CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE

Workbook answers
7 a  ellow, orange or brown. The anther
Y
Unit 1 Life cycles of contains the pollen which is yellow/
orange/brown.
flowering plants b Green. It is a sepal, which is a small green
leaf on the outside of the flower.
1.1 Flowering and non-flowering
plants 1.2 Pollination, fruits and seeds
Focus Focus
1 A: non-flowering; B: non-flowering; 1 a 
The anthers of flowers make a yellow
C: flowering; D: non-flowering; E: flowering; powder. This is called pollen.
F: flowering
b Pollination happens when pollen moves
2 Correct order: seeds→ new plant → flower → from the anther to the stigma of a flower
fruit (positions in the cycle are not important). of the same type.
Practice c Some plants use wind to blow the pollen
far away.
3 blue d Insects visit flowers to feed on nectar.
(petal)
They get pollen on their bodies at the
same time.
orange
(anther)
e The pollen and the egg join together.
This happens inside the ovary during
yellow
(stigma) fertilisation. This is how seeds form.
black
(filament) f The ovary becomes the fruit.

Practice
brown
(ovary) 2 a 
Which colour flowers do insect pollinators
green
(sepals) visit most often? Or similar question.
b Observing over time
4 The petals often have bright colours to
attract insects. The male parts of the flower 3 14
are the stamens. They make pollen in their
tips, which are called anthers. 12
Number of insects

The female part of the flower is the carpel. 10

It is made up of the stigma, which collects 8
pollen, and the ovary, which contains
6
the eggs.
4
Challenge
2
5 A: anther; B: ovary; C: stigma; D: sepal
0
6 a The petals Red Yellow White Blue
Flower colour
b Learners to draw and label the petals
on flower.

1 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE

4 a Yellow
b Red. Insects do not see red very well: they see light colours such as white and
yellow best.
5 a 
Insects visit yellow flowers most/red flowers least.
b Repeat the investigation a few times or observe for a longer period of time.

Challenge
6 Flower A is the male flower – it has stamens/anthers.
Flower B is the female flower – it has a stigma and an ovary.
7 A pollinator will visit the male flower and collect pollen. It will then move to the female flower
and leave pollen on the stigma.
8 Arrows should show pollen being transferred from anthers of flower A to the stigma of flower B.

1.3 How seeds are spread

Focus
1 Seed dispersal
2 Eaten Stick on Fly away Float Explode
plum blackjack dandelion coconut impatiens
lantana sycamore mangrove acacia
jacaranda

Practice
3 By water – seed has spongy covering that helps it float.
By air – seed is very light with thin papery wings.
By animals – seed has spines and hooks.
By explosion – seed pods dry out and burst open.
4 Some plants have fruits that animals like to eat. The animals eat the fruit which contain
the seeds. The seeds are spread in the animals’ droppings.
5 So they grow away from the parent plant and have enough space, light and water to grow into new
plants.

Challenge
6 By wind. The seeds have wings or a parachute of hairs to help them blow away in the wind.
7 Graph of average time seeds stayed in the air
25
20
Time (seconds)

15
10
5
0
sycamore (1) dandelion (2) helicopter (3)
Seeds dropped

2 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE

8 a Dandelion (seed 2) Challenge

b Learners may give variety of answers, 7 Day Height of seedling (mm)
such as it is lighter than other seeds, or it
has bigger wings. 2 10
The mass of the seed is not a factor. 4 15
Like a parachute, seeds with a larger 6 25
surface area will stay in the air longer. Air
pushing upwards from below also helps 8 35
keep the seeds airborne. 10 40
Do not expect learners to give a 8 Graph of growth of seedlings
scientifically accurate answer at this
stage, unless they have already studied air 45

Height of seedling (mm)

resistance and upthrust in Unit 5.3. 40
35
9 a To make their results more reliable. 30
25
b Reading 3 for seed 3. They did not start
20
measuring the time as soon as the seed 15
was dropped; they dropped the seed from 10
a lower height than for the other readings; 5
or any other suitable answer. 0
0 2 4 6 8 10
10 They dropped all the seeds from the same Time (days)
height; they started measuring the time as
soon as each seed was dropped. 9 a From the food store in the seed
b The first root
1.4 Seed germination c Downwards
Focus d To get water from the soil/to anchor the
1 Germination – when a seed starts to grow new plant in the soil.
10 Any two seeds that we eat, such as peas, beans,
Water – makes the seed swell
groundnuts (peanuts), chickpeas, lentils,
First root – the first part that grows sunflower seeds, pumpkin seeds, almonds.
First shoot – grows upwards
2 The first root grows – 2 Unit 2 Sound
Leaves get bigger and seeds shrivel – 5
2.1 How are sounds made?
The first leaves grow – 4
Focus
The seed coat splits – 1
1 a b
The first shoot grows – 3

Practice
3 Most seeds germinated in the drawer and on
top of the desk.
4 None
5 The seeds in both places had enough warmth 2 a 
When you tap the jar it makes the rice
and water./The seeds had all the factors they grains vibrate a little. (But you may not be
needed for germination. able to see them move).

6 Seeds don’t need light for germination, but b Vibrations travel through the jar and the
they do need moisture (water) and warmth. plastic wrap to the rice.

3 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE

c The rice grains move less when you tap Practice

the jar gently.
5 6
d The rice grains move more when you tap

Loudness of sounds
5
the jar hard.
4

Practice 3
2
3 A solid
1
4 a 
Bar must be drawn to a height midway 0
between 3 and 4 dB. talking laughing shouting music school
bell
b A solid Source of sounds

5 Solids 6 They could have used a sound level meter.

Challenge 7 The control variable is the rating system of

ticks they used to describe the volume of
6 The sound from the clock is the control
sounds. The independent variable is the source
variable. (The distance between the clock
of sound they measured. The dependent
and the material should also be a control);
variable is the volume of the sound.
the material that they listen through is the
independent variable; the loudness of the 8 Talking
sound is the dependent variable.
9 The vibrations become smaller.
7 Wood
10 Pitch vibrations are fast or slow, whereas
8 Water and air volume vibrations are big or small.
9 No. They did not keep the distance between
the clock and the material the same, so this
Challenge
was not a fair test. 11 70
60
10 Make sure the distance between the clock
and the material is the same each time they 50
Volume in dB

measure the volume of the sound. 40

30
2.2 Volume and pitch 20
10
Focus
0
1 Vacuum cleaner: 70 dB; lawnmower: 100 dB; water metal wood glass air
silence: 0 dB; loud rock concert: 120 dB; baby Materials
crying: 110 dB; children talking: 60 dB
Bar chart must have a suitable heading.
2 Decibel
12 a Metal
3 Baby crying has the highest pitch
b
Metal is a solid. Particles are close
4 A is quieter than a formula 1 racing car. together in a solid so they bump into each
B is the same as a formula 1 racing car. other and vibrate more.
13 The control variable was the sound level
C is louder than a formula 1 racing car. meter; the independent variable was the
material; the dependent variable was the
measured sound volume.
14 a  ound travels best through solids,
S
especially metals, and worst through air.
b Test more solids, liquids and gases to
get more data.

4 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE
2.3 Changing the volume of sound
Focus
1 Volume is a measure of how loud or quiet
a sound is.
2 Learners’ own responses, such as thunder,
traffic, aircraft taking off.
3 Learners’ own responses, such as whisper,
rustling leaves.
4 Someone must make the bell shake from side
to side, then the clapper will bang against
the side of the bell. Vibrations travel from
the bell through the air to our ears.
5 Ideas to make the bell louder:
Shake the bell harder.
Enclose the bell in a solid container so that
you trap the vibrations.
Practice
6 a Cotton
b Examples: bubble wrap, newspaper,
plastic foam chips, woollen fabric or
cotton wool
7 A sound level meter.
8 The beep/sound made by the phone and
the distance from which they measure the
loudness of the sound.
These are control variables because they do
not change.
9 The material being tested because it changes
during the investigation.
10 The volume of sound, because this is what
they measure. The volume will depend on
which material they are using to muffle the
sound.
Challenge
11 Something similar to:
5 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
12 The air particles inside the cone cannot spread
out so they keep bumping into each other and
vibrating. When you speak into the cone, the air
particles vibrate more and the sound gets louder.
13 If the card is rolled into a cone with the end
furthest from the ear as big as possible, it will
trap and direct more sound vibrations into
the ear.
2.4 Changing the pitch of sound
Focus
1 When Sofia covers fewer air holes with her
fingers, it makes the column of air in the
recorder shorter. This makes the air vibrate
faster and gives the sound a higher pitch.
When Sofia covers more holes with her fingers,
it makes the column of air in the recorder
become longer. This makes the air vibrate
slower and gives the sound a lower pitch.
The speed of the air vibrations changes the
pitch. The pitch can be high or low.
Practice
2 Pitch describes how high or low a sound is.
3 In drawing A: the distance between X and Y
is shorter than in drawings B, C and D. The
shorter the string, the higher the pitch. This is
because vibrations are faster in a short string.
4 The thicker string will give a lower pitch. This
is because thicker strings vibrate more slowly
than thinner strings.
Challenge
5 A wind instrument
6 B. The lower the level of the water, the longer
the column of air in the bottle.
7 D. The higher the level of the water, the
shorter the column of air in the bottle.
8 Bottle A shows the answer to part a, Bottle E
shows the answer to part b.
A E
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE

9 The drum has a skin stretched over the top. Challenge

You can make the pitch higher by tightening
the nuts aound the outside of the drum. You
can make the pitch lower by loosening the nuts.
Unit 3 States and
6 a Syringe A contains water and syringe B
contains air.
b In syringe A there are many particles
close together but not as tightly packed
as in a solid. In syringe B there are fewer

properties of matter particles and they are far apart as they are
in a gas.

3.1 Gases 7 The plunger of syringe B. There is a lot of

space between the gas particles. When you
Focus push down the plunger, the particle can move
1 into the empty spaces. This makes gases easier
to compress.
solid
3.2 Properties of water
gas
Focus
Liquid 1 b
2 c
3 c
2 a States 4 b
b Particles 5 d

c Oxygen Practice
d Rock 6 After 2 minutes After 10 minutes
e Vinegar
ice cube water water
3 Air is a mixture of gases because it is made up
of the gases nitrogen, oxygen, carbon dioxide
and water vapour.

Practice 7 a It has melted.

4 b It melted because the solid ice particles
gained enough heat energy to escape from
the solid and change into liquid water.
8 a 0 °C
b Melting point
Solid Liquid Gas
Challenge
5 9 Boiling point
State of Do particles Do particles
matter move a lot, move apart, far 10 a Milk
quite a lot or apart or shake b 100°C
hardly at all? in one place? 11 a No. The tap water, salty water and sugar
Solid Hardly move Shake in one water boiled at a different temperature to
at all place pure water.
Liquid Move quite Move apart b When we add other substances to water,
a lot such as salt, it changes the boiling point of
the water.
Gas Move a lot Move far apart

6 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE

12 On Mount Everest water boils at about 70 °C. 9 a From container B. There was less water
Egg yolks cook hard at 65 °C but egg whites left in the container at the end of the
must reach 85 °C before they become hard. So investigation.
the egg yolk will cook on Mount Everest,
but not the egg white. b Container B had a larger open surface
than container A, so more water vapour
particles could escape from it (or similar
3.3 Evaporation and explanation).
condensation
10 See graph.
Focus
1 Evaporation occurs when a liquid changes 3.4 Solutions
into a gas. This happens because the particles
gain heat and move faster and further apart Focus
until some of them escape from the surface 1 Aim
and become a gas. The opposite process to
evaporation is condensation. We wanted to find out if you can get salt back
from a solution by evaporation.
2 a True
Method
b False
We dissolved some salt in water in a beaker to
c True make a salt solution. The salt was the solute
d False and the water was the solvent. We left the
beaker in a warm place for a few days.
e True
Results
Practice After a few days there was salt in the bottom
3 Water of the container. There was no water. It had
evaporated.
4 From the cool drink
Conclusion
5 Condensation
We found that we can get salt back from a
6 Some particles of water in the drink solution. We do this by evaporating the water.
evaporated. When the particles touched the
sides of the bottle and the inside of the lid
they cooled down and became liquid again.
Practice
7 a Evaporation
2 a–c
b No, the water particles would have stayed
in the solution/cool drink. The particles
needed to evaporate into water vapour
and then cool to form the water droplets
inside the bottle and lid.
solution
Challenge solvent
Graph of evaporation
8
solute
Volume of water (ml)

300
250
200
150
3 The solute (coffee powder) dissolved in the
100 solvent (water). The particles of coffee powder
50 moved in between the particles of water so
0 you cannot see them in the solution.
0 1 2 3 4 5 6 7
Days 4 Sofia can get the coffee powder back by
container A container B leaving the solution in a warm place until the
water has evaporated.

7 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE

Challenge 2 a Part Function

5 a It has dissolved. oesophagus A Pushes food into the
stomach
b Taste it/evaporate the water.
Stomach B Mixes food with
c Water is the solvent.
digestive juices
d Sugar is the solute. Large C Absorbs water and
6 intestine some minerals into the
blood
Mouth D Chews food and
starts digestion
Anus E Removes undigested
food from the body
water
Small F Breaks food down
sugar intestine into very tiny particles

b D → A → B → F→ C→ E
7
Practice
3 Funnel – mouth
sugar
water Finger of rubber glove – oesophagus
Balloon – stomach
Plastic pipe – small intestine
Pantyhose (tights) – large intestine
Open end – anus

Unit 4 The digestive 4 Make the small intestine and large intestine
longer.

system Challenge
5 Does saliva break down starch in the mouth?
4.1 Parts and functions of the (or similar question).
digestive system
6 a
Focus
1
beaker
mouth water saliva

oesophagus
rice coloured blue-black

stomach small intestine

b The starch in the rice changed the colour
of the iodine solution to blue-black in
large intestine both beakers.

anus 7 To test whether saliva breaks down the starch

in the rice.
8 To allow time for the saliva to act on the
starch in the rice and break it down.

8 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE

9 a 8 a Tuna
b Tuna
9 a The beans. They have more carbohydrates
beaker
water which give us energy.
saliva
rice rice b The tuna. It has more protein which
coloured coloured helps to build up the body.
blue-black yellow-
brown c The beans. They have more fibre.
b The saliva in one beaker digested/broke
down the starch in the rice. This made
the iodine solution change colour back
to yellow-brown. There was no digestion/
Unit 5 Forces and
breakdown of starch in the other beaker
because it did not contain saliva, so the
magnetism
iodine stayed blue-black.
5.1 Gravity, normal forces and
4.2 Balanced diets applied forces
Focus Focus
1 a True c False 1 A force diagram

b True d True 2 Gravity

2 a Yellow circles – bread, noodles, brown 3 Pulling force

rice, cookies, chocolate 4 Normal force
b Red circles – eggs, fish, chicken 5 Pushing force
c Green circles – tomato, green beans, 6 Marcus hits the cricket ball. This is an
watermelon applied force.
d Black circles – fried chips, cooking oil
Practice
e Brown rice, green beans or tomato
7
f Fried chips, cooking oil, chocolate and
cookies gravity

Practice
3 No. There are too many carbohydrates, sugars
and fats in his lunch. There are no vegetables
or fruits, proteins or dairy foods.
normal
4 a The foods drawn should make a balanced, force
healthy meal, such as rice, chicken and
vegetables with fresh fruit juice or water. 8 a Picture A

b All food groups should be labelled. b Picture B

c The person is applying force on the
Challenge weights by pulling or pushing.
5 Protein, carbohydrate, fat, fibre
6 For growth and building up the body
7 a 4.4 g
b 16 g
c 100 g contains 16 g, therefore
400 g contains 16 × 4 = 64 g

9 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE

Challenge 8 a–b
9 gravity

earth satellite
box

normal
force 9 The Earth is bigger than the satellite. This means
the Earth exerts a greater force of gravity on the
satellite than the satellite exerts on the Earth.
10 Picture A:
Challenge
a The person is pushing a wheelbarrow.
10 An artificial satellite
b A pushing force.
11 A rocket
c The person applies force on the
wheelbarrow by pushing it. 12 So that it can overcome the force of the
Earth’s gravity.
Picture B:
13 An orbit around the Earth
a The person is digging up a weed/raking
up leaves. 14 The force of gravity of the Earth pulling
on the satellite (and it must maintain a
b A pulling force constant speed).
c The person applies force on the weed/ 15 It will be pulled back to Earth by the Earth’s
leaves by pulling. gravity.

5.2 Gravity and satellites 5.3 Friction, air resistance, water

Focus
1 A satellite is a body which orbits a larger
body in space.
2 The Moon is a natural satellite of the Earth.
3 A communications satellite is an artificial
satellite.
4 The Moon and the Earth are attracted
towards each other by the force of gravity.
5 a A d
b The Earth is bigger than the Moon so it
exerts a larger force of gravity.
Practice
6 a  natural satellite is a body in space that
A
orbits a larger body.
b The Moon, for example
7 a  n artificial satellite is also a body in
A
space that orbits a larger body, but it is
made by people.
b International Space Station, weather
satellite, communications satellite
resistance and upthrust
Focus
1 a 
Friction is a force between two surfaces
that are trying to slide past each other.
b Friction only acts on moving objects.
c Friction always works in the opposite
direction from the direction the object is
moving.
Friction slows down the moving object.
e Water resistance slows things down that
are moving through water.
f Air resistance slows things down that are
moving through air.
g A is gravity. B is upthrust.
Practice
2 a B
b Parachute B is smaller so it will not create
as much air resistance as parachute A.
With less air resistance the parachute will
fall faster.

10 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE

3 Each parachute must show these forces: 2 Air resistance

gravity 3 Pedal faster

Practice
4 lift

drag thrust

gravity

5 Gravity and air resistance (or drag) are

natural forces.
6 The aeroplane’s wings provide lift and the
engine provides thrust.
7 lift

air resistance

4 a Faster air resistance

thrust (or drag)
b The heavier the person, the greater the
force of gravity.
c Make two identical parachutes. Attach gravity
a weight to each parachute. One weight 8 Gravity and air resistance are natural forces.
must be heavier than the other. Drop the
parachutes from the same height above the 9 The bird flaps its wings to move forward.
ground. See which parachute reaches the
ground first. Challenge
10 upthrust
Challenge
5 The dolphin has a streamlined shape; it has a
water
smooth skin. resistance thrust
(drag)
6 a Air resistance
b This design feature gives the lorry a
gravity
more streamlined shape. The lorry can
overcome air resistance and go faster.
11 Upthrust, gravity and drag (water resistance)
c If air resistance is reduced, the lorry does
not have to use so much fuel to travel at 12 The swimmer uses their arms and legs to
the same speed. create thrust for moving through the water.
13 The swimmer can wear a wetsuit and a
5.4 Multiple forces cap which have smooth surfaces; they should
Focus try to avoid splashing.

1 a A is friction
b B is gravity
c C is normal force

11 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE

5.5 Magnets and magnetic 2 To get more accurate results.

materials
Focus
1 Yes: cast iron pot, iron nails; steel paperclip
No: rubber gloves, wooden spoon, wool,
plastic bottle, shiny aluminium pot, gold rings,
rubber tyre, plastic bucket, brass candlestick
Practice
2 a Hold a magnet above the pins and they
will be attracted to the magnet.
b The pins are made of steel which is a
magnetic material. The magnet attracts
the magnetic material.
3 a  old a magnet above the nails and wood
H back of 3 cards.
shavings. The nails will be attracted to
the magnet. The wood shavings will not
be attracted to the magnet.
b The nails are made of iron which is a
magnetic material. The magnet attracts
the magnetic material.
c Wood is not a magnetic material. So the
magnet does not attract the wood shavings.
Challenge
4 Steel can be magnetised.
5 To magnetise the steel needle.
6 Paperclips are metal and will be attracted to
a magnet.
7 Cork is a non-magnetic material.
8 Polystyrene is a non-magnetic material.
9 So that it would not be attracted to anything
except the Earth’s magnetic North Pole.
3 A metal paper clip is magnetic, so it is
attracted to a magnet. A plastic paperclip
is non-magnetic, so it is not attracted to
a magnet.
4 Magnet 2.
5 South pole.
6 Magnets have different strengths. The poles
of one magnet can have different strengths.
Practice
7 The screw is made of steel which is a magnetic
material.
8 Magnet A, because the screw still stuck to the
9 He used the same size screw made of the same
material for each magnet; he used the same
size and thickness of card for each magnet.
10 No. Cork and plastic are non-magnetic
materials, so they would not be attracted to
the magnet.
Challenge
11 Magnets
12 Magnetic force
13 Maglev trains travel faster; they are quieter;
they use 30% less fuel than normal trains.
14 It is very expensive to build the tracks.
15 In 2020 there were two Maglev trains in use in
China, two in South Korea and one in Japan.

5.6 Magnetic force

Focus
1 Magnet 1 (N): mean = 31 mm
Magnet 1 (S): mean = 28 mm
Magnet 2 (N): mean = 50 mm
Magnet 2 (S): mean = 52 mm

12 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE

11 June
Unit 6 Seasons and
Challenge
adaptations of plants 12 365¼ days

and animals 13 See shaded areas on diagram below

14 a Summer
6.1 The Earth moves around b The northern hemisphere is tilted towards
the Sun the Sun/the northern hemisphere is having
more hours of daylight than darkness.
Focus
15 a Winter
1 Slight ellipse
b The northern hemisphere is tilted away
2 Anticlockwise from the Sun/the northern hemisphere
3 Eath’s axis is having more hours of darkness than
daylight
4 Equator
16 12 hours
5 365¼ days
17 See month labels on diagram below
6 C: September; B: December; A: March
18 Only one day. The Earth is continuously
7 12 hours moving in its orbit around the Sun. (You
can explain that the positions are actually
Practice for one day of each month – 21st June, 23rd
8 a Northern September, 21st December and 21st March.)
b The northern hemisphere is tilted B
towards the Sun.
March
9 a 12 hours
A C
b Sunrise 06:00 or 6 a.m. and sunset June Sun December
18:00 or 6 p.m..
10 a Yes
b It is winter near the South Pole with long September
D
hours of darkness.

13 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE

6.2 Seasonal changes

Focus
1 Date Sunrise Sunset Length of day Change – is day getting
longer or shorter?
March 16th 06:40 18:41 12 h 01 m
+ 1 day 06:39 18:42 12 h 03 m longer
+ 1 week 06:33 18:44 12 h 11 m longer
+ 2 weeks 06:26 18:47 12 h 21 m longer
+ 1 month 06:10 18:54 12 h 44 m longer
+ 2 months 05:48 19:09 13 h 21 m longer
+ 3 months 05:42 19:22 13 h 40 m longer
+ 6 months 06:18 18:37 12 h 19 m shorter

2 The days are getting longer. 6.3 Plants and animals

3 a Spring to summer are adapted to different
b Karachi is in the northern hemisphere. environments
In June the northern hemisphere is tilted
towards the Sun and gets longer days. Focus
4 This will be September. Karachi will be having 1 A: Cactus – hot, dry environment
autumn and day and night will be similar in
B: Tropical plant – hot, wet environment
length.
C: Water lily/lotus – wet environment
5 Animal migration is when animals move
from one region to another in search of food. D: Fir tree – cold environment
Animal hibernation describes how an animal’s 2 1 – B; 2 – C; 3 – D; 4 – A
body slows down and the animal becomes
inactive for a period of time. 3 E: Wading bird – wet environment
F: Fish: – wet environment
Practice
G: Polar bear – cold environment
6 The Earth spinning on its axis.
H: Monkey – hot, wet environment
7 The length of day
4 1 – H; 2 – E; 3 – G; 4 – F
8 Days are getting longer.
9 June, July and August
Practice
5 Keeping warm
10 The Earth orbiting the Sun once a year and
the tilt of the Earth’s axis. Nostrils take in heat to warm up icy air; three
layers of feathers to keep body warm; oily
Challenge feathers to keep body dry; a layer of fat under
the skin; a good supply of blood to feet
11 Migrate
Getting food
12 They migrate to a warm places to have their
chicks and to feed. Flippers for swimming; streamlined shape for
swimming fast; strong feet for swimming; layer
13 a June, July and August of fat to feed off when looking after the egg
b This is summer in Greenland. Looking after the egg
14 Autumn Special fold of skin to cover egg and keep it
15 The Atlantic Ocean warm; layer of fat to feed off when looking
after the egg
16 Summer in the southern hemisphere –
December to February.

14 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE

Challenge 2 Learners can choose any two of the following

adaptations:
6 Part of Adaptation Adaptation
frog in water on land Antelope – keep together in groups,
camouflage, fast runner, sharp pointed horns.
Breathing Can breathe Can breathe
through their using their Small fish – keep together in groups,
skin lungs streamlined shape, move fast.
Nose Can close to Rabbit – fast runner, camouflage, eyes at side
stop water of head for sideways vision.
getting
in while Practice
swimming 3 Large eyes that can see and focus on prey a
Skin Renewed long way away in the dark.
every week
Sharp, hooked beak is good for tearing prey
and covered in
apart.
mucus to stop
it drying out Neck movement allows the owl to watch prey
when on land all around it.
Legs and Webbed feet Strong hind Fringed feathers muffle sound so prey does
feet to help them legs for not hear the owl flying.
swim leaping
Patterned colouring blends in with woodland
Strong hind environment.
legs for
Sharp claws to grab and hold on to prey.
swimming
Eyesight Can see well in Can see well 4 Large owls catch prey, such as rabbits and
muddy water in the dark squirrels. Smaller owls catch prey, such as mice,
scorpions, lizards, snakes, frogs, toads, birds
and bats.
6.4 Adaptations of predator
and prey 5 The best adaptation would be to hide
underground in a hole or burrow at night
Focus when owls are hunting. If they are outside
1 Lion/ess is predator and antelope is its prey. they must also have good night vision to see
Shark is predator and small fish is its prey. the owl and they must be able to run fast.
Eagle is predator and rabbit is its prey. Challenge
Learners can choose any two of the following
adaptations: 7–10 Learners’ own responses
Lion(ess) – hunt in groups, camouflage, speed,
strong sharp claws.
Shark – streamlined shape, fast swimmer,
sharp teeth.
Eagle – fast flier, strong sharp claws to catch
and grip prey, sharp beak, good eyesight.

15 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021