Cambridge Primary Science 2nd WB 2 (S.A.files?)

Cambridge Primary
CAMBRIDGE
Primary Science
Science
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Workbook 2
Workbook 2
Jon Board & Alan Cross
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Jon Board & Alan Cross
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CAMBRIDGE
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Primary Science
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Cambridge Assessment
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First published 2014

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Second edition 2021

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The exercises in this Workbook have been written to cover the Biology, Chemistry,
Physics, Earth and Space and any appropriate Thinking and Working Scientifically
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learning objectives from the Cambridge Primary Science curriculum framework

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(0097). Some Thinking and Working Scientifically learning objectives and the
Science in Context learning objectives have not been covered in this Workbook.
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NOTICE TO TEACHERS IN THE UK

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It is illegal to reproduce any part of this work in material form (including photocopying and
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Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for example,
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the reproduction of short passages within certain types of educational anthology and
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reproduction for the purposes of setting examination questions.

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Contents
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Contents
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How to use this book v
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1 Environments and habitats

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1.1 Habitats 2
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1.2 Plants in different habitats 5

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1.3 Animals in different habitats 9
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1.4 Rocks and the environment 12
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1.5 Can we care for our environment? 15

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2 Forces
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2.1 Forces around us 19

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2.2 Changing shape 22

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2.3 Changing speed 25

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2.4 Changing direction 26

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3 Getting materials right

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3.1 Natural and made materials 29

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3.2 Properties of materials 32

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3.3 Using the right material 35

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3.4 Testing materials 38

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3.5 Changing materials 41

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Contents
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4 Humans and animals grow
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4.1 Comparing animals 44
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4.2 Growing 48
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4.3 Inheriting characteristics 51
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4.4 Keeping healthy 53
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4.5 Teeth 57
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5 Light
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5.1 Light sources 59
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5.2 Darkness 62
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5.3 The Sun appears to move! 65
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6 Electricity
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6.1 Where do we use electricity? 68

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6.2 Keep safe with electricity 71

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6.3 Making circuits 75

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Acknowledgements 81
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How to use this book
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How to use this book
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This workbook provides
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questions for you to practise
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what you have learned in

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class. There is a topic to

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match each topic in your
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Learner’s Book. Each topic
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contains the following
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sections:
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Focus: these questions help
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you to master the basics

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Practice: these questions

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help you to become more

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confident in using what you

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have learned
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Challenge: these questions

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will make you think more

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deeply
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ve ve ve 1.1 Habitats ve
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Pr Pr Pr
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and habitats
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This local environment is a habitat for many living things.

Environments
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1.1 Habitats
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Focus
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1 Draw a living thing from this environment in each of the boxes.
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Practice
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Look at these two habitats.

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One is a cool forest, the other a hot desert.

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2 Complete the sentences to say how these habitats are different.

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living things cool dry forest eat plant

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a A habitat is the natural home of an animal or .

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b The desert habitat is hot and

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c The forest habitat is .

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d The desert habitat has fewer
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e There are many living things in the .
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f The forest animals have many plants to
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Challenge
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3 Complete the table.
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Say where the bird, tree and rabbit find what they need to live.
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Living thing What each living Where they find it

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thing needs
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food on the ground and around the tree
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bird water
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light
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tree water
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soil underground
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food
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rabbit water
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home
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1.2 Plants in different habitats
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Focus
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1 This plant needs light, water, soil and air.
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Draw and label a good habitat around the plant.
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Make sure the plant has all it needs.

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2 In the table, draw a circle around the things that the plant will need to grow.
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soil rock Sun

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trowel water gardener

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Practice
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A glasshouse is a house made of glass for plants to grow in.
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3 a Draw what you would put inside this glasshouse to
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make it a good place for plants.
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b Label the things you draw.
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Challenge
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Some habitats are good for plants. Here plants will grow.
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Some habitats are not so good for plants. Here plants will not grow well.
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Some habitats are so bad for plants that they won’t grow at all.
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Look at these three habitats.
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very cold
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by a river hot desert

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Marcus plants a seed in each habitat.

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4 Complete these sentences to say how the seed will grow.
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Use these words:
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die grow water
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a In the hot desert the seed will
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b In the cold habitat the seed will
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c By a river the seed will .

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d The seed by the river grows best because it has

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1.3 Animals in different habitats
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Focus
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1 Look at these animals and these local habitats.
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Draw a line to show where each animal might live.
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duck
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tree
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crab
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seashore
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field
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Each animal in the picture needs a habitat.

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2 Complete the sentences using these words:

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forests river grass flowers eagle fields

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a The habitat for the mice is by the tree, in the .

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b The habitat for the frog is in and by the .

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c The habitat for the rabbits is around the trees and across the
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d The bees have a nest in the tree but fly all around looking for
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e The eagle hunts around many fields, rivers and .

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f The animal with the largest habitat is the .

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Challenge
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3 Complete the sentences with these words:

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plants habitat animals river grow die

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a Lots of plants live by the

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These plants have a good habitat so they can live and
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b Rabbits and mice eat seeds and

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The snake and eagle eat small

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c A living thing finds what it needs in the right .

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Without the things it needs a plant or animal will .

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d Now draw arrows on this table to show what plants and animals need.
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light
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water
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plants need animals need

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food
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a home
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1.4 Rocks and the environment
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Focus
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1 Draw a line from how we use a rock to the right rock.
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How we use the rock Rock
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Chalk
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A very soft rock used to make
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sticks for writing.

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Marble
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A hard, strong rock used in floor
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tiles, wall tiles and to make

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statues.
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Coal
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A black rock which we can burn to

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keep us warm.
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Slate
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Can be blue, purple or grey. It is

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smooth to touch and often used

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in floor and roof tiles.

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Granite
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A very strong rock used to make

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bridges and buildings. It has bits

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in it that are easy to see.

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1.4 Rocks and the environment
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Practice
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We dig rocks from the Earth in different ways.
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2 Use these words to complete the sentences.
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machines rocks stones
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a This is a quarry.
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On the surface workers use
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diggers and explosives to

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break up the .
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Limestone is a rock we dig up
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in quarries.
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b This is a mine.
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Underground workers break

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the rock with explosives,

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tools and .
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Coal is a rock we dig up

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in mines.
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c This is a riverbed where

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workers dig out sand,

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rocks and .
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Sand, rocks and stones are

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used for building.

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Challenge
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The machine is going to clear the land for a quarry.
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3 Finish each sentence to say what will happen.

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again polluted die

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home lost
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a The habitat of plants and animals will be .

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b The river will be .

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c Many animals may have to move to look for a new .

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d Very few animals and plants will be able to stay, many will
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e Animals and plants may never live here .

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1.5 Can we care for our environment?
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Focus
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Some children looked at this environment and said these things.
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1 Tick (✓) the things which are right.
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Cutting down the

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The plants trees is bad for the

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have been hurt environment.
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by the people.
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There is
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Litter in the
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nothing we
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can do. pond has killed

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the fish.
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2 Draw three things that you could do to make the environment better.
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Practice
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3 Draw arrows to explain each symbol.
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s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
recycle paper recycle cans recycle plastic
w
ie
id
ev
br
4 In Dan’s class the children recycle paper each day.

am
-R
-C
Day Monday Tuesday Wednesday Thursday Friday

s
es
y
Lessons English English English English English

Pr
op
Maths Maths Maths Maths Maths

ity
C
rs
w
History Science PE Science Swimming

ie
ve
y
Technology
ev
op
ni
R
Paper
C
ge
pages 70 80 40 70 30
w
ie
id
recycled
ev
br
am
-R
a On which day did they recycle most pages?

-C
b On which day did they recycle fewest pages?

s
es
c Why did they recycle fewer pages on Wednesday and Friday?

y
Pr
op
ity
C
rs
w
d How could the class use less paper?

ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
16
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
Challenge
am
-R
-C
The forest is being cut down to make paper.

s
es
y
5 Sia and Jaz are counting the animals that live in the forest.
Pr
op
ity
C
Month January February March April May June

rs
w
ie
ve
Number
y
65 59 48 42 33 28
ev
op
ni
of animals
R
C
e
w
g
ie
id
ev
br
am
-R
17
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
a What is happening to the number of animals in the forest?
ie
id
ev
br
am
-R
b If they count the animals in July, what might be the number?
-C
s
es
y
Pr
op
c Where have the animals gone?
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
d Why have the animals gone?
w
ie
id
ev
br
am
-R
-C
s
es
e How could we protect the animals?

y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
18
-C
s
es

ity
rs
ve
y
op
ni
U
2 Forces
C
ge
w
ie
id
ev
br
am
-R
2.1 Forces around us
-C
s
es
y
Pr
Focus
op
ity
C
1 Draw these things or write their names in the right boxes.

rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
toy boat comb wheelbarrow
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
ball kite skateboard

rs
w
ie
ve
y
ev
op
ni
R
Things I push
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
Things I pull
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
19
-C
s
es

ity
rs
ve
y
2 Forces
op
ni
U
C
ge
w
Practice
ie
id
ev
br
2 Finish these sentences.
am
-R
Use these words.
-C
s
es
big force small force
y
Pr
op
ity
C
a
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
The elephant is using a .

am
-R
b
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
The ant can push a leaf with a .

R
c
ge
w
ie
id
ev
br
am
-R
-C
s
es
I can move scissors with a .

y
Pr
op
d
ity
C
rs
w
ie
ve
y
ev
op
ni
R
The train needs a to make it move.

e
w
g
ie
id
ev
br
am
-R
20
-C
s
es

ity
rs
ve
y
2.1 Forces around us
op
ni
U
C
ge
w
Challenge
ie
id
ev
br
am
-R
Use these words.
-C
s
es
move towards you stop away from you
y
Pr
op
ity
C
a A push is a force .
rs
w
ie
ve
y
ev
b A pull is a force .
op
ni
R
C
c Forces can make things .
ge
w
ie
id
d Forces can make things .
ev
br
4 Write the correct word in each arrow.

am
-R
Use these words.
-C
s
es
y
Pr
op
push pull
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
21
-C
s
es

ity
rs
ve
y
2 Forces
op
ni
U
C
ge
w
2.2 Changing shape
ie
id
ev
br
am
-R
Focus
-C
s
es
1 a Find these words in the wordsearch grid.
y
Pr
op
b Write each word when you find it.
ity
C
object shape change

rs
w
ie
ve
y
ev
op
ni
R
C
ge
pattern height measure
w
ie
id
ev
br
am
-R
-C
s
es
a m e a s u r e t
y
Pr
op
ity
C
s f u b a z h p w
rs
w
ie
ve
y
o i p a t t e r n
ev
op
ni
R
b a i q e p i e b
ge
w
ie
id
ev
br
j b c h a n g e x
am
-R
-C
e d l k j g h f d
s
es
y
Pr
op
c s a p o i t u y
ity
C
rs
w
t z d a q f w r t
ie
ve
y
ev
op
ni
R
u b a s h a p e e
C
e
w
g
ie
id
ev
br
am
-R
22
-C
s
es

ity
rs
ve
y
2.2 Changing shape
op
ni
U
C
ge
w
Practice
ie
id
ev
br
Mina is using forces to change the shape of clay.
am
-R
She is pushing down and rolling the clay.
-C
s
She counts how many times she rolls the clay.
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
2 a Measure her piece of clay using paperclips.

y
Pr
op
After rolling 10 times After rolling 40 times

ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
After rolling 30 times After rolling 20 times

am
-R
b Write your measurements in the table.

-C
s
es
y
Number of rolls Number of paperclips long

Pr
op
ity
C
10
rs
w
20
ie
ve
y
ev
op
ni
30
R
40
e
w
g
ie
id
ev
br
am
-R
23
-C
s
es

ity
rs
ve
y
2 Forces
op
ni
U
C
ge
w
Challenge
ie
id
ev
br
3 Max also rolls and measures clay.
am
-R
Here are his results.
-C
s
es
Number of rolls Number of paperclips long
y
Pr
op
5 2
ity
C
rs
10 4
w
ie
ve
y
15 7
ev
op
ni
R
C
20 10
ge
w
ie
id
a How long was the clay after 15 rolls?
ev
br
am
-R
b How long was the clay after 5 rolls?
-C
c How much longer was the clay after 15 rolls than after 5 rolls?
es
y
Pr
op
ity
C
d Choose the right words to finish this sentence.

rs
w
ie
ve
y
ev
op
ni
...shorter it gets. ...harder it gets. ...longer it gets.

R
C
ge
w
ie
id
The more you roll the clay, the

ev
br
am
e Max’s clay got longer than Mina’s clay.

-R
Why do you think they were different?

-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
24
-C
s
es

ity
rs
ve
y
2.3 Changing speed
op
ni
U
C
ge
w
2.3 Changing speed
ie
id
ev
br
am
-R
Focus
-C
s
es
1 Will these things move fast or slow?
y
Pr
op
Draw a ring round the correct answer in the table.
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
Big push Small push Small push Big push

am
-R
-C
s
es
fast slow fast slow fast slow fast slow

y
Pr
op
ity
C
Practice
rs
w
ie
ve
y
2 Finish the sentences about
ev
push speed up
op
ni
this bicycle.
R
C
ge
Use these words.

w
slow down pull

ie
id
ev
br
brake
am
-R
-C
the brakes to
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
pedal
e
the pedals to
w
g
ie
id
ev
br
am
-R
25
-C
s
es

ity
rs
ve
y
2 Forces
op
ni
U
C
ge
w
Challenge
ie
id
ev
br
3 Sofia is playing on a roundabout.
am
-R
a How can Sofia go faster?
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
b How can Sofia slow down?
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
2.4 Changing direction

y
ev
op
ni
R
C
ge
Focus
w
ie
id
1 Use these words to finish the sentences.

ev
br
am
-R
faster turn slower direction

-C
s
es
y
Pr
op
a A bigger push will make an object move .

ity
C
rs
w
b A smaller push will make an object move .

ie
ve
y
ev
op
ni
c Forces can make moving objects change .

R
d Pushes and pulls can make moving objects .

e
w
g
ie
id
ev
br
am
-R
26
-C
s
es

ity
rs
ve
y
2.4 Changing direction
op
ni
U
C
ge
w
Practice
ie
id
ev
br
2 How can you get the ball in the net?
am
-R
Draw an arrow each time to show which way to kick the moving ball.
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
27
-C
s
es

ity
rs
ve
y
2 Forces
op
ni
U
C
ge
w
Challenge
ie
id
ev
br
You will need: a sheet of paper
am
-R
-C
s
Will the paper fall fast or slowly?
es
y
Pr
3 Predict what will happen each time the paper is dropped.
op
Write your prediction in the table.
ity
C
rs
w
Use these words.

ie
ve
y
ev
falls fast falls slowly
op
ni
R
C
ge
w
4 Drop the paper in different ways. Write what happened in the table.
ie
id
5 Were your predictions correct or not? Write this in the table.
ev
br
am
-R
A B C
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
What do you
op
ni
R
predict will
C
ge
happen?
w
ie
id
What
ev
br
happened?
am
-R
-C
s
es
Was your
y
Pr
prediction
op
correct?
ity
C
rs
w
ie

ve
y
ev
op
ni
A and B change .
R
C
e
until it hits the floor.

g
C does not
ie
id
ev
br
am
-R
28
-C
s
es

ity
rs
ve
y
op
ni
U
3 Getting materials
C
ge
w
ie
id
ev
right br
am
-R
-C
s
es
y
Pr
op
3.1 Natural and made materials

ity
C
rs
w
ie
ve
y
Focus
ev
op
ni
R
C
1 Are these objects made from natural materials?
ge
w
Are they made from materials that have been made by people?
ie
id
ev
br
Draw lines to show if the materials are natural or made.

am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
plastic
ie
ve
y
ev
op
ni
rock glass
R
C
ge
w
ie
id
ev
br
natural made
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
oil
y
paper
ev
op
ni
R
wood
e
w
g
ie
id
ev
br
am
-R
29
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
Practice
ie
id
ev
br
2 Match these made materials to the natural materials they are made from.
am
-R
Made materials Natural materials
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
wood
R
C
plastic
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
paper
op
oil
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
sand
ev
br
am
-R
-C
glass
es
y
Pr
3 Now finish the sentences.

op
ity
C
a Plastic is made from .

rs
w
ie
ve
b Paper is made from .

ev
op
ni
R
c Glass is made from .

e
w
g
ie
id
ev
br
am
-R
30
-C
s
es

ity
rs
ve
y
3.1 Natural and made materials
op
ni
U
C
ge
w
Challenge
ie
id
ev
br
Read this information about wool.
am
-R
-C
s
es
y
WOOL
Pr
op
ep.
W ool grows on animals called she
ity
C
rs
w
reads.
The wool is used to make long th
ie
ve
y
ev
rs.
It can be made in different colou
op
ni
R
C
Thread made fr
ge
om wool
w
ie
id
The wool threads are made

into
ev
br
warm clothes. Jumpers, glo

am
-R
ves and
scarves are often made from
-C
wool.
s
es
y
Pr
op
om sheep
Shearing wool fr
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
4 a Where does wool come from?

ev
br
am
-R
b What is wool used for?

-C
s
es
c Is wool a natural or a made material?

y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
31
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
3.2 Properties of materials
ie
id
ev
br
am
-R
Focus
-C
s
es
1 Match the object to the material and the characteristics.
y
Pr
op
ity
Object Material Characteristics
C
rs
w
ie
ve
y
ev
op
ni
plastic rough, strong

R
C
ge
w
ie
id
ev
br
am
-R
-C
metal smooth, flexible

es
y
Pr
op
ity
C
15
14
rs
w
13
1
12
ie
ve
11
2
10
y
ev
wood strong, shiny

8
op
ni
3
7
6
R
U
5
C
4
3
ge
2
w
1
ie
id
ev
br
am
-R
glass soft, flexible

-C
s
es
y
Pr
op
ity
C
rs
w
waterproof,
ie
ve
fabric
y
ev
smooth
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
32
-C
s
es

ity
rs
ve
y
3.2 Properties of materials
op
ni
U
C
ge
w
Practice
ie
id
ev
br
2 Sort these materials using the Venn diagram.
am
-R
Write the name of the material in the right place on the Venn diagram.
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
glass
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
1 rock metal wood paper

ity
C
rs
w
ie
strong smooth
ve
y
ev
op
ni
R
glass
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
33
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
Challenge
ie
id
ev
br
3 Use the right words to finish the sentences.
am
-R
Example:
-C
s
es
weak strong flexible rigid
y
Pr
op
ity
C
Most metal is strong and rigid.

rs
w
ie
ve
y
ev
op
ni
a
R
waterproof weak
absorbent strong
C
ge
w
ie
id
ev
br
Most plastic is and .

am
-R
-C
s
es
b
y
hard soft flexible rigid

Pr
op
ity
C
rs
w
All glass is and .

ie
ve
y
ev
op
ni
R
C
ge
c
w
weak strong flexible rigid

ie
id
ev
br
am
-R
Most rock is and .

-C
s
es
y
Pr
op
d
waterproof absorbent
ity
flexible
C
rigid
rs
w
ie
ve
y
ev
op
ni
Most fabric is and .

R
C
e
w
g
ie
id
ev
br
am
-R
34
-C
s
es

ity
rs
ve
y
3.3 Using the right material
op
ni
U
C
ge
w
ie
id
ev
br
am
-R
Focus
-C
s
es
1 Match each object to the best material and its useful property.
y
Pr
op
ity
C
Object Material Useful property
rs
w
ie
ve
y
ev
op
ni
glass flexible
R
C
ge
w
ie
id
ev
br
am
-R
rubber transparent
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
metal absorbent
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
fabric soft
-C
s
es
y
Pr
op
ity
C
rs
w
paper rigid
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
35
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
Practice
ie
id
ev
br
2 Use the right words to finish the sentences.
am
-R
Example:
-C
s
es
absorbent strong
y
weak
Pr
op
ity
C
A wall can be made of rock because rock is strong.

rs
w
ie
ve
y
ev
op
ni
a
R
C
soft strong flexible
ge
w
ie
id
ev
br
A chair can be made of wood because wood is .

am
-R
-C
b
es
shiny flexible transparent

y
Pr
op
ity
C
A window can be made of glass because glass is .

rs
w
ie
ve
y
ev
op
ni
c
R
flexible transparent waterproof

ge
w
ie
id
ev
br
A bottle can be made of plastic because plastic is .

am
-R
-C
d
es
hard soft rigid

y
Pr
op
ity
C
rs
w
A T-shirt can be made of fabric because fabric is .

ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
36
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
Challenge
ie
id
ev
br
3 Why are these materials used to make a car?
am
-R
b
-C
s
a
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
c
ity
C
rs
w
ie
ve
y
ev
d
op
ni
R
C
ge
a The windows are glass because glass is .

ie
id
ev
br
b The seats are fabric because fabric is .

am
-R
-C
c The body is metal because metal is .

s
es
y
Pr
d The tyres are rubber because rubber is ..

op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
37
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
3.4 Testing materials
ie
id
ev
br
am
-R
Focus
-C
s
es
Ben is testing different rulers.
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
He wants to find out which ruler is the most flexible.

ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
Ben uses bricks to measure how much each ruler bends.

R
C
e
w
g
ie
id
ev
br
am
-R
38
-C
s
es

ity
rs
ve
y
3.4 Testing materials
op
ni
U
C
ge
w
These are his results.
ie
id
ev
br
am Wooden ruler Thin plastic ruler Thick plastic ruler Metal ruler
-R
Bricks 2 7 5 3
-C
s
es
y
1 Draw a block graph of Ben’s results.
Pr
op
ity
C
7
rs
w
ie
ve
y
6
ev
op
ni
R
C
Numbers of bricks
5
ge
w
ie
id
ev
br
am
-R
3
-C
2
es
y
Pr
op
1
ity
C
Wooden ruler Thin plastic Thick plastic Metal ruler

rs
w
ie
ve
ruler ruler
y
ev
op
ni
R
Practice
ge
w
ie
id
2 Look at Ben’s results in the Focus exercise.

ev
br
a Which ruler was the most flexible?

am
-R
-C
b Which ruler was the most rigid?

es
y
Pr
op
c Which ruler was the least rigid?

ity
C
Ben says ‘The metal ruler is the least flexible.’

rs
w
ie
ve
y
ev
op
ni
d Is Ben correct?
R
C
e
e Why?
w
g
ie
id
ev
br
am
-R
39
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
Challenge
ie
id
ev
br
3 Look at Ben’s results in the Focus exercise.
am
-R
a How many more bricks did Ben need for the thin plastic ruler
-C
s
than for the wooden ruler?
es
y
Pr
op
ity
C
rs
w
b How many more bricks did Ben need for the thin plastic ruler
ie
ve
than for the thick plastic ruler?
y
ev
op
ni
R
C
ge
w
ie
id
c Two of the rulers were plastic.
ev
br
Why did they not bend by the same amount?

am
-R
-C
s
es
y
Pr
op
ity
C
d Name a material that would be a silly material to use to make a ruler.

rs
w
ie
ve
y
ev
op
ni
R
e What properties make this material silly for a ruler?

ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
40
-C
s
es

ity
rs
ve
y
3.5 Changing materials
op
ni
U
C
ge
w
ie
id
ev
br
am
-R
Focus
-C
s
1 Draw around the five materials that are changing in this picture.
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
41
-C
s
es

R R R
ev ev ev
ie ie ie
42
w w w
C C C
op op op
y y y
-C -C -C -C Practice
am am am am
br br br br
id id id id
g e ge ge ge
U U U U
ni ni ni ni
ve ve ve ve
rs rs rs rs
ity ity ity ity
Pr Pr Pr
es es es es
s s s s
-R -R -R -R
e
d
b
a
ev ev ev ev
2 Write solid or liquid next to these materials.
ie ie ie ie
w w w w
C C C C
op op op op
y y y y

ity
rs
ve
y
op
ni
U
C
ge
w
Challenge
ie
id
ev
br
3 Add the missing words to these sentences.
am
-R
-C
melt solid
s
es
y
Pr
op
ity
C
solid liquid
rs
w
ie
ve
y
ev
op
ni
R
A bar of chocolate is a . If you make a bar of
C
ge
w
ie
id
chocolate hot it will . This makes the chocolate into
ev
br
am
-R
a . If you let the chocolate get cold again it will turn
-C
s
es
y
back into a .
Pr
op
ity
C
4 Add the missing words to these sentences.

rs
w
ie
ve
y
ev
op
ni
heated mixture different

R
C
ge
w
ie
id
Butter, sugar and eggs are used to make

ev
br
am
-R
a cake. These three

-C
s
es
y
materials are made into a .

Pr
op
ity
C
They are then in an oven

rs
w
ie
ve
y
ev
to make the cake.

op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
43
-C
s
es

ity
rs
ve
y
op
ni
U
4 Humans and
C
ge
w
ie
id
ev
br
animals grow
am
-R
-C
s
es
y
Pr
op
4.1 Comparing animals

ity
C
rs
w
ie
ve
y
Focus
ev
op
ni
What animals can

R
C
I see in the park?
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
Zara has a question about animals.

U
C
ge
She has done an investigation to find the answer.

ie
id
Here are her results shown as a tally chart.

ev
br
am
-R
bird spider cat ant

-C
s
es
y
Pr
op
animal
ity
C
rs
w
ie
ve
y
ev
op
ni
R
Tally III I I IIII

e
w
g
ie
id
ev
br
am
-R
44
-C
s
es

R R R
ev ev ev
ie ie ie
w w w
C C C
op op op
y y Numbers of animals
y
-C -C -C -C
1
2
3
4
5
am am am am
br br br br
id id id id
g e ge ge ge
bird
U U U U
1 Fill in the block graph.
ni ni ni ni
ve ve ve ve
rs rs rs rs
ity ity ity ity
Pr Pr Pr
spider
es es es es
s s s s
-R -R -R -R
ev ev ev ev
ie ie ie ie
w w w w
cat
C C C C
op op op op
y y y y

ant
45
ity
rs
ve
y
op
ni
U
C
ge
w
Practice
ie
id
ev
br
Look at these animals.
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
2 Fill in this tally chart.

s
es
y
Pr
0 legs 2 legs 4 legs 6 legs 8 legs

op
ity
C
rs
w
ie
ve
3 Fill in this block graph.

y
ev
op
ni
R
5
ge
w
Numbers of animals
ie
id
ev
br
4
am
-R
-C
3
s
es
y
Pr
op
2
ity
C
rs
w
1
ie
ve
y
ev
op
ni
0 legs 2 legs 4 legs 6 legs 8 legs

R
C
e
w
g
ie
id
ev
br
am
-R
46
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
Challenge
ie
id
ev
br
Arun makes a block graph about the colour of animals he found in the park.
am
-R
-C
s
5
es
y
Pr
op
Numbers of animals
ity
C
rs
w
ie
ve
y
ev
op
ni
3
R
C
ge
w
2
ie
id
ev
br
am
-R
1
-C
s
es
y
Black Brown Grey

Pr
op
animals animals animals

ity
C
rs
w
4 a How many black animals did he find?

ie
ve
y
ev
op
ni
R
b How many brown animals did he find?

U
C
ge
c How many animals did he find altogether?

ie
id
ev
br
d How many more brown animals did he find than grey animals?
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
47
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
4.2 Growing
ie
id
ev
br
am
-R
Focus
-C
s
1 How will this baby monkey change as it grows?
es
y
Pr
op
Put a tick ✓ or a cross ✘ for each sentence.
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
a The baby monkey will grow taller.

es
y
Pr
op
b The baby monkey will grow more arms.

ity
C
rs
c The baby monkey will grow longer fur.

w
ie
ve
y
ev
op
ni
d The baby monkey will grow feathers.

R
C
e
e The baby monkey will grow a longer tail.

w
g
ie
id
ev
br
am
-R
48
-C
s
es

ity
rs
ve
y
4.2 Growing
op
ni
U
C
ge
w
Practice antlers
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
2 Do these things change or stay the same as the baby deer grows?
rs
w
ie
ve
Write these words in the correct places.

y
ev
op
ni
R
changes stays the same

ge
w
ie
id
ev
br
a Has antlers .
am
-R
-C
b Number of legs .
es
y
Pr
op
c Height .
ity
C
rs
d Has a tail .
w
ie
ve
y
ev
op
ni
e Pattern on fur .
R
C
e
w
g
ie
id
ev
br
am
-R
49
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
Challenge
ie
id
ev
br
Sam has a pet cat. He used bricks to measure how the cat grows.
am
-R
You can see the results in the block graph.
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
Numbers of bricks tall
ev
br
5
am
-R
4
-C
s
es
3
y
Pr
op
2
ity
C
1
rs
w
2 months 4 months 6 months 8 months 10 months 12 months

ie
ve
y
ev
op
ni
3 a How many bricks tall was the cat after 4 months?

R
C
ge
b How many bricks tall was the cat after 8 months?

ie
id
ev
br
c Sam forgot to measure the cat at 6 months.

am
-R
Look at the pattern in the results.

-C
How many bricks tall do you think the cat was at 6 months?
es
y
Pr
op
ity
C
d Why does the cat stop growing bigger after 10 months?

rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
50
-C
s
es

ity
rs
ve
y
4.3 Inheriting characteristics
op
ni
U
C
ge
w
4.3 Inheriting characteristics
ie
id
ev
br
am
-R
Focus
-C
s
es
1 Finish writing each word.
y
Pr
op
characteristic inherit fingerprint identical
ity
C
rs
w
ie
ve
y
a i b i
ev
op
ni
R
C
c f d c
ge
w
ie
id
Practice
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
2 Chen has inherited her round face from her Dad.

am
-R
Finish these sentences.

-C
Use these words.

es
y
Pr
Dad
op
Mum
ity
C
rs
w
a Chen has inherited her hair from her .

ie
ve
y
ev
op
ni
b Chen has inherited her nose from her .

R
C
e
c Chen has inherited her ears from her .

g
ie
id
ev
br
am
-R
51
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
d Wei has inherited his hair from his .
ie
id
ev
br
e Wei has inherited his nose from his
am .
-R
f Wei has inherited his ears from his .
-C
s
es
y
Challenge
Pr
op
ity
C
These are the three types of fingerprints.

rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
loop whorl arch

y
Pr
op
3 Look at the fingerprints of these children.

ity
C
Write their names in the correct place in the table.

rs
w
ie
ve
y
ev
op
ni
Sofia Arun Zara Marcus Leah

R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
Fingerprint Loop Whorl Arch

ity
C
rs
w
ie
ve
y
ev
Names
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
52
-C
s
es

ity
rs
ve
y
4.4 Keeping healthy
op
ni
U
C
ge
w
4.4 Keeping healthy
ie
id
ev
br
am
-R
Focus
-C
s
es
y
Pr
op
ity
C
Eat a
rs
w
ie
ve
little
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
Eat
-C
some
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
Eat
am
-R
lots
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
This food triangle shows how much or how little of each type
R
of food we should eat.

e
w
g
ie
id
ev
br
am
-R
53
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
1 Draw and label these foods in the right group in the table.
ie
id
The first one has been done for you.
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
bread milk carrot noodles

ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
meat pineapple chocolate

es
cheese
y
Pr
op
ity
C
Eat lots Eat some Eat a little

rs
w
ie
ve
y
ev
bread
op
ni
R
C
ge
w
ie
id
ev
br
bread
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
54
-C
s
es

ity
rs
ve
y
4.4 Keeping healthy
op
ni
U
C
ge
w
Practice
ie
id
ev
br
2 Use the food triangle in the Focus exercise to plan a healthy meal.
am
-R
Draw and label your healthy meal here.
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
55
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
Challenge
ie
id
ev
br
3 Write the answers in this crossword.
am
-R
a Do this with water and soap to keep healthy.
-C
s
b Your skin does this when it gets hot.
es
y
Pr
op
c These are things that can make you sick.
ity
C
d Do this every day to keep your heart and other muscles healthy.
rs
w
ie
ve
e If you have one of these, you could feel sick.
y
ev
op
ni
f This word means the food a person eats.

R
C
ge
w
a b
ie
id
ev
br
am
-R
c
-C
s
es
y
d e
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
f
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
56
-C
s
es

ity
rs
ve
y
4.5 Teeth
op
ni
U
C
ge
w
4.5 Teeth
ie
id
ev
br
am
-R
Focus
-C
s
1 Draw lines to match each tooth to its picture and what it does.
es
y
Pr
op
ity
C
rs
w
Incisor For biting food.

ie
ve
y
ev
op
ni
R
C
ge
w
For chewing and
Canine
ie
id
grinding food.
ev
br
am
-R
-C
For gripping and

es
Molar
y
tearing food.
Pr
op
ity
C
rs
w
ie
ve
Practice
y
ev
op
ni
2 Finish these sentences. Use these words.

R
C
ge
toothpaste dentist sugar calcium fluoride

ie
id
ev
br
am
-R
How to look after your teeth

-C
a Only eat a little food that has lots of .

es
y
Pr
op
b Make your teeth strong by eating food that has .

ity
C
rs
w
c Brush your teeth twice a day with .

ie
ve
y
ev
op
ni
d Use toothpaste with .

R
C
e
e Go to the .
g
ie
id
ev
br
am
-R
57
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
Challenge
ie
id
ev
br
An X-ray is a special photograph that can show our bones and teeth.
am
-R
3 Label the three teeth with arrows in this x-ray.
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
a b c
C
ge
w
ie
id
4 The X-ray shows part of the tooth that usually cannot be seen.
ev
br
am
What is this part called?

-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
58
-C
s
es

ity
rs
ve
y
op
ni
U
5 Light
C
ge
w
ie
id
ev
br
am
-R
5.1 Light sources
-C
s
es
y
Pr
Focus
op
ity
C
1 Look at the picture. Draw circles around the light sources.

rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
2 Label the light sources using these words.

y
ev
op
ni
R
street light
C
flame lamp flashlight

e
w
g
ie
id
ev
br
am
-R
59
-C
s
es

ity
rs
ve
y
5 Light
op
ni
U
C
ge
w
3 Draw another light source from the picture here.
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
Practice
ev
br
am
-R
4 Look at the pictures below.
Use a ✓ or ✘ to say which is a light source and which is not.
-C
s
es
Is it a light Is it a light
y
Pr
op
source? source?
ity
C
✓ or ✘ ✓ or ✘
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
60
-C
s
es

ity
rs
ve
y
5.1 Light sources
op
ni
U
C
ge
w
Challenge
ie
id
ev
br
am The Moon is
-R
bright – it must be
The Moon is not a light
-C
The Sun is a
s
a light source.
es
light source. source – its reflects light
y
Pr
op
from the Sun.
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
Sofia Arun Zara

y
Pr
op
ity
C
5 The children can see that the Sun has nearly gone and the Moon is
rs
w
in the sky.
ie
ve
y
ev
op
ni
a Which two children are right?

R
C
ge
b Which child is wrong?

ie
id
ev
br
6 Now use these words to complete these sentences.

am
-R
makes its own light does not make its own light
-C
s
es
y
Pr
op
a Sofia is right because she knows that the Sun

ity
C
rs
w
ie
ve
y
ev
op
ni
b Arun is wrong because the Moon

R
C
e
w
g
ie
id
ev
br
am
-R
61
-C
s
es

ity
rs
ve
y
5 Light
op
ni
U
C
ge
w
5.2 Darkness It looks dark
ie
id
ev
br
am in there.
-R
Focus
-C
s
es
Ashrif makes a tent in his classroom.
y
Pr
op
He has some objects in the tent.
ity
C
Some are dark in colour.

rs
w
They may be hard to find.

ie
ve
y
ev
1 Which objects will be easy or hard to find
op
ni
R
in the dark? Use a ✓ or ✘.
C
ge
w
easy hard
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
62
-C
s
es

ity
rs
ve
y
5.2 Darkness
op
ni
U
C
ge
w
Practice
ie
id
ev
br
Jan is doing science.
am
-R
She is looking in the box with no light, a little light and lots of light.
-C
s
2 Choose the right sentence for each picture.
es
y
Pr
op
There is some light, but it is hard

It is light, she can see well. to see.
ity
C
rs
w
It is too dark to see.

ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
no light
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
a little light
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
lots of light
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
63
-C
s
es

ity
rs
ve
y
5 Light
op
ni
U
C
ge
w
Challenge
ie
id
ev
br
Jalil works at night.
am
-R
-C
s
es
y
Pr
op
ity
C
head lamp
rs
w
ie
ve
y
ev
op
ni
reflective jacket
R
C
ge
w
ie
id
ev
br
computer
am
-R
-C
s
es
y
Pr
op
3 Answer these questions.

ity
C
a Why does Jalil wear a head lamp?

rs
w
ie
ve
y
ev
op
ni
R
b Why does she wear a jacket that reflects light?

C
ge
w
ie
id
ev
br
c Why is the computer easy to read at night?

am
-R
-C
s
es
y
d The car driver can see her. Why?

Pr
op
ity
C
rs
w
ie
ve
e What could she carry to make her even safer?

y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
64
-C
s
es

ity
rs
ve
y
5.3 The Sun appears to move!
op
ni
U
C
ge
w
ie
id
ev
br
am
-R
Focus
-C
s
es
Look at the picture below.
y
Pr
op
1 Draw in the Sun at midday.
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
65
-C
s
es

ity
rs
ve
y
5 Light
op
ni
U
C
ge
w
Practice
ie
id
ev
br
am
-R
2 Draw the Sun’s position at three times during the day.
-C
s
10 am, noon, 4 pm
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
66
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
Challenge
ie
id
ev
br
am
-R
3 Draw an arrow to show the path of the Sun from early morning to late
-C
s
at night.
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
67
-C
s
es

ity
rs
ve
y
op
ni
U
6 Electricity
C
ge
w
ie
id
ev
br
am
-R
6.1 Where do we use electricity?
-C
s
es
y
Pr
Focus
op
ity
C
Electricity is very useful. Electricity makes lots of things work.

rs
w
ie
ve
1 Look at the pictures. Do these things use electricity?
y
ev
op
ni
Fill in the table below with a ✓ or ✗.

R
C
ge
w
ie
id
ev
br
am
-R
mobile
hair dryer television laptop plant radio flashlight
-C
phone
s
es
y
Pr
op
object Does it use electricity?

ity
C
yes no
rs
w
ie
ve
hair dryer ✓
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
2 Draw two more things that use electricity.

rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
68
-C
s
es

ity
rs
ve
y
6.1 Where do we use electricity?
op
ni
U
C
ge
w
Practice
ie
id
ev
br
Some electrical appliances use mains electricity, some use cells.
am
-R
Some can work on cells or mains.
-C
s
3 a Do these electrical appliances use cells or mains?
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
kettle toy car fan mobile phone laptop flashlight

R
C
ge
b Draw and write the name of each appliance in the Venn diagram.
w
ie
id
Uses cells Uses mains
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es

y
Pr
op
a A flashlight uses cells because

ity
.
C
rs
w
b A hair dryer uses mains electricity because

ie
ve
y
ev
op
ni
.
R
C
e
w
g
ie
id
ev
br
am
-R
69
-C
s
es

ity
rs
ve
y
6 Electricity
op
ni
U
C
ge
w
Challenge
ie
id
ev
br
We use electric lights in our schools and homes.
am
-R
The electric light bulb was invented by Thomas Edison.
-C
s
Edison tried 1600 different materials inside the electric
es
light bulb to make it work.
y
Pr
op
Some materials were bright and others were not.
ity
C
Some materials lasted longer than others.

rs
w
ie
We now use metal inside a light bulb because it

ve
y
ev
lasts a long time.
op
ni
R
C
ge
5 Look at the table and answer the questions.
w
ie
id
Material Bright? How long did it last?
ev
br
am
-R
Cotton yes 8 seconds
-C
Wool no 0 seconds
es
y
Hair yes 2 seconds

Pr
op
ity
C
Coconut string yes 12 seconds

rs
w
Wood yes 8 seconds

ie
ve
y
ev
Paper yes 6 seconds

op
ni
R
C
ge
a Which material was not bright?

w
ie
id
ev
br
b Which materials lasted the same time?

am
-R
c Which bright material lasted the shortest time?

-C
s
es
y
d What was the best material?

Pr
op
ity
C
e Why are electric lights so good to use?

rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
70
-C
s
es

ity
rs
ve
y
6.2 Keep safe with electricity
op
ni
U
C
ge
w
ie
id
ev
br
am
-R
Focus
-C
s
es
1 Draw a circle around all the dangerous things you can see in the picture.
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
2 Complete these sentences using these words.

-C
s
es
wires electricity you

y
Pr
op
ity
C
a Keep water away from .

rs
w
ie
ve
y
ev
b Do not touch damaged .

op
ni
R
C
e
c Never play with electricity, it can kill .

w
g
ie
id
ev
br
am
-R
71
-C
s
es

ity
rs
ve
y
6 Electricity
op
ni
U
C
ge
w
Practice
ie
id
ev
br
We all need to take care around electricity and electrical appliances.
am
-R
3 Look at these pictures and explain the danger.
-C
s
es
Picture The danger is
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
72
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
4 Write two rules about electricity. These words may help.
ie
id
ev
br
am water wall socket damaged wire
-R
-C
s
es
Rule 1:
y
Pr
op
ity
C
rs
w
Rule 2:
ie
ve
y
ev
op
ni
R
C
ge
w
Challenge
ie
id
ev
br
Electricity is safe if you follow the rules.

am
-R
These children are talking about electrical appliances.
-C
s
es
These children are wrong.

y
Pr
op
ity
C
Water is not
rs
w
always dangerous This radio still

ie
ve
y
near mains
ev
works, it must
op
ni
R
appliances. be safe.
C
Arun
ge
w
ie
id
ev
br
Children can
am
-R
touch mains
-C
wall sockets.
es
y
Pr
op
Sofia
ity
C
rs
w
Zara
ie
ve
y
ev
op
ni
Marcus
R
C
e
w
g
ie
id
ev
br
am
-R
73
-C
s
es

ity
rs
ve
y
6 Electricity
op
ni
U
C
ge
w
5 Read what they say and then answer the questions.
ie
id
ev
br
a Why should children never touch a mains wall socket?
am
-R
-C
s
es
y
b Why should you never use a broken mains appliance?
Pr
op
ity
C
rs
w
ie
ve
c Zara knows how to be safe with electricity. Write in her empty bubble
y
ev
op
ni
to say what she has to say about electrical safety.

R
C
ge
6 Finish the safety poster. These sentences will help.
w
ie
id
ev
br
You could get an

am
-R
electric shock.
-C
s
es
.
People could trip
y
Pr
op
ity
C
It could start a fi
re.
rs
w
ie
ve
y
ev
n
They could get a
op
ni
R
electric shock.
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
74
-C
s
es

ity
rs
ve
y
6.3 Making circuits
op
ni
U
C
ge
w
6.3 Making circuits
ie
id
ev
br
am
-R
Focus
-C
s
es
1 Look at these electrical things. They are all used in electrical circuits.
y
Pr
op
Say what each thing is called and what it does.
ity
C
Name Object What does it do?

rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
75
-C
s
es

ity
rs
ve
y
6 Electricity
op
ni
U
C
ge
2 Draw a complete circuit using the objects shown in the first part
w
ie
id
of the Focus exercise and two wires.
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
76
-C
s
es

ity
rs
ve
y
6.3 Making circuits
op
ni
U
C
ge
w
Practice
ie
id
ev
br
3 Look at the pictures.
am
-R
Under each picture write a sentence to say what will happen.
-C
s
You can use these words.
es
y
Pr
op
The lamp does does not light up
ity
C
rs
w
ie
ve
Circuit 1 Circuit 2
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
What happens? What happens?

op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
Circuit 3 Circuit 4
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
What happens? What happens?

ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
77
-C
s
es

R R R
ev ev ev
ie ie ie
78
w w w
C C C
op op op
y y y
-C -C -C -C
6 Electricity
am am am am
br br br br
id id id id
g e ge ge ge
U U U U
ni ni ni ni
ve ve ve ve
rs rs rs rs
ity ity ity ity
Pr Pr Pr
es es es es
s s s s
-R -R -R -R
ev ev ev ev
ie ie ie ie
w w w w
C C C C
op op op op
y y y y

4 Draw another circuit that will not work. Write what is wrong.
ity
rs
ve
y
6.3 Making circuits
op
ni
U
C
ge
w
Challenge
ie
id
ev
br
We can make many different circuits with lamps, cells and wires.
am
-R
If we use small cells, the circuits will be safe.
-C
s
5 Look at these circuits and then answer the questions.
es
y
Pr
op
The cells and lamps are all the same.
ity
C
rs
w
Circuit A Circuit B
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
Circuit C
op
ni
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6 Electricity
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a Draw arrows on each circuit to show the flow of electricity
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b Which circuit will have the brightest lamp?
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c Why is this lamp brightest?
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d How could we stop circuit C working? Draw this.
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e If we make a circuit with four cells what will happen to the lamp?
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Acknowledgements
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Acknowledgements
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The authors and publishers acknowledge the following sources of copyright
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material and are grateful for the permissions granted. While every effort has been
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made, it has not always been possible to identify the sources of all the material
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used, or to trace all copyright holders. If any omissions are brought to our notice,
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we will be happy to include the appropriate acknowledgements on reprinting.
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Cover by Pablo Gallego (Beehive Illustration)

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Thanks to Getty Images for permission to reproduce images:
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Inside Unit 1 James O’Neil/GI (x2); Andresr/GI; magnetcreative/GI; Germán Vogel/
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GI; Vm/GI; Andresr/GI; Deepspace/GI; Mangiwau/GI; Unit 2 Creative Crop/GI; Unit 4

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Markus Schneider/GI; Herbert Kratky/GI; FotoFeeling/GI; Tara Reifenheiser/GI;
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Second edition Digital access

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Copyright Material - Review Only - Not for Redistribution

103 Penang Road, #05–06/07, Visioncrest Commercial, Singapore 238467

Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of

education, learning and research at the highest international levels of excellence.

© Cambridge University Press 2021

This publication is in copyright. Subject to statutory exception and to the provisions

place without the written permission of Cambridge University Press.

Cambridge International copyright material in this publication is

First published 2014

Second edition 2021

Printed in Malaysia by Vivar Printing

ISBN 978-1-108-74275-7 Paperback with Digital Access (1 Year)

Cambridge University Press has no responsibility for the persistence or accuracy of

or appropriate. Information regarding prices, travel timetables, and other factual

learning objectives from the Cambridge Primary Science curriculum framework

NOTICE TO TEACHERS IN THE UK

electronic storage) except under the following circumstances:

reproduction for the purposes of setting examination questions.

Copyright Material - Review Only - Not for Redistribution

1 Environments and habitats

1.2 Plants in different habitats 5

1.3 Animals in different habitats 9

1.4 Rocks and the environment 12

1.5 Can we care for our environment? 15

2.1 Forces around us 19

2.2 Changing shape 22

2.3 Changing speed 25

2.4 Changing direction 26

3 Getting materials right

3.1 Natural and made materials 29

3.2 Properties of materials 32

3.3 Using the right material 35

3.4 Testing materials 38

3.5 Changing materials 41

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4.3 Inheriting characteristics 51

4.4 Keeping healthy 53

6.1 Where do we use electricity? 68

6.2 Keep safe with electricity 71

6.3 Making circuits 75

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This workbook provides

questions for you to practise

what you have learned in

class. There is a topic to

match each topic in your

Learner’s Book. Each topic

contains the following

you to master the basics

Practice: these questions

help you to become more

confident in using what you

Challenge: these questions

will make you think more

Copyright Material - Review Only - Not for Redistribution

This local environment is a habitat for many living things.

Copyright Material - Review Only - Not for Redistribution

Look at these two habitats.

One is a cool forest, the other a hot desert.

2 Complete the sentences to say how these habitats are different.