow.
b Which seeds do you think
will grow? This is called a
prediction.
c Write your prediction
next to each pot.
18

Plants
How do seeds grow?

Seeds do not need light to start to grow, but they do need water.
The picture below shows how a seed grows.
The seed has food, so that the plant can start to grow under the soil.
When the seed starts to grow, we say it germinates.
When the seed germinates, the roots grow first.
Then the shoot grows. Then the leaves grow.
When the seedling (young plant) grows above the soil, the leaves
can make food for the plant.
leaves
shoot seedling stem
seed
roots
Talk
partners
Talk to a partner.
Scientific words a When your seed
germinates grows into a plant, what do
shoot you think it will look like?
seedling b Draw what you think.
19

Unit 1 Plants
Observe how a seed grows

1
You will need… Plant your seed in
● seed
soil in your clear
● clear plastic pot
(see-through) pot.
● soil
Plant the seed at the
● spoon
side of the pot so you
● water
can observe (see)
how the seed grows.
How will you make sure Scientific

that the seed germinates word
(starts to grow)? observe
2
a Make a ‘germination diary’ like this.
Day 1 Day 4 Day 8 Day 12 Day 16 Day 20
b On the different days, draw a picture to show how the seed

has grown.
c Label the parts of the new plant as it grows.
seed shoot root leaves seedling
20

Plants
Do plants need light to grow?

You know that plants
are living things. 1
You know that seeds I predict
that ...
do not need light to
germinate.
You know that plants
need water to grow.
You will need…
● two plants ● spoon
● card cone ● water
Rav and Roshan did a test to find out

if their plants needed light to keep
growing.
• Every day they watered both plants
with four spoons of water.
Talk
partners • They kept a diary of what happened
to each plant over nine days.
Talk to a partner. a Do the same test with a partner.
How would you find b Predict what you think will happen.
out if plants need light
c Write your prediction by each plant.
to keep growing?
d Keep a diary of what happened.
Day 1 Day 3 Day 5 Day 7 Day 9

Scientific No light
word Light
predict
21

Unit 1 Plants
Measuring plants growing

Scientific word
Think like a scientist! measure
Plants get taller as they grow.
We can measure how much they grow each day.
You are going to learn how to use cubes to measure
how tall plants grow.
Day 1 Day 2 Day 4 Day 6

6 cubes 9 cubes 15 cubes 20 cubes
Class 1 used cubes to measure a bean plant as it grew.
Look at the table to see how tall the bean plant was on each day.
Work with a partner. Answer these questions.
a How tall was the bean plant on Day 1?
b How tall was it on Day 4?
c How many more cubes had it grown from Day 4 to Day 6?
22

Plants
Plants live in different places

Plants are found all over the world.
Plants live where there is light and water.
Plants live in dry places and in wet places.
Plants live in hot places and in cold places.
Plants live on mountains and in rivers.
Talk
partners
Look at the pictures with a partner. Talk about other places where
plants grow.
23

Unit 1 Plants
Plant detectives
1
Which are the
Be a plant
biggest and
detective.
smallest plants?
a Look for
plants in Talk
your school partners
grounds or
local area. Share what you found out in
b Where do plants grow? Activity 1 with a partner.
a Has your partner found the
c Write down or draw where same or different plants?
you found plants. b Did your partner find them
d If you have a camera, take in the same places as
some photographs to show you did?
where the plants are growing.
Challenge yourself!
Try looking on Collect green leaves from
walls, in soil, different plants. Stick them
or on a path. onto a sheet of paper.
Start from the darkest green.
End with the lightest green.
2
darkest lightest
a How many different plants

did you find in Activity 1?
b Photograph or draw the
plants you found.
24

Plants
Making a model plant

A model is a copy of something, such as
a model car or plane.
Sometimes people make models from
different materials. This model giraffe
is made from boxes and card.
1 You will need…

flower
● clean junk materials
seeds
Some Stage 1 learners made models
of plants. They used lots of different
materials to make their plant models.
When they finished, they made labels for
the different plant parts. stem
a Make your own model plant. leaves
b Label your plant. roots
Talk
What will you partners
use for the
stem, roots, a Show your model to a
flower and partner. Ask your partner
leaves? to say what they think is
good about your model.
b Look at your partner’s
model. Say what you think
Scientific word is good about their model.
model
25

Unit 1 Plants
Save the plant

A houseplant is a plant that
people grow inside their homes.
Houseplants are also living things.
Humans need to look after
houseplants. They are indoors
and cannot get water from rain.
1 2
a Draw a houseplant with
big leaves.
b Look back through this unit
to find new plant words.
c Write them on the leaves of
your plant.
Oh dear! plant
Someone has words
not looked after
this houseplant.
a What do you think this plant

leaf
needs? light
b Draw a picture and write a
sentence. Show what you
would do to help the plant
to grow again.
26

Plants
What have you learnt about plants?

1
Some Stage 1 learners made
flower faces. They cut some card
plan
into a flower shape. ts h
leav ave
Then they glued a picture of es
their face in the middle

of the flower.
They wrote what they knew d
ee e
n
about plants on the petals. a
s n
nt shi
pl sun
You will need…

● scissors
a Make your own flower face.
● card ● glue
● photograph or drawing of your face b Write what you know on

the petals.
What can you remember?

You have been learning about plants. Can you:
tell what is alive and what has never been alive?
say why plants are living things?
say what kind of plants there are in your school grounds
or at home?
name the different parts of a plant?
tell someone how to grow seeds into plants?
tell someone what they have to do to keep
a plant alive?
27

Unit 2 Ourselves
All about me!

Think like a scientist! 1
Make a book called ‘All about me!’.
You are going to learn about
yourself. You are a human. a Write your name.
You are a living thing. b Draw a picture of where
You are alive! you live.
c Draw a picture of your family.
Talk
partners
All about me!
move
eat
grow
What picture
breathe
will you draw
sense things around me on the cover of
a How do you know that you your book?
are a living thing?
b What things do you do that
show you are alive? 2
Draw some pictures of things
Scientific words that you do that show you are
human living thing a living thing.
alive eat move Hint: Think about the
grow sense breathe Talk partners activity.
28

Ourselves
Same, similar and different

Humans are the same in many ways. We
have two legs, two arms, a head and a body.
All humans do not look exactly the same.
Sometimes we look similar.
Humans do not all like the same things.
We are not all the same size. We are different.
1
a Draw a picture of yourself in your ‘All about me!’ book.
b Copy and complete these sentences:
My name is . I am years old.
The colour of my eyes is .
The colour of my hair is .
My favourite food is .
My favourite animal is .
When I grow up, I want to be .
Talk
Scientific words partners
same legs
arms head
body similar Show your ‘All about me!’ book to a partner.
different a How are you both the same?
b How are you different?
29

Unit 2 Ourselves
On the outside
Some of your body parts are on the outside.
You can see them. You are going to learn the
names of some body parts and how to spell them.
Talk
partners
Talk to a partner. Help each other to name

some parts of your body.
1
You will need…
● large sheet of paper
● pencil ● sticky tape
a Lie on or stand against the

sheet of paper. Ask a partner
to draw around your body.
b Look at these names of body 2
parts. a Work with a partner. Help each
elbow shoulder
other to learn how to spell
head arm hand leg foot these names of body parts:
chest wrist ankle knee head arm leg hand foot
c Find the body parts on your b Test each other. Can you both
drawing. Write the words next spell the words? If you can,
to the parts. give each other a high five!
30

Ourselves
Spot differences and similarities Scientific

words
Think like a scientist! Talk differences
partners similarities
You know that humans are the measure
same in many ways. We have legs, Work with a height
arms, a head, elbows and feet. partner.
But all humans do not look the Look carefully at each other.
same. We are not all the same a How is your partner different
size. We have differences. to you?
b How many differences can
Talk you spot?
partners c Can you spot any similarities?
Some humans have

similarities. Talk to a partner
1
about the people in this family. You will need…
● string ● scissors

a Use string to
measure each
other’s height.
b Who is tallest,
you or your
partner?
Did you know?
c Copy and complete
Some humans look the same. the sentence below.
They are called Use one of these words:
twins. These taller shorter
children are
I am than
twins.
my partner.
31

Unit 2 Ourselves
Shoe sizes
You have been learning how
humans are the same or
similar, but different.
Here is another way that
humans are the same or
similar, but different.
Talk
partners lots of different shoes
Talk to a partner.
a Compare shoes. Challenge yourself!
Are they the same, similar a Do you think that everyone
or different? in your class has the same
b Are your size shoes?
partner’s
b How could you find out?
shoes smaller
or bigger c Find out if the tallest person
than yours? in your class has the
biggest feet.
1
Copy and complete this sentence in your ‘All about me!’ book.
Use the words below.
My shoe size is my partner’s.
smaller than bigger than the same size as
32

Ourselves
My head and face

Humans are the same in other ways.
We all have a head, eyes, ears, a nose and a mouth.
But humans do not all look
the same. Our head, eyes, ears,
nose and mouth are different.
1
a Look in the mirror at your head You will need…
● mirror
and face.
● ‘All about me!’ book
b Draw your head and face. ● pencil or crayons
Fill a whole page.
Draw as carefully head face
as you can.
mouth cheek nose
c Label the parts of your head
and face. Use these words: hair lips forehead ears
2 3
Look at the picture a partner Copy and complete these
drew in Activity 1. sentences.
a How is your partner’s face a My partner’s face is the same
the same as yours? because …
b How is your partner’s face b My partner’s face is different
different to yours? because …
c Do you see any similarities? c We have similar …
33

Unit 2 Ourselves
Measure your head

Talk
partners
Talk to a partner about this question:

Is your head bigger or smaller than my head?
a How will you find out?
b What will you do?
c What will you use?
1
a Try your idea from the Talk
partners box. Take turns to
measure each other’s head.
b What did you find out?
c Copy and complete the
sentence below.
Use one of these words:
bigger smaller
My head is than my partner’s head.
2
a Compare the length of your head measurement with the head
measurement of other learners in your class.
b How many learners have a bigger head than you?
c How many learners have a smaller head than you?
d Does anyone have the same size head as you?
34

Ourselves
Learning new words

On page 33, you learnt the
names of different parts of
the face.
Now you are going to learn
how to say, write and spell
2
the words. a Look at these words:
lips chin cheek mouth
b Learn to spell the words
above. First, sound out each
word. Then write the words.
Hint: Sound out each word
like this:
1
lips l- i-p-s
a Your partner will point to a chin ch - in
part of their face.
cheek ch - ee - k
b You must say which part it is.
mouth m - ou(ow) - th
cheek
c Say the words again.
Write the words again.
d Can you spell the words on
your own?
Ask a partner to test you.
Then test your partner.
35

Unit 2 Ourselves
The five senses – sight

Think like a scientist! 1 You will need…
● mirror
Some parts of our body help We see things with our eyes.
us to find out about the world. Sight is one of the five senses.
Humans have five senses.
We can find out what is around
The five senses are sight (see),
us by using our eyes.
touch (feel), hearing, taste
and smell. Our eyes have different parts.
a Look at this picture. Then look
at your eyes in the mirror.
b Look for the different parts of
your eye.
eyebrow
eyelid
Talk eyelashes
partners
Talk to a partner. Which part iris pupil

of your body do you use to:
a see
b touch Scientific words
c hear sight touch
d taste hearing taste
e smell? smell eyebrow
eyelid eyelashes
iris pupil
36

Ourselves
Your eyes
Eyebrows help to
keep sweat
out of your eyes. The pupil lets light
into your eye so that
Eyelids shut out you can see.
light so that you
can sleep. Eyelids
also stop things
from getting into The iris lets light
your eyes. into your eye.
Eyelashes help to
protect your eyes
from dust and sand.
1 You will need…

● mirror
2
You use your eyes to see. Do these things in your
Your eyes have different parts. ‘All about me!’ book:
Look in the mirror. a Draw a big picture of your
a What are your eyes like? eyes.
b What shape are they? b Label the parts of your eyes.
c What colour are they?
3
Look at the picture your partner
drew in Activity 2.
Are your eyes the same, similar
or different?
37

Unit 2 Ourselves
What can you see?

1
You are going to find out why both eyes are
important.
a Keep both eyes open. Look straight in front
of you. What can you see?
b Close one eye. Keep the other eye open.
What can you see? Can you see more
with both eyes open or with one eye?
c Now close your other eye.
d Which is better – one eye or two eyes?
2
Find out what it is like to write without being able to see.
a Keep your eyes open. Write your name on some paper.
b Now close your eyes and write your name.
c Which is better – writing your name with your eyes open or closed?
d Write some other things. First, keep your eyes open.
Then close your eyes.
Which way of
writing is better?
38

Ourselves
When you cannot see

Some people need help to see
things.
Some people cannot see at all.
Other people need to wear glasses
to help them to see more clearly.
1
Work with a partner. Find out what it is like to not be able to see.
Take turns.
a Blindfold your partner. Lead your partner around the hall or outside.
b Remember, your partner Be careful
cannot see. You must say
where to walk or not. Keep your partner safe while
c Think about what it feels like walking. Watch out for holes or
to not be able to see at all. other obstacles (difficult areas).
Talk
partners Did you know?
People who cannot see very
Talk about well can still do
what it felt like many
to not be able things.
to see. This girl
likes to
ride her
bicycle.
39

Unit 2 Ourselves
Looking closely
Sometimes our eyes need help You will need…
to see things: ● flower
• more clearly ● hand lens
• that are far away ● ‘All about me!’ book
• that are very small.

a Look at the flower.
Talk b What can you see?
partners
c Now look at the flower using
a hand lens.
a Look at these pictures.
d What can you see now?
binoculars spectacles
hand lens
telescope e Use the hand lens again.
microscope Ask a partner to take a
photograph of you.
b Talk to a partner. Paste the picture in your
What does each object help ‘All about me!’ book.
the eyes to do? f Write a sentence about what
you could see with a hand lens.
40

Ourselves
The five senses – touch Scientific

word
Think like a scientist! Talk hands
partners
You have learnt about the
sense of sight. Talk about what you
Now you are going to learn can see in Activity 1
about the sense of touch. with a partner.
We can feel things by using
our hands and other parts of
our body. 2
my hand
finger
nail
thumb knuckle
wrist
1
You will need… a Draw around your hand on
● hand lens
a sheet of paper. Now look
carefully at your real hand.
a Look at your hand. Draw what you can see.
b What can you see? b Label these parts of your
hand:
c Use a hand lens to look at
your hand. finger thumb nail
d What can you see now?
knuckle wrist
41

Unit 2 Ourselves
What does it feel like?

Our sense of touch means we can tell
what the texture of something is like.
The texture is how something feels,
such as rough or smooth.
Our sense of touch lets us feel if something is hot or cold.
1
Some Stage 1 learners made a texture hand.
Make your own texture hand.
You will need…
● small pieces of materials with different textures
● scissors ● glue
a Draw around your hand.

b Choose five materials.
Here are some texture words:
rough smooth bumpy prickly fluffy
soft lumpy hard jagged cracked
c Glue each material on a finger. Write the name of the texture.
Scientific words Challenge yourself!

texture rough smooth
bumpy prickly fluffy Is your elbow as good as your
soft lumpy hard hand for feeling textures?
jagged cracked
42

Ourselves
What are you touching?

We use our senses to find out what is around us.
When we touch things, we use our senses of
sight and touch.
1
You will need…
Work with a partner. Find out what ● objects with different textures
happens when you only use touch. ● bag or box
a Choose six objects with different ● blindfold
textures. Do not let your partner

see them. Hide the objects in a bag or box. How many
b Blindfold a partner. Put the six objects objects did
in front of your partner. your partner
name
c Help your partner to touch and feel correctly?
each object.
d Ask your partner to say what each object is.
2
Swap places and do Activity 1 again.
a Let your partner blindfold you.
b How many objects can you guess?
c Copy and complete this table.
Object or
toy car
43

Unit 2 Ourselves
The five senses – smell

Scientific words
Think like a scientist! nose nostrils
tentacles sniff
You have learnt about two of the five

senses – sight and touch.
Now you will learn about the sense of smell.
We use our nose to smell things.
Other animals also use their nose to smell.
The nose has two holes called nostrils.
1 Why do you
think there
Look at these pictures. are hairs
Match the correct nose to each inside your
animal’s name, below. nose?
a b c
Did you know?

Look at this picture of a
d e f star-nosed mole. It has
22 tentacles that help it
to sniff for worms to eat.
horse human panda
elephant rabbit giraffe
44

Ourselves
What can you smell? Scientific

word
Think like a scientist! ill
We like some smells. We do not like other smells.
Our sense of smell helps to keep us safe.
We can smell food that has gone bad. If we
were to eat bad food, it would make us ill.
We can smell smoke from a fire.
1
Your teacher will give you six pots to smell. You will need…
● six small pots with
different smells
1 2 3 4 5 6
a Smell each pot. What does it smell like?
b Copy this table but use six rows. Then fill it in.
Smell pot number What is the smell? Were you right ( )
or wrong ( )
1 garlic
2
2
You will need…
a Make your own smell pots. Give them to a ● four to six pots
partner to sniff. ● things with different
b Ask your partner to say what each smell is. smells

c Draw and fill in a table of smells like you did in Activity 1.
45

Unit 2 Ourselves
Funny smells!
Most of us like smells such as cakes baking.
Stinky socks smell horrible!
Look at this picture of a durian fruit.
This fruit smells horrible, but it tastes good.
1
Your teacher will give you some pots with fruit smells.
a Smell each pot. What fruits can you smell?
b Copy and complete this table.
Smell pot What fruit can you smell? Do you like the smell
or not?
1
2
3
4
5
6
2 Whose
Make a pot with a horrible smell. pot had
the most
a What will you put in it? horrible
b Test it on a partner. smell?
1 2 3 4 5 6
46

Ourselves
The five senses – taste

Now you will learn about the sense of taste.
When we eat, we sense different tastes.
If you look at your tongue in a mirror, you will see
little bumps. These are taste buds.
Taste buds help us to taste foods that are sweet,
salty or sour.
1 Which do you
You will need… like best – a
● pieces of food sweet, salty or
sour taste?
a Taste each piece of food.
b Talk to a partner.
Say if the pieces of food Challenge yourself!
are sweet, salty or sour.
a The next time you eat some
c Copy and complete this table food, think about the taste.
in your ‘All about me!’ book. b Is it sweet, sour or salty?
Food What is Were you
the taste? right ( )
or wrong Scientific words
( ) taste buds
lemon sour sweet
salty
sour
47

Unit 2 Ourselves
What does it taste like?

On page 47, you found out that taste
buds help us to taste foods that are
sweet, sour or salty.
Did you know that we also use our nose
to taste?
Your sense of smell helps you to taste
the things you eat.
1
You will need…
● mint sweet
a Use your thumb and first finger

to hold your nose closed.
b Put the sweet into your mouth.
c What does the sweet taste like?
d Let go of your nose.
What does the sweet taste like now?
Does this happen

with other foods?
How could you find out?
48

Ourselves
The five senses – hearing

We hear with our ears.
The sounds we hear enter our ears.
1
You will need… 2
● blindfold You will need…
● things for making sounds ● pairs of sound boxes
Work with a partner. Find out

what makes different sounds.
a Blindfold your partner.
Say that they must use their
sense of hearing.
b Make a sound. Ask your
partner to say what the
sound is.
c Make another sound. a Shake each box and listen
d Copy this table. Complete carefully to find the ones that
it after your partner has sound the same.
named each sound. b Find the pairs of sounds.
Sound Was your partner c What do you think is inside
right or wrong? the boxes?
or
tapping
a pencil Scientific words
sounds
listen
49

Unit 2 Ourselves
What have you learnt about ‘ourselves’?

1
In your ‘All about me!’ book, draw five pictures to show
your favourite things to:
a smell b taste c hear
d see e touch
2 a
Name each part of the body.

g
b
c h
ankle arm chest elbow d i
hand head knee leg

e j
wrist shoulder foot
f k

You have been learning all about ‘ourselves’. Can you:
notice things that are the same or similar between you and
your friends?
notice differences between you and your friends?
describe how you could measure different parts of your body?
name some parts of the body?
name the five senses?
name the part of the body that goes with
each sense?
50

Material changes
Unit 3 Living and growing
Living things
a Talk to a partner. What other
The world is full of things that things in the world are alive?
are alive.
We call these living things. Think about
Humans are living things. what living
You are a living thing. things do.
Everyone in your class is alive. Look at the
You are alive because you can: Think like a
• move scientist! box.
• eat b Draw some pictures of things
• breathe that are alive.
• grow c Write the name next to
• use your senses of smell, each picture.
sight, taste, hearing and
touch.
Challenge yourself!
Talk
partners On you way home, look for
living things.
Talk to a partner. Try to find more than ten!
How do you know that you are
both alive?
Scientific words
alive living things move
eat breathe grow senses
51

Alive or never been alive?

a Go for a walk around
Things that are alive eat,
the school grounds with
breathe, move, use their senses
a partner.
and grow.
Things that have never been b Look for things that are living.
alive cannot do these things. c Also look for things that have
They have never done these never been alive.
things. d If you have a camera, take
photographs of things that
you find.
2
Ask another pair what they
found in Activity 1.
Did they find the same, similar
or different things?
Think about what

things must do
a giraffe to be alive.
Scientific words
same
similar
different
52

Living and growing
Places to live
Living things need places to live. Different living things live in
different places. The places where they live are called habitats.
Habitats can be very big or very small.
Look at these pictures of some habitats.
The whale
lives in
the sea.
The sea is a
big habitat. The hairy caterpillar lives on leaves.
A leaf is a small habitat.
The meerkat lives in a burrow. The sunbird lives in trees.
Talk
partners 1
Draw pictures of animals that
Talk to a partner. live near you. Draw animals:
What kinds of animals a in trees
live near you?
b in water
Scientific word c on the ground
habitat d under the ground.
53

Ducks
A habitat is a special place

where a plant or animal lives.
A habitat has these things:
• shelter A pond is a habitat.
• food
• air The duck and its ducklings can shelter next
to the pond.
• somewhere to raise babies The pond has small fish, snails and plants
(offspring) for the ducks to eat.
The pond has water for them to drink.
• water. There is air for them to breathe.
1 Talk
Make a model habitat for ducks. partners
Use anything you can think of.
Here are some ideas: Show the habitat you made in
Activity 1 to a partner.
tray soil water plastic
a Tell them about the habitat.
ducks dough grass pebbles b Say why ducks live in this
kind of habitat.
Use these words:
Scientific words shelter food air water
shelter somewhere to raise its babies
air (offspring)
offspring
water
54

Living and growing
Who lives in this habitat?

1
Here are some habitats.
a soil b river c woodpile d cave
Match these animals to their habitats, above.
bear worm fish beetle
Did you know?
Talk Most owls live in trees.

partners The owl in the picture is a
burrowing owl. Its habitat is
Talk to a partner. in a hole in the ground.
Why do you think
each animal in
Activity 1 lives in
that habitat?
55

Offspring
A grown-up animal is called an adult.
Adult animals have babies. These babies are called offspring.
Human parents are adults. Children are their offspring.
Look at the pictures of adult animals and their offspring.
The offspring have special names.
a horse and its foal a sheep and its lamb an elephant and its calf
1
a Look at these pictures of b Match the adults to their
adult animals. Then look at offspring.
their offspring.
adults offspring
deer seal pup spiderlings
spider fawn
Challenge yourself! Scientific

word
Look at different books. Find more pictures adult
of adult animals and their offspring.
56

Living and growing
The life cycle of a frog

1
Look at the
life cycle of
a frog below.
frog
What is the
offspring of
a frog called?
froglet
frogspawn
tadpole
Talk
partners

Look at the life cycle of a frog in Activity 1.
Help each other to answer these questions:
a Where do frogs lay their eggs – on land or
in water? Scientific
b What are frog eggs called? What do they words
look like? life cycle
c When the eggs hatch, what does the young frog frog
look like? frogspawn
d How does the tadpole change? tadpole
e Does the adult frog have a long tail? froglet
57

Make a frog life cycle

1
Some Stage 1 learners have been making frog life cycles.
Here are some of the life cycles they made.
life cycle made from dough
paper plate life cycle
a Make your own frog life cycle.

Hint: Use the picture of the frog life cycle on page 57 to help you.
b Think about how you would like to make your frog life cycle.
c What will you need?
d How will you show that the life cycle goes around like a circle?
Talk
partners
Show a partner your life cycle of a frog from Activity 1.

Talk about the life cycle.
a Ask your partner to say what is good about your frog life cycle.
b Ask you partner to say what you could do better.
58

Living and growing
What am I?
1
lambs
a Here is a riddle. Read the clues in the riddle to work out what
the animal is.
The name of
• I live on a farm.
the offspring is
• I have a woolly coat. a big clue!
• My offspring is called a lamb.
What am I?
b How many clues did you read before you worked
out the animal?
2 Challenge yourself!
a Try out your riddle
a Make up your own animal on people at home.
riddle. b Make up some new
b Try the riddle on each other. riddles and bring
c Did your partner guess them to class.
the animal?
59

Babies and toddlers

Think like a scientist! Talk
partners
As humans grow up their
bodies change. When a baby Talk to a partner.
is born, it cannot do anything How have you changed as
for itself. Someone must take you have grown older?
care of the baby.
Babies change as they grow.
They can do more and more Scientific words
things. baby
toddler
1 2
A baby cannot do things on its Here is a picture of a toddler.
own. It needs lots of help.
a Draw a picture of you when

you were a baby.
b Copy and complete this a What could you do when you
sentence. were a toddler?
When I was a baby, I could not b Draw two pictures to show
–––––––––––––––––––––––––––––– what you could do.
60

Living and growing
Growing up
1 3
This boy This woman
is a child. is an adult.
He needs lots Parents are
of help, but he adults.
can do many things for himself. a What can
a You are a child. What can you adults do
do for yourself? that you
b Write a list. cannot?
b Write a list.
2 4
This girl is a teenager. This is an elderly person. He is

She is 14 years old. texting on his mobile phone.
a Predict what you will be able How is he different to the other
to do when you are a teenager, pictures of people growing up?
that you cannot do now.
b Draw a picture of you when
you are a teenager! Scientific words
child
c Compare yourself with a teenager
teenager. What can you do predict
now that is the same? elderly person
61

Fruit and vegetables

Humans need to eat to grow
and stay healthy.
Our diet must have foods from
different food groups.
You are going to start learning
about what makes a healthy diet.
This is the fruits and vegetables food group.
Fruits and vegetables help to keep you healthy.
Did you know?

1
Some vegetables are very
funny shapes. What kind of a Draw a basket.
vegetable do you think this is? b Inside it, draw different fruits
and vegetables that you like
to eat.
Challenge yourself!
Look at the picture in the
Think like a scientist! box.
a Which fruit or vegetable
Scientific words have you never tried?
diet
food groups b Ask at home if you can
fruits try some to find out if
vegetables you like it.
62

Living and growing
Bread, rice, pasta and potatoes

Bread, rice, pasta and potatoes belong to another food group.
These foods help us to move around and play.
bread rice pasta potato
1
You will need…
● glue ● paper plate
● uncooked pasta shapes
a What kind of pasta do you

eat? What other foods do you
eat with pasta?
b Use the glue to stick pasta
shapes on the paper plate
to make a pattern. Do you think it would be
good to eat only pasta?
2 Why?
a Show a partner your pasta

picture from Activity 1.
b Say why eating pasta is good
for them.
63

Dairy foods
Dairy foods are made from milk.
Milk comes from animals such as
cows, sheep and goats.
Dairy foods help your bones and
teeth to grow strong.
Look at these dairy foods. yoghurt
milk different cheeses
1
a Do you eat dairy foods? If you do, which dairy Scientific
foods do you like best? word
b Do you eat them with other foods? What other foods? dairy
c Draw a picture of the dairy foods you eat.
64

Living and growing
Meat, fish, eggs and beans

Meat, fish, eggs and beans are
good foods to eat. meat fish eggs
They help to keep our muscles,

eyes and skin healthy. They also beans
help to stop us from getting ill.
chick peas
1 chick peas
Look at all these different foods. lentils

kidney beans lentils sardines kidney beans
red kidney beans
chicken brown meat hen eggs duck eggs chick peas

chickpeas salmon
Sort the foods onto the correct plates below.

lentils
kidney beans
fish fish fish

meat meat
fish meat
eggs meat
eggs eggs
beanseggs
beans beans beans
2
You will need…
a Draw a picture on the plate.
● paper plate
Show your favourite food from Scientific
the meat, fish, eggs and beans group. words
b Now add one or two vegetables. fish
c Add something from the rice, pasta and potato eggs
group. You have made a meal. Well done! ill
65

Water
a Talk to a partner about when
You have something in
you both feel thirsty.
common with an elephant.
b What kinds of things make
you feel thirsty?
c Draw two pictures of things
that make you thirsty.
Do you get
thirsty when
you have been
running?
You both
need water
to stay alive!
All living
things need
water.
When you
feel thirsty,
your body is
saying, ‘Drink some water!’
Did you know?

Scientific word
More than half of your body thirsty
is made up of water!
66

Living and growing
Water diary Scientific word

recorded
You found out that your body needs water to stay alive. Did you
know that you can also get water from milk, fruits and vegetables?
Here are some fruits and
vegetables with lots of
water in them.
peach eggplant pepper
celery tomato pineapple strawberry pear melon
1
San made a water diary. Each day, she recorded (wrote) in a table,
how many glasses of water or milk she had to drink. She drew pictures
of foods she ate that also give her water.
Monday Tuesday Wednesday Thursday Friday
a Make a water diary like San’s.

b How can you make sure that you get enough water every day?
67

Fruit kebabs
Fruit is a healthy snack.
Fruit has lots of water and it helps
to keep you feeling well.
We can eat fruit in many different
ways. Look at the fruit kebabs.
The fruit has been cut into pieces and put on skewers.
1
You will need…
a Design your own fruit kebab.
● wooden skewer
b Put your favourite fruits onto a wooden ● different fruits,
skewer. Here are the names of some fruits cut into pieces
you could use:
dates melon strawberry grapes kiwi fruit
orange apple pineapple banana star fruit
pear fig mango

Be careful
c Draw a picture of your fruit Be careful with the knife!
kebab. Write labels for the
names of each fruit you used.
Challenge yourself!
Ask if you can make a fruit
kebab at home.
Take a picture of it or draw it,
to show your class.
68

Living and growing
Tooth decay
The cakes and sweets in the pictures look delicious! But cakes and
sweets have a lot of sugar in them. Too much sugar is bad for teeth.
It can cause tooth decay.
We should not eat too many cakes and sweets – and NOT every
day. Sweets should only be for once in a while.
cakes and biscuits sweets
Talk Scientific words

partners tooth decay
Look at this child’s teeth.

He has tooth decay. Talk to a partner about this
child’s teeth.
a What are they like?
b Why do you think they are
like this?
c What can you do to make
sure that your teeth stay
healthy?
69

Look after your smile

a Which of these things will you
This teenager has healthy eat and use to keep your teeth
teeth! His smile shows that healthy?
he does not have tooth decay.
milk fizzy drink toothpaste
chocolate cheese pasta
1
You will need…
● mirror
cake toothbrush biscuit

a Look in the mirror.
b Smile and look at your teeth.
b Draw the things that will keep
c Draw a picture of your face, your teeth healthy around
of you smiling and showing your smiling face picture from
your teeth. Activity 1.
Challenge yourself!
a You should brush your teeth twice (two times) a day. Do you?
b What does a dentist do? Try to find out the answer.
70

Living and growing
What have you learnt about living

and growing?
1 2
Sort these pictures into ‘alive’ Which of these foods should you
and ‘never been alive’. only eat every now and then?
Copy and complete the
table below. keys
a apple b cheese c naan bread
rocks cat flowers
Alive Never been alive

d cake e carrots

You have been learning about living and growing. Can you:
tell or show someone different animals that live in your
school grounds?
say which animals live in different places?
say what kinds of food groups you need for a healthy diet?
say that we need water to live?
name the offspring of some animals?
talk about the life cycle of a frog?
talk about how a human changes from a baby
to an elderly person?
71

Quiz 1: Biology
1 Draw a plant with roots. Use these words to label your plant:
flower leaf stem roots
2 Zara bought her mother a plant for her birthday. Choose all the
things a plant needs to grow from these words:
bread milk water apples air light
3 Look at these pictures of a seed growing. Match each picture
with the correct label.
seed
a b c d
seed with shoot
seedling
plant
4 Draw a picture of your body. Add labels for these parts:

nose ear mouth arm leg eyes arm ankle neck
5 Match these animals to their offspring:

duckling baby kitten lamb foal
c
a d
e
b
4TH PAGES
72

Quiz 1: Biology
6 Copy this plate. Draw a healthy meal on it. Draw a healthy drink
next to it.
7 Which animal lives in each habitat? Match each animal to

where it lives.
under a rock
under
b underaarock
tree
rock
blackbird
tree
under a rock
a tree camel
tree
c desert beetle
desert
8 These pictures of humans growing are in the wrong order.

Match each label with its picture to put them in order.
baby toddler child teenager adult elderly person
desert
desert
d
b f
c
a
4TH PAGES 73

Unit 4 Material properties
Feeling materials
Everything around Go on a materials hunt around
you is made from your classroom.
materials.
a Look for objects that
All objects are made are made from different
from materials. materials. How many can
you find?
Scientific words b What do the materials look
materials and feel like?
objects c Name as many of the
materials as you can.
Talk
partners
These objects are made from different materials. Talk to a partner.

a Try to name the materials.
pegs hat
bottle notepad scooter
b Have you seen other objects made from these materials?

c What else do you know about materials?
74

Material properties
What are materials?

Look around your

classroom.
Then look through
the window,
if there is one.
Everything you
see, every object,
is made from
a material.
Materials can feel
the same and
different.
1 Scientific words
same different
We can sort materials into
groups.
2
You will need…
● box of mixed materials
a Now sort the materials from
Activity 1 into two groups.
Work with a partner. b Show another pair your
a Sort the materials in your box two groups.
into different groups. c Ask if they can work out how
b How many different ways can you sorted the materials.
you sort the materials? d Were they correct?
75

Soft textures
cip artxe :adnerB
Think like a scientist! deksa feirb lanigiro
knurt eert a rof
We can use our hands to find out about materials.

We can touch materials to find out what they feel like.
What something feels like is called its texture. You are
going to try to find lots of materials with a soft texture.
1
You will need… Rabbit needs some soft
● box of mixed
materials to cover him.
materials a Find different soft materials
● scissors in the box.
● simple card with
b Cut small pieces of the
rabbit outline materials. Use glue to stick
● glue
them onto Rabbit.
c Write a sentence next to
Rabbit. Use these words:
materials texture
Talk soft
partners
Talk to a partner. Scientific

a In your home, what objects are made from words
soft materials? touch
b Draw some pictures of the objects. feel
c Write a sentence about what you drew and what texture
the objects feel like. soft
76

Material properties
Other textures
You will need…
Materials have different ● box of mixed materials
textures when you touch them. ● glue
● paper or card
Some materials feel
smooth when you
touch them.
We say the texture a What objects have you
is smooth. felt that were made from
Some materials materials with these textures?
feel rough when you soft prickly bumpy
touch them. They have
a rough texture. slippery sticky
rubbery fluffy
b Find pieces of materials with
these textures.
Here are some more words for c Stick them onto some paper
textures: bumpy soft or card.
d Write the texture of each
prickly slippery fluffy
material next to it.
Challenge yourself! Scientific

How many things can you find
words
smooth
that are soft and slippery?
rough
How many things can you find bumpy
that are bumpy prickly
and smooth? This building brick is bumpy and smooth.
fluffy
77

Texture lolly game

1
You will need…
2
● box of mixed materials Use your lolly sticks from
● glue Activity 1.
● six wooden lolly sticks
a Ask a partner to find
● container
a texture. You could say
‘soft’ or ‘hard’.
a Choose six materials with
different textures. b If your partner is correct,
they score a point.
b Glue a different material to
one side of each lolly stick. c Swap over. Now use your
partner’s lolly sticks.
c On the other side, write the
name of the texture.
Who won the game?

Or was it a draw?
d Put your lolly

sticks in a
container.
Scientific
word
hard
78

Material properties
Opposites
Opposites are two things that are
completely different to each other.
These pictures show opposites. happy sad
When we sort materials, we can
sort them into opposites.
Look at the tins.
One tin is shiny. The other tin
is dull (not shiny). shiny dull
1 Talk
partners
Find objects that are made from Talk to a partner.
materials that are opposites. a How many other opposites
Make pairs. The first one has can you think of?
been done for you. b Find objects in your
a hard classroom that are made
from materials that are
opposites.
c Collect some pairs of
opposites. Show them to
other learners in your class.
Ask them to name the
soft opposites.
b rough smooth
c transparent (see-through) Scientific words
not see-through opposites shiny
dull transparent
79

Sorting arrows
1
You will need…
● objects made from different materials
Some Stage 1 learners have been using sorting arrows.

They sorted materials from the most bumpy to the smoothest.
They felt each material and put them in order, like this:
building bricks mat sandpaper orange plastic toy
most bumpy smoothest
a Work with a partner. Sort the materials into any order you choose.
b Do you always agree with each other?
2
Scientific words
Now sort your materials and objects from bendy
Activity 1 like this: rigid
a shiniest dullest
b bendy not bendy (rigid)
80

Material properties
Names of materials
Think like a scientist! Scientific words
metal wood
There are different kinds of materials. glass plastic
Every material has a name. fabric leather
1
Look at the pictures.
a The objects are made from different materials.
Do you know the names of any of the materials?
pan bottles soft toy
spoons toy truck shoes
b Are there any materials in the pictures that you do not know?
2
a Look around your classroom. Find objects made from
these materials:
metal wood glass plastic fabric leather
b Take a photograph or draw pictures of the objects you find.
c Write the name of the material that each object is made from.
81

Metals
You will need…
Metal can be shiny or dull. ● collection of objects
● two hoops
Sort the objects into two hoops:

a objects that are made from
metal
Metal can be bendy or rigid. b objects that are not made
from metal.
metal
Metal not metal

sometimes
makes a
ringing sound
when you hit it.
How will you know
Metal is hard.
which objects are
made from metal?
Scientific
Metal feels cold when you word
touch it. cold
82

Material properties
Go on a metal hunt
1
Some Stage 1 learners went on a metal hunt. Here are the metal
objects they found. The learners looked at each object. Then they
touched it and tapped it. They were testing to see if it was made
from metal.
spanner nails
forks and spoon keys
sharpener
a Look around your classroom. Find objects that
are made from metal.
b How do you know that the material is metal? saxophone
2 What do the
a Draw the objects you found objects feel like?
in Activity 1. Are they shiny?
Tap them.
b How do you know that the
Do they make a
objects are made from metal?
ringing sound?
Write a sentence.
83

Plastic
1
Plastic is a material.
Plastic can be rough Work with a partner.
or smooth. a Talk about what you know
about plastic.
b Go on a plastic hunt. Collect
objects made from plastic.
c Put your collection on a table.
d Draw the objects. If you have
a camera, take a photograph.
Write how you know that
the objects are made from
Plastic can be plastic. Start like this:
bendy or rigid. I know that these things are
made from plastic because ...
Plastic can be
see-through
(transparent)
or not-see
2
through. a Look at your collection of plastic
materials from Activity 1.
Plastic can b Find objects that are:
be soft and • transparent and rigid
waterproof.
• smooth and bendy
• not see-through and rough.
84

Material properties
Wood
Talk to a partner. Look at the
Wood is a material.
objects you found in Activity 1.
Wood comes from trees.
We can cut wood into many Use your senses:
different shapes. a What does the wood feel like?
b Are all the pieces of wood
the same?
c Are all the textures the same?
Are the objects
smooth, rough
or bumpy?
d What does the wood sound

like when you tap it? Does it
sound the same as metal?
3
1 Sort the wooden objects from
Activity 1 into groups.
a Look around your classroom.
smooth rough bumpy
b Find some things that are
made from wood.
Did you know?

We can use wood to make many different things.
This deer has been made from wood!
85

Glass
Glass is a material. a Look around your
classroom or school.
Glass is hard.
Most glass is transparent. b Draw pictures of four
That means it is see-through. objects that are made
Glass can be made in different from glass.
colours. c Why do you think they
are made from glass?
Talk
partners
Look at these pictures with Challenge yourself!

a partner. All the objects are a What can you find at home
made from glass. that is made from glass?
Ask someone to help you.
b Draw a picture, take a
photograph or write a list.
Share what you have found
out with your class.
Be careful
Be careful when working with
glass. Broken glass is very
Why do you think these dangerous! It breaks into
objects are made tiny pieces. These pieces are
from glass? very sharp.
86

Material properties
Fabric
Fabric is a material.
Clothes are made from fabric.
Curtains are made from fabric.
Towels are made from fabric.
Bags can be made from fabric.
1
a Look around you. How many different
You will need… fabrics can you see?
● fabric scraps
b Compare the fabrics. Look at them by
● scissors
putting a few together.
● glue
● card
c Stick small pieces of different fabrics onto a
piece of card. You are making a fabric quilt!
d Write the texture of each fabric next to it.
Amy has started
silky rough
her fabric quilt.
This is what it
looks like.
soft
furry
stretchy smooth
87

What is fabric used for?

Fabric is a material. It is used for different things.
Towels are made from fabrics that
can soak up water. We say that
towels are absorbent.
Fabrics can
be stretchy.
Some fabrics can

Some fabrics keep us cool. keep us warm.
1
Collect some fabrics.
Find out the answers to these questions.
a Which fabrics are absorbent?
b Which fabrics are stretchy? Scientific words
c Which fabrics will keep your hands warm? absorbent
stretchy
88

Material properties
Different kinds of fabrics

You will need…
There are many kinds ● fabric scraps
of fabrics. ● scissors ● glue
Fabrics can be made

from wool.
a Draw an outline of yourself.
Fabrics can be made b Stick different fabrics onto

from cotton. your outline to make your
clothes.
c Label the different kinds
of fabrics that you use.
What other materials will

you need to use? Plastic,
leather or something else?
Fabrics can be made
from hessian.
Scientific
words
wool
cotton
hessian
89

Is it waterproof?
Scientific
Think like a scientist! words
properties
Materials have different properties. If a material waterproof
does not let water through, we say it is waterproof. predict
This coat is
waterproof.
These boots are
waterproof.
The roof of
this house is
waterproof.
1
Work with a partner. You will need…
a Make a table like the one below.
● glue
b Stick small pieces of material onto

the table.
c Predict which materials are waterproof. Which materials do you
predict are not waterproof?
Material I predict that it I predict My prediction
is waterproof. that it is not was correct
waterproof. not correct
90

Material properties
Testing our predictions

1
Work with a partner. Find out if the materials you stuck onto your
table in Activity 1 on page 90 are waterproof.
a Talk about what you will do to find out.
b How will you test each material?
c What will you use to test the materials?
Could you use any of these things?
measuring jug watering can cup elastic band tray
How will you know if your

materials are waterproof?
2
a After testing each material, fill in the table you made in Activity 1
on page 90.
b What did you find out about materials that are waterproof?
c Share your ideas with other learners in your class.
91

Party problem
1
Class 1 is having a
Materials Party. The
teacher needs to buy
something to mop up
spills in case anyone
knocks over their drink.
Here are some things
she is thinking of using:
paper towel cloth sponge plastic bag
a Work with a partner. Sort the objects into things that will mop up water
(absorbent) and things that will not mop up water (not absorbent).
b Talk to your partner. Say why you have put the things in those groups.
Remember: 2
Materials that
can soak up Now look at the things in your
water are called absorbent group from Activity 1.
‘absorbent’. Predict which one will be best
for mopping up spills.
92

Material properties
Solving the party problem

Talk
partners
Talk to a partner.
a Which material will be best
for mopping up spills at
the party? How can you find
out?
b What will you do?
c What will you need to use?
d How will you know which is
the best material?
2
a What did you find out?
b Which material was best for
mopping up spills?
c Make a party ‘Thank you’ note.
1 Write your answer to question b
You will need… on the note.
● materials for Thank you
mopping up spills
● water
Try your ideas from the

Talk partners activity.
If you can, take photographs
to show what you did.
93

What have you learnt about materials?

1
What material is each object made from?
a b c d
fork beach ball rocking chair T-shirt
3
2 a Draw three objects that are
Draw an object that is made made from plastic.
from a soft material. b Draw three objects that are
made from metal.

You have been learning all about materials. Can you:
name different kinds of materials?
sort materials into different groups?
say what kind of texture different materials have?
say how you know that a material is metal?
test to find out which materials are waterproof?
name different kinds of fabrics?
94

Quiz 2: Chemistry
1 Which of these materials is rough?

a b
tree bark silk
2 Draw and write down the name of three objects that are made
from wood.
3 Copy and complete the sentence below, using one of these words:
bumpy waterproof soft
A material that does not let water through is __________________.
4 Carlos wants a new football. Which ball should he buy?
a b c
plastic wood glass
95

Quiz 2: Chemistry
5 Amir and Aman sorted some materials. They forgot to write

the names next to each group. Write the correct name for each
group. Use these words:
fabric wood metal plastic

a b
c d
6 Hannah’s mum tried different things to mop up the spills

at a party. This is what she found out.
a Which object was best for mopping up spills? How do you know?
b Which object was the worst for mopping up spills? How do you
know?
96

Electricity
Unit 5 Forces
How do things move?

You are going to find out how different things move.
Humans move all the time, even when we
are asleep!
You can move in lots of different ways. You can:
walk run jump roll jog crawl hop skip
1
The children in the pictures are moving.
a How are they moving?
b Choose from these words:
hopping jumping
crawling running
skipping rolling
2
a What is your favourite way of moving? Scientific
b Draw a picture of you moving. words
different
c Under your picture, write a word to say how you
move
are moving.
97

Unit 5 Forces
How do animals move?

Look again at the pictures in the
Animals move in different
Talk partners activity.
ways. Animals can: hop
Copy and complete these
run jump fly sentences. The first one has
been done for you.
swim slither swing
Hint: Use the words in the
Animals move so that they: Talk partners activity.
• can find food
a The cheetah is running.
• can find somewhere to rest
and sleep b The snake is _______________
• will not be eaten by c The bird is _________________
another animal.
d The kangaroo is ___________
Talk
partners e The fish is _________________
Look at these
animals with a partner.
How is each animal moving?

Choose a word: Scientific
slithering hopping words
animals
jumping flying running swimming slither
98

Forces
Freeze frame
Humans can move in many ways.
We can move by:
twisting turning
spinning stretching
kicking throwing
Talk 1
partners You will need…
Work with ● camera
a partner.
The children in the picture
have ‘freeze framed’ a a Choose a word from the
movement. Talk to a partner. Scientific words box below.
a What are they doing? b Mime the movement (act it
b Copy their movement. out). While you are busy, your
c Do you have a camera? partner will say ‘freeze’.
Ask your partner to take c Freeze like a statue and stand
a photograph of you. still. Your partner will take a
photograph of you.
d Swap places. Your partner will
choose a word and mime it
until you say ‘freeze’!
Scientific words
twisting turning
spinning stretching
99

Unit 5 Forces
Actions
Here are some action words: squash squeeze twist stretch
When you do these actions you are using a push, a pull or both.
1
Look at these pictures of squashing, c
squeezing, twisting and stretching.
Which action can you see in each picture?
b
a
2
Scientific
Work with a partner. Mime the actions below. words
Your partner must work out what you are doing. squash
a Stretching something squeeze
b Twisting a top off a bottle twist
stretch
c Squashing some dough
push
d Squeezing a ball pull
100

Forces
Pushes and pulls

a Go around the classroom.
You are going to learn about
Make objects move by
pushes and pulls.
pushing or pulling them.
Pushes and pulls are forces
that make objects move. b Each time you make an
object move with a push,
Objects will only move if there
say ‘push’.
is a force.
A pull is when you move an c Each time you make an
object towards you. object move by pulling,
say ‘pull’.
A push is when you move an
object away from you. d Draw pictures of what you did.
Put them in circles like this:
push
push and pull
pull
Could any object you

made move go in the
‘push and pull’ part?
1 Scientific
Work with a partner. words
a Act out a push. forces
pushing
b Act out a pull. pulling
101

Unit 5 Forces
How do toys move?

Some toys move.

You can move them using
a push or a pull.
Talk
partners A
Talk to a partner.
Look at these pictures of toys.
B C D
a Do you need to push or pull

the toys?
b Are there any that you could
push and pull?
102

Forces
Making things move

Things do not move by themselves.
When something moves, there is always a force – a push or a pull.
Talk
partners
Look at these pictures. Talk to a partner.

a What force is being used b What force must the boy use
to make the swing move? to make himself move off
the ground?
c What force is the boy d Which forces is the girl using

using to make the to move up the climbing wall?
roundabout move?
103

Unit 5 Forces
Make a pull-along toy

When you pull something, you move

it towards you.
Look at the picture of a pull-along
train. You can move it by pulling
the string.
1
Make a toy that you can move 2
by pulling it.
Show the toy you made in
You will need… Activity 1 to a partner.
● scrap materials or
a Tell them how it moves.
building materials Use the word ‘pull’.
b Say how to make it move
a Think about what your toy
faster, slower and change
will look like.
direction.
b Draw a design of your toy.
c How will you pull it to make it
move?
Did you know?
d Make your pull-along toy. The strongest person in the
world pulled a plane and made
it move. Wow!
Scientific word
direction
104

Forces
Make them move

Some Stage 1 learners

made their own cars
from big cardboard
boxes.
But they had a problem!
When they sat in their
cars, they could not
move them.
You will need…

1 ● cardboard boxes 2
● scrap materials
a Show other learners how
Work with a partner. to move the car you made
in Activity 1.
a Design your own box car.
b Tell them how you made
b Think about how you will
the car move.
make the car move.
Is it easier Could rollers
to pull or help to
push the move the
car? box car
more easily?
c Make your car.
d Sit in the car. Ask your partner
to move you in the car.
105

Unit 5 Forces
Skittles
You know that a push can make
something start to move.
You can change the push.
You can make the push bigger or smaller.
The bigger the push, the bigger the force.
The smaller the push, the smaller
the force.
1
You will need…
● six plastic water bottles
● pebbles or sand
● ball

a Make your skittles.
Put the same amount of sand
or pebbles into each bottle. You want to
b Push the ball towards make it harder
the skittles to try to knock to push the
them down. skittles over
with a ball.
c Which force knocks down
What could you
the skittles – a big push or
change about
a small push?
the skittles?
106

Forces
Changing direction
Forces can make objects change direction, or go a different way.
A push and a pull can make objects change direction.
Talk
partners
D
Talk to a partner. Look at these pictures of
children using a push or a pull force to make
an object change direction.
C
A B E
a Which picture shows a pull to make something change direction?

b Which picture shows a push making something
change direction?
1
Look at the pictures in the Could you
Talk partners activity again. mime tennis,
swimming,
Work with a partner. Mime football or
playing a game where you use cricket?
a push or a pull to make an
object change direction.
107

Unit 5 Forces
Squirty forces
Talk
partners
Look at the picture.

Talk to your partner.
a What is the child doing to
make the water squirt out
of the bottle?
b What does the water
squirt do to the skittle?
1
Work with a partner. You will need…
● skittles you made in Activity 1
a Make your own on page 106
‘Squirty water ● squeezy bottle for squirting
skittles game’. ● water
b What will you do to

make the water knock
down the skittles? What do you have
to do to push two or
c How can you make
more skittles over
skittles fall in different
at the same time?
directions?
2 Challenge yourself!
Use your water squirter from What other plastic bottles
Activity 1 to make a ball move could you use as squirters?
across the playground. Which bottle is the best?
108

Forces
Blow football
partners
You can make air move
by blowing. Talk about what you did
When you blow, you push air in Activity 1. Answer the
out of your mouth. questions using these words:
This air can push some objects.
air straw ball
push change direction
a How did you make the ball

move a long way?
The girl blows air through the b How did you make the ball
straw. She is pushing the air. move only a little way?
The air pushes the ball and the c How did you make the ball
ball moves. go faster?
d How did you make the ball
1 change direction?
You will need…
● two table tennis balls
● two straws
2
a Sit on the floor next to a Draw a picture of how you
partner. Place the balls made the balls move.
in front of you.
b Blow through the straw to try Scientific
to make the balls move. words
c Which ball moved the air
furthest? Why? blowing
109

Unit 5 Forces
What is your question?

These learners asked some

questions about making
things move.
One question was:
How many different things
can I move by blowing
through a straw?
Talk
partners
a Talk to a partner. Think

of questions to ask about
making things move by
blowing through a straw. 1
b Try to use some of these Work with a partner.
words: changing direction
a Answer your questions from
big small flat round the Talk partners box.
b If you have a camera, take
big force small force photographs of what you
c Write down your questions. decided to do.
d Decide what you will do to c Share how you answered your
answer your questions. questions with another pair.
Show them what you did.
110

Forces
Bubbles
Bubbles are very light.
When you blow into a bubble wand,
you push your breath into the
bubble mixture and the bubbles
grow. The bubbles float in the air.
The wind blows them around.
1
You will need…
● bubble wands
● bubble mixture
Blow the bubble mixture. Answer these questions.

a What force must you use to make small bubbles?
b What force must you use to make big bubbles?
c What happens when you blow gently?
d What happens when you blow hard?
e How can you make your bubbles change direction?
Challenge yourself!
a What force must you use to
make your bubbles go upwards?
Scientific words
bubbles
b What happens if you use wind
too much force when you
blow a bubble?
111

Unit 5 Forces
Make a kite 1
Air can move things.
Wind is moving air.
On a windy day, you can
feel the air move your hair,
or see it push things over.
The wind pushes the kite
around in the sky.
The boy can pull the kite
back to the ground.
1
You will need… Step 1
● paper bag
● crayons or pencil crayons
● scissors
Make your own kite.

Step 1
Decorate the paper bag.
Draw a pattern, face or animal Step 2
on both sides of the bag.
Step 2
Use scissors to make a hole
in one end of the bag.
112

Forces
Make a kite 2
1
You will need…
● glue ● paper strips or ribbons ● wool or string
● scissors ● lolly stick
Step 3
Step 3
Glue strips of paper to the
open end of the bag.
Step 4 Step 4
Use wool or string and tie it
to a lolly stick.
Step 5
Pull the string through the hole
so that the lolly stick is inside
the bag.
Step 5
Now you are ready to fly

your kite!
113

Unit 5 Forces
Fly your kite

1
Go outside. Run with your kite
so that it flies.
a How can you make your kite
change direction?
b Which force do you use to make
your kite move towards you?
c What happens when you
pull hard on the kite string?
2 3
a Ask a partner to take a a Did your kite fly well?
photograph or draw a picture b Show a partner how your
of you with your kite. kite works.
b Do the same for your partner. c Ask your partner what is good
c Write a sentence next to your about your kite.
picture about how to make d Then ask your partner what
the kite move. you could change and why.
Use these words:
kite fly string pull Be careful Whose kite
flew the
Be careful not highest?
to trip over
or bump into
anything when
you are running
with your kite.
114

Forces
What have you learnt about forces?

1
Is the bird pushing or pulling the worm?
2
a How are the things in these pictures moving? D
B C
A
b Match the pictures to the correct word below:

slithering jumping sliding flying

You have been learning about forces. Can you:
talk about how things move?
show what a push and a pull is?
sort objects by how they move?
make something speed up, slow down and
change direction?
say why things speed up, slow down and
change direction?
115

Unit 6 Sound
Ears are for hearing

Scientific words
Think like a scientist! ears sounds
hearing senses
Ears are important.
You have two ears.
They help you to hear sounds.
Hearing is one of your five senses.
Remember: the five senses
are sight, touch, taste, smell
and hearing.
Talk
partners 1
a What kinds of sounds do you
like to hear?
b What kinds of sounds do you
not like to hear?
c Copy this table. Draw some
things in each box.
Sounds Sounds
I like to hear I do not like
Talk to a partner. to hear
a What could the learners in
the picture be listening to?
b Do you think the learners
like what they hear?
c How do you know?
116

Sound
Sounds all around you

Scientific words
Think like a scientist! sources of sound
Your ears let you hear sounds around you. You hear when a sound
enters your ears. Things that make sounds are called sources of
sound. These pictures show some sources of sound.
a girl playing a guitar a horse a ball hitting skittles
1
What is the source of sound in each picture below?
b c
a
f
e
Match each picture above with one of these words:

bee thunder cat girl drum bird
117

Unit 6 Sound
Musical sounds
Ears help you to listen to other
people talking.
Ears can help to keep you safe.
Ears help us to hear sounds
that make us happy.
1 2
You will need… a Draw a picture of the musical
● a few musical instruments
instruments from Activity 1.
b Write how you made each
a Use the musical instruments instrument make a sound.
to make sounds. Remember:
each musical instrument is
a source of sound.
b What must you do to the
sources of sound to make
sounds? Choose a word for
what you must do:
bang pluck blow
tap scrape shake
Challenge yourself!
Which instrument could you
use to make sounds in two
ways, such as shake and hit?
118

Sound
Make a sound board

Different materials make different sounds. Talk
partners
Abril made a sound board using different materials.

She scraped her fingers and a pencil over the sound board.
Both actions made different sounds. Abril’s sound board was
the source of both sounds.
sweet wrappers straws
cardboard sandpaper bubble wrap
Look carefully at Abril’s sound board. Talk to a partner. How do you

think she made it?
1
You will need…
a Make your own sound board. ● different materials
b When you have finished, play ● piece of thick card
your sound boards to each other. ● glue
c Compare the sounds.

Which material made What materials
the loudest sound? do you think
d Which material made the will make very
most interesting sound? soft sounds?
119

Unit 6 Sound
What can you hear?

There are many different sources of sound around us.
If you listen carefully, you will be surprised
at what you hear!
1
Look at this learner’s headband. The big ears remind
him to listen carefully.
a Make your own
headband with big ears.
How will you

make the
headband?
How will
measure
your head?
b Wear your new ‘ears’.

Sit somewhere quiet, in
the classroom or outside.
Challenge yourself!
Listen carefully.
c How many different sounds Take home your headband
can you hear? from Activity 1.
Put it on and listen carefully
d Write about or draw a
for sources of sound.
picture of the sources
Back at school, tell a partner
of sound.
about the sounds you heard.
120

Sound
Mystery sounds
1
You will need…
● six small containers
● small objects
coins feathers pebbles scraps of fabric plastic cubes
a Put different objects into each container.

Make sure that you put on the lid.
b Work with a partner. Shake each container.
c Ask your partner to listen to the sound and predict what is making
the sound.
d Swap over. Your partner will shake their container and you will
listen to the sound.
e Predict what is making each sound.
Think about objects that will

make different sounds.
Challenge yourself!
Try to find something to put
Do different inside your container. It must
materials make make a loud sound or a quiet
different sounds, sound. What can you use so
such as metal, that your partner must listen
plastic, wood very carefully to work out
and fabric? what is inside?
121

Unit 6 Sound
Animal ears
Talk
Scientific word
partners animals
Here are some pictures of animals with big ears.

Talk to a partner. Why do you think they have such big ears?
desert fox
aye aye
What other
animals have
hare
big ears?
1
a Find some more pictures of animals with big ears.
b Draw the animals or cut out the pictures and stick them onto
some paper.
c Copy and complete the sentence below. Choose two words
from these boxes: small big worse better
Some animals have ears to help them hear .
122

Sound
Earmuffs
a Listen to the sounds
Some sounds are so loud that
around you.
they can hurt your ears.
b Now put a hand over
both ears.
c What happens?
2
You will need…
● earmuffs
These men must wear

earmuffs to stop the noise of
the machine from hurting a Put on the earmuffs.
their ears. b Walk around your classroom
What sounds can you hear?
c Compare sounds with and
without the earmuffs. How
have the sounds changed?
d Go outside. Walk around the
school grounds. What can you
hear? How have the sounds
changed?
e Copy and complete this
sentence:
This man must wear earmuffs. When I put the earmuffs on,
The sound of the plane is so the sounds ...
loud it will hurt his ears.
123

Unit 6 Sound
Looking after your ears 1

Be careful
You must take care of your
Keep your ears clean. Never put
ears. If you hurt the inside of
anything unsafe in your ears.
your ears, you could go deaf.
Do not listen to very loud sounds.
Being deaf means that you
Never make loud noises in the
cannot hear.
ears of another person or animal.
Talk Did you know?

partners
Some people cannot hear
very well. A hearing aid can
Talk to a partner. help, and it is small.
a What do you think the Look carefully, can you see
doctor in this picture this girl’s hearing aid?
is doing? Why?
b Have you ever had earache?
c What did it feel like? What
happened to your hearing?
Scientific words
deaf hearing aid
124

Sound
Looking after your ears 2

Talk
partners
Talk to a partner.
a What would it be like not to
be able to hear? Imagine
2
hearing no sounds at all. Many deaf people use hand
b Which sounds would signs to talk to one another.
you miss? This is called sign language.
c Draw four pictures to show a Try to learn these four signs.
the sounds you would miss.
1
This boy is wearing a hood.
He is going to cross a busy road.
hello
hello
hello good
good
Why could this be dangerous

for the boy?
Will the sound goodbye
goodbye
goodbye night
night
be able
to enter b Use the hand signs to speak
his ears? to a partner.
125

Unit 6 Sound
Helping us to hear
Sometimes we need help to In Activity 1 you listened to your
hear some sounds. Doctors use partner’s heartbeat.
a stethoscope a What did you hear?
to help b Copy and complete these
them hear two sentences.
your heart
beating. The heartbeat sounded like
.
A stethoscope helps a doctor
1 to hear the beating.
You will need…
● funnel ● tape
● cardboard tube Challenge yourself!

a How could you make your
stethoscope even better?
b What can you hear after
your partner has been
jumping up and down?
Look at the picture. Some
Stage 1 learners have made
their own stethoscopes. Scientific word
a How did they make this stethoscope
stethoscope? What did they
use and do?
b Make your own stethoscope.
c Use the stethoscope to listen
to a partner’s heartbeat.
126

Sound
A day in the life of my ears When I

got up t
his morn
I heard ing,
these th
Think like a scientist! ings:
birds sin
The sense of hearing is very ging
important. All day we listen to
lots of different sounds.
Lin kept a diary for one day.
She drew pictures and wrote tap runn
ing
words about what she heard.
Good
Here is part of her diary. morning
.
mum ta
lking
1
a Make a diary of the things you hear during the day.
b Draw pictures or write words to show the sources of sound. Look at
what Lin did in her diary above. Use the sentence starters below.
When I got up, I heard … When I was going to At school, I heard …

school, I heard …
When I was eating with When I was getting ready When I was in bed,
my family, I heard … for bed, I heard … I heard …
127

Unit 6 Sound
Moving away from sound

Scientific words
Think like a scientist! fainter louder
When you stand near the source of a sound you can hear it clearly.
As you move away from the source of a sound, the sound gets
fainter (quieter). When you move closer, it gets louder.
1
You will need… 1
● card ● tape
● plastic bottle
● beads or buttons
● paints
Look at the pictures.

a Make your own shaker. 2
b Now work with a partner.
Make a sound with your
shaker. What happens when
your partner moves away 3
from the sound?
c Swap places. What happens?
d Copy and complete the 4
sentence below.
Choose one of these words:
louder fainter
When I moved away from the
sound, it got .
128

Sound
Sounds near and far

Some sources of sound are
close. Some sources of sound
are far away.
1
Think about the sources of sound you can hear now.
a Which sources of sound are close?
b Which sources of sound are far away?
c Copy and complete this table. Draw or write the names of sources
of sound that are close or far away. One example for each has been
done for you.
Sources of sound that are Sources of sound that are
close far away
teacher talking children playing outside
Did you know?

The tawny owl has Challenge yourself!
amazing hearing.
Draw a source of
This owl takes less than
sound that is far
one second to work out
away, but loud.
where a mouse is in
tawny owl Draw a source of
grass. Say ‘elephant’.
sound that is near,
That is how long it takes the owl to find
but soft.
the mouse from the sky!
129

Unit 6 Sound
Sounds getting fainter
As sound travels from a

source, it becomes fainter.
So when a car travels
away from you, the
source of the sound (the
car) gets fainter.
If you walk away from
a ticking clock, the sound
gets fainter.
Talk
1 partners
Ask a partner to talk to you.
a As your partner is talking,
Talk to a partner about what
move away.
you found out in Activity 1.
b Stop when you can no longer a What happened to the
hear your partner. sound as you walked away?
c Put a marker where you b Did you both stop at the
stopped. same place?
Now swap over. c If you did this again, do you
think the same thing would
happen? Try it to see if you
are correct.
d What happened? Why do
you think this happened?
130

Sound
How far?
partners
In Activity 1 on page 130, you
found out that the sound got Talk to a partner.
fainter as you moved away What happens to the sound
from your partner. when you move away from
You also found out that if you the source of a sound?
walk far enough away, you no
longer hear the sound.
2
1 Imagine standing next to a
You will need…
● drum helicopter that is taking off.
a How many steps would you
a Ask a partner to bang a drum,
have to take until you stop
but gently!
hearing the noise?
b Start walking away. Would it be more than you
Count your steps as you walk. had to take to stop hearing
Keep counting until you can the drum in Activity 1?
no longer hear the sound.
b Why?
c Write down or remember
the number
of steps.
Now swap
over.
55 steps
helicopter
131

Unit 6 Sound
Sounds from far away

Some sources of sound make very

loud sounds. We can hear them
from far away. You can hear a plane
in the sky from far away.
Some sounds are quieter or softer.
We cannot hear them from far
away. You cannot hear leaves
rustling from far away.
1
You will need… c Talk to a partner. How will you
● sound makers
find out if you are correct?
● musical instruments d Try your ideas. Were you correct?
e Move the sources of sound into
Work with a partner. the correct set.
a Choose five objects that make
a sound.
b Sort them into two sets. Why could you hear the
Predict which objects you think: sounds that some objects
• you will be able to hear make from further away?
from far away
• you will not be able to hear
from far away.
Scientific
not able to hear able to hear
word
predict
132

Sound
Make your own sound makers

You have found out a lot about sound.
You know that there are different sources of sound.
You know that different things make different sounds.
1
You will need…
● materials for making
a sound maker (look

back at Activity 1 on
page 128)
a Make a sound maker.

b Your sound maker should be
able to make a loud sound
and a soft sound.
2
Give your sound maker to another pair.
a Ask them to find out how far the sound travels until they cannot
hear it.
b They have to find out how far a quiet sound travels and how far
a loud sound travels.
c What did they do and what did they find out?
133

Unit 6 Sound
Sound effects Scientific words

sound effects
Sound effects are sounds that people

make to sound like something real.
When you tap coconut shells together,
it sounds like horses galloping.
1 2
Work with a partner. Work with a partner.
Can you make any of these a Read this poem.
sound effects? b Make some sound effects
a duck someone walking to go with the poem.
What will you use?
thunder a door closing
Drip Drip goes the tap
crunching an apple Splash Splash go the children
Plop Plop go the raindrops
Crash Crash go the waves.
c Read the poem and do the

crunching a juicy apple
sound effects with other pairs.
134

Sound
A sound story
1 2
A Stage 1 class were making a Share your story with other
sound effects for their stories. pairs or groups in the class.
One group put small stones and b Use your sound makers
some water in a plastic bottle. to make the sound effects.
When they shook the bottle c Ask the learners what they
gently, it sounded like the thought of your story and
sea shore. the sound effects.
a Make up a story.
b What sounds are
in your story?
Ideas are:
• leaves rustling
• someone
walking
3
• a door closing a Record your story and
sound effects.
• horse galloping.
b Play them to learners in
c Make the sound effects for another class.
your story.
d Think about which materials
could make those noises.
Whose story
e Practise telling your story with had the best
the sound effects. sound effects?
135

Unit 6 Sound
What have you learnt about sound?

1 2
a Sit quietly for 30 seconds. This picture shows some sources
Use a sand timer. of sound.
b Listen to the sounds
you can hear.
c When the sand Good
morning!
timer stops, draw
or write the sounds Good
morning!
you can hear.
d Sort your list into two groups. meow!
meow! meow!
sounds that sounds that a How many can you find?

were loud were fainter
Write them in a list.

You have been learning about sound. Can you:
use your sense of hearing to name different sources of sound?
tell someone how we hear?
compare our ears with ears from other animals?
find out which sounds you can hear when you
move away from the source of the sound?
find out from how far away you can hear
some sounds?
136

Quiz 3: Physics
1 How do they move? Match the correct word to each

picture below.
fly bounce crawl swim
a b c d
2 Look at each picture. What kind of force is being used – a push

or a pull?
a b c
3 Look at the pictures. Which picture shows that the learner is:
changing direction speeding up slowing down
a b c
137

Quiz 3: Physics
4 Draw four things that are sources of sound.
5 Which part of our body helps us to hear sounds?
6 Copy and complete the sentence below using one of

these words:
louder fainter closer
If you move away from the source of a sound, it gets .
7 Why do you think these animals have big ears? Write a sentence
to explain your thinking.
long-eared bat serval cat
8 Draw one source of sound in each place below.

Label each picture:
a in your classroom.
b at home.
c outside.
138

Scientific dictionary
Unit 6 Sound
What
A do you know about magnets?
Cotton A soft material, made from
Absorbent A material that soaks up cotton plants
water easily Cracked Split open
Adult A grown-up human, animal or D
plant
Dairy Food that is made from milk
Air An invisible gas all around us
Deaf Not able to hear at all
Alive Living
Diet The foods we eat
Arms The part of a human body
between the shoulder and the wrist Differences Things that are not
the same
B Different Not the same
Baby The offspring of Direction The way something moves
an animal, including a or the path it takes
human
Dull Not shiny
Bendy Something that
can be bent E
baby
Blowing Push air out of Ears The parts of the body that help
your mouth humans and other animals to hear
Body The whole of a human or other Eat When you put food
animal into your mouth, chew
Breathe Take air into the and swallow it
lungs and send it out Eggs Where some
Bubbles Round balls of animals grow and later eat
liquid filled with air hatch (break out)
breathe Elderly person Someone who is
Bumpy Has bumps on
its surface 65 years old and older
Eyebrow The hair that grows above
C your eyes
Child A young person between the Eyelashes The hairs on the edge of
ages of 2 and 13 the eyelids
Cold Not hot or warm
139 139

What
Eyelid Theisskin
a that
magnet?
closes and opens Frog spawn Frog eggs
over the eye Fruits The part of a plant that has
seeds
F
Fabric A material used for making G
clothes, curtains and bedsheets Germinates When a seed begins
Face The front part of the head that to grow
has eyes, ears and a nose Glass A hard
Fainter A sound less easy to hear transparent material
Feel To use the sense of touch Grow Get bigger
Fish An animal that lives in water and
has fins for swimming and gills to
H
breathe Habitat Where an grow
animal or a plant lives
Flower The part of a plant that is
often brightly coloured Hands The part of your body at the
end of the arm with four fingers and
Fluffy Fleecy, furry, soft
a thumb
Food groups Groups of foods that
Hard Something that is not easy to
we should eat to be healthy, such as
bend, cut or scratch
fruits and vegetables
Head The part of the body that
Force A push or a pull
has the eyes, nose, mouth, ears and
Frog An animal (an amphibian) contains the brain
with no tail, smooth moist skin,
Hearing To be able to take in sounds
webbed feet and spends most of
into the ear to hear sounds
its time in water
Hearing aid A small device (piece of
equipment) that is worn behind or
in the ear to help someone to hear
better
frog
Froglet A tiny frog that has just

changed from a tadpole
hearing aid
140

Useful magnets
Height How tall something is Living thing Animals and plants,
Hessian A rough fabric, sometimes things that can grow, breathe, move
used to make bags to carry heavy and sense things
things Louder Making more noise, becoming
Human A person noisier
Lumpy Bumpy, not smooth
I
Ill Sick M
Iris The coloured part around the Material (s) What things are made
pupil in the eye from, for example, wood, fabric,
plastic, leather, glass
Measure To find out how much, such
as height, length, weight
Metal A material that is usually
iris strong, shiny and hard
Model (of something) A copy of
something, such as a model of the
J human body, a car or a dinosaur
Jagged Uneven edges, can be Move Go from one place to another
pointed and sharp
L
Leaf Grows on a plant, most leaves
are flat and green move
Leather Skin from an animal that is
prepared and used to make clothes,
bags and shoes
Legs Parts of the body that are used N
for standing, walking, running and Never been alive Something that has
jumping never lived
Life cycle The stages that a plant or Nose Part of the head of an animal,
animal goes through during its life including humans, used to breathe
Listen To use the ears to hear sounds and smell things
141

Nostrils The openings to the nose Push A force that moves something
through which an animal breathes away from you
Not alive Something that does not Pushing A force that
breathe, move, eat or sense things is moving something
away from you
O
Object(s) Something that we can see R pushing
and touch Record Write information to keep
Observe To find out about things for later
using our five senses Rigid Cannot be bent, unbendable
Offspring Babies Roots The part of the plant usually
Opposites Two completely different found under the soil
things, such as rough and smooth, or Rough Bumpy (sometimes also
short and tall scratchy or hard), not smooth
P S
Plastic A type of material Salty Tastes like salt
Predict To say what will happen Same Matching, not different
Prediction Something that we have Seedling Young plant seedling
said will happen Seeds Oval or round objects made by
Prickly Spiky, scratchy a plant, can grow into a new plant
Properties (of materials) what a Sense(s) Sight, hearing, touch, smell,
material is like, such as hard, soft, taste
stretchy Shelter A place for something to live
Pupil The hole in the centre of the eye and be safe
that looks black Shiny Not dull, reflects light
Pulling A type of force that is moving Shoot Part of a seed that grows
something towards you upwards
Pull A force that Sight Be able to see things
moves something
towards you Similar Almost, but not exactly the
same, something that is not quite the
pulling same as something else
142

Similarities Things that are the same Spinning Moving around in the same
about something, but not exactly spot
Squash To use a force to press
something to make it change shape
Squeeze Press something together to
make is change shape
slither
Stem The part of the plant that joins
Slither The way a snake moves the roots to the leaves
Smell To use your nose to sense Stretch To pull something to change
odours, scents its shape
Smooth Flat with no bumps, not rough Stretching Something that is being
Sniff To find something by its smell pulled to change its shape
Soft Something that is not rough or Stretchy Something that we can pull
hard and can feel nice to touch to change its shape
Soil A mix of tiny bits of rock, living Stethoscope Is used by doctors, nurses
things and dying plants and vets to listen to the heart
Sound effects Sounds that people
make so that they sound like
stethoscope
something real
Sound(s) something we hear
Sour A taste like a lemon or lime
Sources of sound Things that make
sounds
Sweet Tastes of sugar
T
Tadpole The stage of a frog’s life cycle
between frog spawn and an adult frog
Taste To use the mouth to find out the
flavour of a food
Taste buds Found on the tongue, they
source of sound tell us what flavour a food is
143

Teenager Someone who is between Transparent See-through

13 and 18 years old, someone who is Tree A plant with a stem called a trunk
older than a child and younger than
an adult Turning Moving around while standing
still, going another way
Tentacles Long parts (like arms) that
some animals have, to help them feel, Twist To turn something to change its
grasp and move shape or make it move
Texture What something feels like, Twisting Turning something to change
such as smooth or rough its shape or move
Thirsty Needing to drink some water V
Toddler A young child who is just Vegetables Parts of a plant grown
beginning to walk for food, not fruits
W
Water A clear liquid (that
we all need to stay alive)
Waterproof A material
that does not let water water
through it
Wind Moving air
Wood A material that comes from
trees
toddler
Wool Soft, curly hair from sheep
Tooth decay When teeth begin to rot
(go bad) and get cavities (holes) Y
Touch The sense that is used to find Year One year is 365 days
out what things feel like
144

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883910_SCIENCE_LEARNER_S1_00.

indd 1 5/25/17 11:37 AM

883910_SCIENCE_LEARNER_S1_00.indd 2 5/25/17 1:28 PM

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What does a scientist do?

Scientists Scientists look for things that

Scientists find information

883910_SCIENCE_LEARNER_S1.indb 4 5/25/17 11:25 AM

How to do a fair test

883910_SCIENCE_LEARNER_S1.indb 5 5/25/17 11:25 AM

leaf car flower

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How do we know something is alive?

883910_SCIENCE_LEARNER_S1.indb 7 5/25/17 11:25 AM

Alive or never alive?

We know that some things in the world around us are alive.

883910_SCIENCE_LEARNER_S1_01.indd 8 5/25/17 1:24 PM

Plants are alive

Think about what you

883910_SCIENCE_LEARNER_S1.indb 9 5/25/17 11:25 AM

Who do you agree with?

883910_SCIENCE_LEARNER_S1.indb 10 5/25/17 11:25 AM

1 You will need…

883910_SCIENCE_LEARNER_S1.indb 11 5/25/17 11:25 AM

The parts of a plant

883910_SCIENCE_LEARNER_S1.indb 12 5/25/17 11:25 AM

Going on a plant hunt

883910_SCIENCE_LEARNER_S1.indb 13 5/25/17 11:25 AM

Make a plant hunt wristband

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You know that plants are living things.

sunflower seeds orange pips (seeds) oranges

Work with a partner. 2

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Eating parts of plants

carrots celery cabbage rice

883910_SCIENCE_LEARNER_S1.indb 16 5/25/17 11:26 AM

Work with a partner.

883910_SCIENCE_LEARNER_S1.indb 17 5/25/17 11:26 AM

What do seeds need to grow?

In Activity 2 on page 17, you drew some pictures.

I put some seeds in a pot

I put some seeds

Work with a partner.

883910_SCIENCE_LEARNER_S1.indb 18 5/25/17 11:26 AM

How do seeds grow?

shoot seedling stem

883910_SCIENCE_LEARNER_S1.indb 19 5/25/17 11:26 AM

Observe how a seed grows

How will you make sure Scientific

b On the different days, draw a picture to show how the seed

883910_SCIENCE_LEARNER_S1.indb 20 5/25/17 11:26 AM

Do plants need light to grow?

● card cone ● water

Rav and Roshan did a test to find out

Day 1 Day 3 Day 5 Day 7 Day 9

883910_SCIENCE_LEARNER_S1.indb 21 5/25/17 11:26 AM

Measuring plants growing

Day 1 Day 2 Day 4 Day 6

883910_SCIENCE_LEARNER_S1.indb 22 5/25/17 11:26 AM

Plants live in different places

Plants live in hot places and in cold places.

Plants live on mountains and in rivers.