International Primary

SCIENCE 5
Copyright © Vector M & S Publishing

Language Focus
Unit 1: Light Language Focus

Name: Date:

1. Complete the sentences with the words/phrases in the box.

best candle light source ray diagram reflect reverse

1. All surfaces light.

2. The Sun is our most important .
3. A is a light source.
4. We use a to show how light travels.
5. Mirrors reflect light the .
6. Flat mirrors images back to front.

2. Read the descriptions (1-6) and find the words in the grid.

1. a wide line that light travels e i h z j v o d o i

in
n w p t y m x r i m
2. a thing made of glass that
reflects light n l e l j i s e d a
3. 
a picture of an object that v y r x r r v k p g
you see in a mirror e b i w o r s t z e
4. 
a tool that uses mirrors to
k e s u o o z c z j
reflect light so that you can
see above you z a c s u r f a c e
5. 
the top level of something w m o w x k d i n q
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6. 
the opposite of best c c p c s p k e k c
x s e y b l r g m c

2
Unit 1: Light Language Focus

3. Complete the crossword.

4

5 6
2 3
1 r i
g

1. 
We can see a clear on shiny metals.
2. 
We draw a straight line to show a of light.
3. Dentists use small mirrors to see behind the teeth.
4. When light reflects off a(n) we can see it.
5. 
Light travels in straight lines until it an object in its path.
6. Light rays reflect off a mirror at the same as they hit it.

4. Match. Write a-e in the boxes.

1. conclusion a. to give a reason why something happens

2. evidence b. to do something in order to find something out

c. the thing that you say or write that explains the
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3. test
results of an investigation
4. explain d. one or more reasons or facts that show if
something is true or not
e. to make a list of things, from first to last, to
5. rank
compare them

3
Unit 2: States of Matter Language Focus

Name: Date:

1. Read the descriptions (1-8) and find the words in the grid.
1. a form of energy that goes
x r g t s i k p u r e
from a warmer person, object
or place to a colder one e v a p o r a t i o n
2. water vapour with a d g r a l g s t e a m
temperature of 100 °C that is
created when water boils l p k i u s x s p m k
3. the change of state in which a h n i y t k j c a t f
liquid is heated and turns into
a gas without boiling
f s z k i x f a h y o
4. a set of numbers that are used o c q r o w g l e r r
to measure something
t t n i n c r e a s e
5. to become bigger in amount,
size or number w k h l q h p y t s y
6. a measure of how hot or cold a t e m p e r a t u r e
person, an object or a place is
q z o k j l q d c l s
7. being only one substance, with
no other substances inside
8. a type of mixture that is in the liquid state

2. Complete the sentences with the words/phrases in the box.

solute dissolves reaches boiling point freezing point visible solvent

melting point rate of evaporation humidity components

1. When a solid in a liquid, it becomes part of it and

is not in its solid state.
2. When there is high water evaporates slowly, and
has a lower .
Copyright © Vector M & S Publishing

3. The and of most

materials is the same temperature.
4. The of a solution are the
and the .
5. A liquid boils when its temperature its
.
4
Unit 2: States of Matter Language Focus

3. Match. Write a-f in the boxes.

1. line graph a. something that produces heat
b. 
the variable that affects the result of an
2. absolute zero investigation, and that you keep the same
during an investigation

3. energy c. 
a drawing that has lines and shows how a
variable changes with time

4. source of heat d. 
the lowest possible temperature on Kelvin's
temperature scale

5. controlled factor e. 
the power that causes something to happen

f. 
the movement of water from the Earth’s
6. water cycle
surface to the atmosphere and back

4. Write one word/phrase to replace the underlined parts in the

sentences.
1. When we breathe out or speak in winter, a white cloud forms because the
change of state, in which a gas turns into a liquid after it is cooled enough,
of water vapour takes place.
2. Water is very important for all living things, so we need to use it without
wasting it and without using it more than is necessary.

3. The boiling point of a liquid is affected by the type of force of the air on the
Earth’s surface.
4. The movement of water from the Earth’s surface to the atmosphere and
back is a set of processes that happen one by one, and that are repeated in
the same way without stopping.
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5. Unscramble the letters. The first letter of each word is given.

1. d t i t u l a e a
2. c o r p e s s p
3. v e t a p o r a e e
4. e a m s r u e m
5. a c f t r o f 5
Unit 3: The Life Cycle of Flowering Plants Language Focus

Name: Date:

1. Read the descriptions (1-9) and find the words in the grid.
1. a part of a flower that has
g w p a s e p a l o r
the shape of a leaf, it is
usually green and it protects e e o v u l e t y n u
the flower until it opens r a l b k a t s y o n
2. the male part of a flower m o l x u m c t i o n
3. the process in which pollen i t i a x e p a l e e
grains are moved from the
n o n o h e t m f x r
anther to the stigma
4. a sweet liquid substance that
a h a h e g s e i p e
some flowers produce to t t t i n c r n a l e
attract pollinators i t i x e l w n a o u
5. what some seed pods do
o u o o l e a f r d a
to disperse their seeds
n e n e c t a r a e l
6. a special stem, strawberries
use to reproduce
7. the process in which a seed starts to grow its first root and stem
8. the part of the flower that becomes a seed after fertilisation
9. a flat usually green part of a plant that produces plant's food

2. Write one word to replace the underlined parts in the sentences.

1. Seeds that are dispersed by water stay on the surface of water and don't fall

to the bottom.
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2. Stems move water to the other parts of the plant.

3. Roots take in water and minerals from the soil.

4. Roots help the plant stand in its position by strongly holding the plant

down to the soil.

6
Unit 3: The Life Cycle of Flowering Plants Language Focus

3. Complete the sentences with the words/phrase in the box.

reproduce stigma life cycle tubers petals anther

1. The top part of the stamen is called the .

2. attract pollinators.

3. The changes that happen in the life of a flowering plant are called the

of the flowering plant.

4.  are special underground stems that

plants, like potatoes with.

5. The part of the flower where pollen is transferred to is called the

4. Unscramble the letters. The first letter of each word is given.

1. s h p o n t y o t h e s i s p
2. y v a o r o
3. w r o g t h g
4. s p d i e r s e d
5. a t s g e s
6. o c r m c

5. Match. Write a-d in the boxes.

1. carpel a. a round underground structure that some plants,
like onions have, from which new plants can grow
b. the process in which the male reproductive part
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2. style joins with the female reproductive part of a flower

to produce a seed

3. fertilisation c. the part of a flower that connects the stigma and

the ovary
d. the female part of a flower made up of an ovary, a
4. bulb style and a stigma
7
Unit 4: Investigating Plant Growth Language Focus

Name: Date:

1. Complete the sentences with the words in the box.

appearance control cotyledons embryo presence sample stored

1. Dicotyledonous seeds have food inside their

cotyledons.
2. The tiny plant growing inside a seed, together with the cotyledons are
called the .
3. Bean seeds have two .
4. The of light doesn’t affect germination of most
seeds.
5. Plants that don’t get light and water have an unhealthy
.
6. In an investigation scientists have a and they
compare it to the that is tested.

2. Write one word/phrase to replace the underlined parts in the

sentences.

1. The usually thin and hard cover of a seed protects the seed.

2. Corn is a type of flowering plant that produces seeds with one cotyledon.
Copyright © Vector M & S Publishing

3.  eople grow plants inside structures made of see-through materials, that

P
the Sun’s light energy warms during the winter.

4. Leaves use energy that comes from the light to make the food of the plant.

8
Unit 4: Investigating Plant Growth Language Focus

3. Complete the crossword.

1
2 c

5
w

3 d y

4 d

1. 
Seeds and plants need to have suitable to grow.
2. 
The is a small part on the seed coat where the seed was
connected to the fruit.
3. Monocotyledons and are the two great groups of flowering plants.
4. Some seeds stay for a long time before they germinate.
5. Plants when they don’t get water.

4. Match. Write a-d in the boxes.

a. having one cotyledon or producing seeds
1. dormancy
with one cotyledon
b. having two cotyledons or producing seeds
2. hydroponics
Copyright © Vector M & S Publishing

with two cotyledons

3. dicotyledonous
4. monocotyledonous
c. a kind of deep sleep during which living
things do not move or grow but are able to
do these things later
d. a method of growing plants with their roots
in a solution of water and minerals, without
using any soil

9
Unit 5: The Earth in Space Language Focus

Name: Date:

1. Complete the sentences with the words/phrase in the box.

analysed artificial concluded exploration orbit propose revolution

revolve rise rotation rover space probe sunrise tilt

1. The Earth’s causes daytime and night-time.

2.  The of the Earth’s axis and its
around the Sun cause the seasons.
3. The Sun appears to in the east.
4. Daylight starts at .
5. The Earth moves around the Sun in an oval .
6. The planets around the Sun.
7. Space began when the first
satellite was sent into orbit around the Earth.
8.  A(n) is designed to explore a solid planet, like Mars,
while a(n) is designed to explore a gas giant planet,
like Jupiter.
9.  Aristarchus was the first to a model of our solar
system which showed the Sun at the centre of it.
10. Edwin Hubble data collected through telescopes
and that the universe is expanding.

2. Unscramble the letters to find six objects of a solar system. The first
letter of each word is given.
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1. r a s t s
2. l p a e t n p
3. o n o m m
4. s a d o i t e r a
5. o e m c t c
6. i o m t e e r o d m
10
Unit 5: The Earth in Space Language Focus

3. Read the descriptions (1-9) and find the words in the grid.
1.  n object people can use
a s u n d i a l j u i
outside to tell the time on
a sunny day by reading the n d m e r r f h c c
shadow of a stick j i m h w l z q p p
2. a model of the Earth
a s t r o n o m e r
3. t he time it takes the Earth to
orbit once around the Sun t u h u u k d v b v
4. a scientist who studies space n n e n m f g v x t
5.  n imaginary line through the
a
y s w i a g a a s d
centre of an object around
which the object spins m e m v s e c d x i
6.  n imaginary line at half the
a l t p e k f b i l l
distance from the North Pole
to the South Pole that goes o a g r v g l o b e
around the Earth i f d s y y e a r i
7.  tool that makes objects
a
t e l e s c o p e w
that are far away look bigger
8. everything that exists in space e q u a t o r z x s
9. the time when you last see q a x i s a n l d f
the Sun in the sky and the
night begins

4. Write one word/phrase to replace the underlined parts in the

sentences.
1. The Moon moves in a path around the Earth.
2. Edwin Hubble discovered that the universe is getting larger and larger in
size.
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3. All planets spin on their axes.

4.  It is summer in a hemisphere when the Sun’s light rays hit the surface there,
at an angle of about 90o.
5. The Sun goes down in the west.
6. A spacecraft that orbits the Earth, where scientists live, work and do tests is
very large and it is built in space.
11
Unit 6: Shadows Language Focus

Name: Date:

1. Read the descriptions (1-7) and find the words in the grid.
1. a dark shape formed when
l g k y o i y v g s
something blocks the light
2. a flat light surface on which g s h a d o w o i c
shadows form n k n o s g n j l r
3. a transparent object that
s i l h o u e t t e
absorbs some colours of light
and allows others to pass k p u q t d b v r e
through it
d u x p l i z x i n
4. the middle of the day
5. the unit of light intensity
m i d d a y r h k v
6. a dark shape or shadow that y f o f i l t e r e
forms on a light surface v y t g x u k n s i
7. being see-through without
having any colour b o3 m r4 q c l e a r

2. Complete the sentences with the words in the box.

absorb appear block separate

1. 
Some materials form dark shadows because they
light completely.
2. Black objects all the colours of white light.
3. We can white light into the colours of the rainbow.
4. 
The shadow puppet should be between the light source and the screen for
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its shadow to on the screen.

12
Unit 6: Shadows Language Focus

3. Write one word/phrase to replace the underlined parts in the

sentences.
1. See-through objects form no shadow.
2. The amount of light shining on a surface in the classroom is not as high as
it should be.
3. We use a device that measures light intensity to find out how bright a light
source is.
4. I will measure the length from the bottom to the top of the shadow.

5. Flat shapes of persons, animals or objects with thin sticks that you hold and
move in front of a light source and form a shadow on a screen were used in
Asia to tell stories.

4. Complete the crossword.

3
b
2
1 a
p 4 i

5 t u

1. 
Objects that are not opaque different amounts of light to pass
Copyright © Vector M & S Publishing

through them.
2. objects form dark shadows.
3. The Sun’s light is so that it can hurt your eyes.
4. The light in the living room is too to read.
5. You cannot see clearly through materials.

13
Key to Language Focus

Unit 1 Unit 2 Unit 3

Activity 1 Activity 1 Activity 1
1. reflect x r g t s i k p u r e g w p a s e p a l o r
2. light source e v a p o r a t i o n e e o v u l e t y n u
d g r a l g s t e a m r a l b k a t s y o n
3. candle
l p k i u s x s p m k m o l x u m c t i o n
4. ray diagram h n i y t k j c a t f i t i a x e p a l e e
5. best f s z k i x f a h y o n o n o h e t m f x r
6. reverse o c q r o w g l e r r a h a h e g s e i p e
t t n i n c r e a s e t t t i n c r n a l e
w k h l q h p y t s y i t i x e l w n a o u
Activity 2 t e m p e r a t u r e o u o o l e a f r d a
e i h z j v o d o i q z o k j l q d c l s n e n e c t a r a e l
n w p t y m x r i m
n l e l j i s e d a Activity 2 Activity 2
v y r x r r v k p g 1. dissolves, visible 1. float
e b i w o r s t z e 2. humidity, rate of evaporation 2. transport
k e s u o o z c z j 3. melting point, freezing point 3. absorb
z a c s u r f a c e
4. components, solvent, solute 4. anchor
w m o w x k d i n q
5. reaches, boiling point
c c p c s p k e k c
x s e y b l r g m c Activity 3
Activity 3 1. anther
1. c 2. d 3. e 2. Petals
Activity 3
4. a 5. b 6. f
1. reflection 3. life cycle
2. ray 4. Tubers, reproduce
Activity 4
3. flat 5. stigma
1. condensation
4. object
2. save it
5. hits Activity 4
3. air pressure
6. angle 1. photosynthesis
4. cycle
2. ovary
Activity 4 3. growth
Activity 5
1. c 2. d 3. b 4. a 5. e 4. disperse
1. altitude
5. stage
2. process
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3. evaporate 6. corm
4. measure
5. factor Activity 5
1. d 2. c 3. b 4. a

14
Key to Language Focus

Unit 4 Unit 5 Unit 6

Activity 1 Activity 1 Activity 1
1. stored 1. rotation l g k y o i y v g s
2. embryo 2. tilt, revolution g s h a d o w o i c

3. cotyledons 3. rise n k n o s g n j l r

4. presence 4. sunrise s i l h o u e t t e

5. orbit k p u q t d b v r e
5. appearance
d u x p l i z x i n
6. control, sample 6. revolve
m i d d a y r h k v
7. exploration, artificial
y f o f i l t e r e
8. rover, space probe
Activity 2 v y t g x u k n s i
9. propose
1. seed coat b o m r q c l e a r
10. analysed, concluded
2. monocotyledon
3. greenhouses Activity 2
Activity 2
4. light energy 1. block
1. star 2. planet 3. moon
2. absorb
4. asteroid 5. comet
Activity 3 6. meteoroid
3. separate
1. conditions 4. appear
2. scar
Activity 3
3. dicotyledons Activity 3
s u n d i a l j u i
4. dormant 1. Transparent
n d m e r r f h c c
5. wilt j i m h w l z q p p
2. light intensity
a s t r o n o m e r 3. light meter
Activity 4 t u h u u k d v b v 4. height
1. c 2. d 3. b 4. a n n e n m f g v x t 5. Shadow puppets
y s w i a g a a s d
m e m v s e c d x i
Activity 4
l t p e k f b i l l
1. allow
o a g r v g l o b e
2. opaque
i f d s y y e a r i
t e l e s c o p e w
3. bright
e q u a t o r z x s 4. dim
q a x i s a n l d f 5. translucent
Copyright © Vector M & S Publishing

Activity 4
1. orbits 2. expanding
3. rotate 4. directly
5. sets 6. space station

15
International Primary
SCIENCE 5
Language Focus

First published by: Vector M & S Publishing

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Produced in the EU

Part of SCIENCE 5 Teacher’s Resource CD-ROM (978-618-5305-65-9)

 International Primary

SCIENCE

VECTOR M & S International Primary Science series is a complete six-year course designed
to meet the needs of international students. It provides a comprehensive set of progressive
learning objectives for science. At the same time, the course intends to enable students to
develop practical and scientific enquiry skills.

VECTOR M & S International Primary Science 5 includes:

International Primary International Primary International Primary

SCIENCE SCIENCE SCIENCE

International Primary International Primary International Primary International Primary

SCIENCE 5 SCIENCE 5 SCIENCE 5 SCIENCE 5

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• suggestions for differentiation
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SCIENCE 5 SCIENCE 5 SCIENCE 5

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