CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE
Learner’s Book answers
Unit 1 Life cycles of
flowering plants
1.1 Flowering and non-flowering
plants
Getting started
1 Learners’ drawings should include roots, stem,
leaves and flowers with labels.
2 Learners should label these parts of the plant
and explain their functions:
Roots – absorb water and mineral salts,
anchor plant in the ground
Stem – keeps plant upright, holds leaves and
flowers, transports water and mineral salts
from roots to leaves and flowers
Leaves – make food for the plant
Flowers – help the plant reproduce.
3 Learners’ own answers. Not all plants
have flowers.
Activity 1: Your favourite flowers
Learners’ drawings or picture collages should
reflect the features of flowers that they find
appealing, e.g. colours or scent.
Questions
1 Any suitable answer
2 Moss, fern, fir tree or other suitable answer.
Note that seaweeds, mushrooms and other
fungi are not plants.
3 Flowering plants have flowers, seeds and
fruits. Non-flowering plants do not have
flowers and fruits. Most non-flowering
plants do not have seeds.
4 The fruits form from the flowers.
1 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
5 flower
adult plant bean pod
PDF from sachtienganhhanoi.com
seedling seed
6 The stages in the life cycle happen over and
over again.
Think like a scientist 1: Collect flowers
Learners’ groups of flowers will depend on the
flowers they collect. A flower may have features
that allow it to be sorted into more than one
group. For example, it may be colourful and
have scent. In cases like this it is quite likely that
different groups of learners will place the same
type of flower in different groups.
Learners may not know the names of the flowers
they collect, so you can allow them to make up
their own names to describe the flowers.
Think like a scientist 2: Observe and
draw a flower
1 a Petals attract insects to the flower.
b Anthers make pollen.
c Stigma catch/receive pollen.
d Ovary contains eggs.
2 The petals make scent.
3 These flowers are pollinated by flies. The flies
are attracted by the colour which looks like
dried blood and by the rotting meat smell.
Activity 2: Plan an investigation
on flowers
Learners’ plans should include the following:
• look at different flowers. Count and record the
number of flowers of each colour seen.
• look at lots of flowers, not just a few.
• records of results in a table or bar graph.
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE

1.2 Pollination, fruits and seeds Questions

Getting started 1 To attract insects.

1 Learners’ own answers 2 a They do not need to attract insects.

b Dry pollen is carried further. They need
2 To attract insects. Learners may give their own
lots of pollen because the wind blows
unscientific answers.
it in all directions and not only onto
3 The anthers other flowers.
4 For reproduction 3 Pollination brings the male pollen to the
female stigma so that fertilisation can take

PDF from sachtienganhhanoi.com

Activity: Design a flower place to form seeds.
Learners’ drawings should show large, colourful 4 Pollination is when pollen is carried from the
(or white) petals and lines called nectar guides on stamens to the stigma of a flower of the same
petals that lead into the base of the flower. type. Fertilisation is when the pollen and eggs
cells join together in the ovary of the flower.
Think like a scientist 1: Which type
of pollination? 5 a The ovary
• Learner’s pictures and answers will depend on b The fruit protects the seeds and helps to
the particular flowers they observe. spread them.
• Grouping will depend on the flower structure
and appearance. In general, flowers with white
or coloured petals are pollinated by insects.
Bees are commonly observed pollinators.
Largish, tube-shaped flowers are often
pollinated by birds.
• Flowers with no petals or very small petals that
are dull in colour are mostly pollinated by wind.
• Descriptions will depend on the flowers
observed. For example, a flower with a pleasant
scent and colourful petals will attract bees and
butterflies. Small, dull flowers with lots of non-
sticky pollen will be wind pollinated.
• Identifying and classifying. Learners sorted
flowers into groups based on the flowers’ features.

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

Think like a scientist 2: Observing insect pollinators

Learners’ answers and bar charts will depend on the particular flowers they observe. Possible results are given
here. You can use these results if you are unable to carry out the investigation with your class. The type of
scientific enquiry is observing over time.

Name of Description of Prediction of how Insects that visit Number of visits

flower flower flower is pollinated the flower
Daisy Small, yellow, lots Bees Butterflies, bees Butterflies 3
of pollen
Bees 5

PDF from sachtienganhhanoi.com

Rose Yellow, large, with Bees Bees, beetles, Bees 5
scent, not very butterflies
Butterflies 2
much pollen
Beetles 1
Grass Small, brownish, no Wind None 0
petals, lots of pollen
Lilly Large, white, lots of Bees, beetles Bees, beetles Bees 7
pollen, nectar
Beetles 3

1 Insects visited the lily flowers most often.
(Learners will give their own answers.)
2 Bees visited the flowers most often.
3 Answers will depend on predictions made by
learners. In this example, predictions are correct.
4 a 
Insects visit flowers that have coloured
or white petals.
b The colours of the petals attract the insects.
5 a 
White or pale yellow – these colours are
easier to see in the dark.
b A strong scent to help the moth find
the flower.
6 Insects cannot see the colour red very well,
so they are not very attracted to red flowers.
Birds see red well and are attracted to large,
tubular, red flowers.
1.3 How seeds are spread
Getting started
Learners’ own responses
Activity: Observe and draw a fruit
Learners’ drawings and answers will depend on the
fruits they observe.
Learners should label the skin, flesh and seeds of
the fruit.
Questions
1 The seeds eaten by a bird. The bird would
spread the seeds in its droppings away from
the parent plant. These seedlings would not be
overcrowded like the seedlings that germinate
right next to the parent plant. They would be
able to get more light and water for growth
than if they were crowded together.
2 No. Animals do not each peach seeds which
are big and hard.
3 Learners’ drawings should show a seed with
spines, hooks or spikes that can get caught
in an animal’s fur.
4 We can plant them in our gardens and we can
carry them on our clothes and shoes.
Questions
1 The spongy seed coat has air spaces that trap
air and help the seed to float.
2 If the weather is hot and dry, the pods dry
out and will explode, scattering the beans,
so we can’t pick them to eat.
3 Animals can eat the fruit and disperse the
seeds in their droppings.
4 They have papery wings which help them
blow away easily.
Think like a scientist 1: Investigate how
seeds are dispersed
Learners should label the seeds as well as any
wings, hooks, spines or barbs on the seeds.
Learners should be able to identify seeds with
wings as wind dispersed; seeds with spines, hooks

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

or barbs as being dispersed in animals’ fur; seeds
inside juicy fruits as dispersed in animal droppings.
Grouping of seeds will depend on the features of
the seeds observed. Learners should be able to
identify and sort seeds with wings into a group
for wind dispersed seeds. Seeds with spines, hooks
or barbs can be in a group for seeds dispersed in
animals’ fur. Seeds inside juicy fruits can be in a
group for seeds dispersed in animal droppings.
Seeds in large, heavy fruits should be in the drop
Think like a scientist 1: Observe a seed
Learners may give a range of predictions and
reasons which could include:
• it will start growing because it needs water
to grow
• it will get bigger/swell because it absorbs water
• it will get softer because it absorbs water
• it will split open because the seed gets bigger.
The bean seed swells up and becomes softer. This

PDF from sachtienganhhanoi.com

and roll group. happens because it absorbs water.

Think like a scientist 2: Complete a key Questions

to identify types of seed dispersal 1 Seeds need to absorb water to start the growth
Seed A – has wings to be carried by the wind. process/germination.

Seed B – eaten by animals. 2 a The first root is the first part to grow.

Seed C – has hooks which stick onto animals’ fur. b The first root grows downwards to get
water and to anchor the new plant in
Seed D – has hairs to be carried by the wind. the ground.
Seed E – large roundish fruit drops and rolls. 3 a The first shoot grows upwards.
Seed F – fruit dries and seeds pop out. b It needs to break through the soil to
This is a possible key for identifying the methods get light.
of seed dispersal:
4 The new leaves start to grow above the ground
Is the seed smooth? because they need light so they can make food
for the plant.
5 The seed shrivels and becomes small after
yes no
germination because the food store gets used
up during germination.
Is the seed big? Does the seed have 6 Observing over time. Learners should be able
wings? to explain that they had to wait overnight to
see any changes in the seed.
yes no yes no
Think like a scientist 2: Investigate
large Is the seed has wings to Does the seed
conditions needed for germination
roundish in a pod? be carried by have hooks? 1 a 
In both Part A and Part B, we measured
fruit the wind (A)
drops the number of seeds that germinated.
and yes no yes no
rolls (E) b In Part A, the factor that changed was the
amount of water the seeds were given. In
fruit dries eaten by has hooks has hairs Part B, the factor that changed was the
and seeds animals (B) which stick to be temperature of the place the seeds were put.
pop out (F) onto carried
animals’ by the c In Part A, we used the same number of
fur (C) wind (D) seeds and the same amount of soil in each
jar. We put the jars of seeds in the same
place. In Part B, we used the same number
1.4 Seed germination of seeds, the same amount of soil in each
jar and the same amount of water for
Getting started each jar.
Learners’ help sheets should say that seeds
need water. Learners may also say they need
air and warmth.

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

d No seeds germinated in the jars without Check your progress

water in Part A. More seeds germinated
in the jar with moist soil in a warm place 1 germination pollination
than in the cold place in Part B.
e Seeds need water and warmth to
germinate.
seed dispersal fertilisation
2 Using more seeds would give truer/more
reliable results because it would show that the
growth patterns of the seeds observed under fruit and seed formation
different conditions can be repeated.

PDF from sachtienganhhanoi.com

3 To give the seeds time to germinate under 2 A fern plant has no flowers and no seeds. A
different conditions. tomato plant has flowers and seeds.

4 The best conditions are where the seed has 3 a and b

water and warmth. stigma
anther
5 No – light is not needed for germination. We
plant seeds in the ground where there is no stamen
light. The seeds germinate underground. (anther + filament)

Project: Pollinators and pesticides

Part 1
1 a  utterflies, ants, birds, beetles or any
B
other suitable answers.
b Pollinators are needed for plants to ovary
reproduce and make seeds. sepals
2 a A pesticide is a chemical used to get rid
of the pests. eggs
b Because they don’t want insects, snails,
worms and other pests to eat their plants.
3 Learners’ own answers. They should be able c The ovary
to support their answers with reasons. d Fertilisation
4 There will be fewer pollinators to pollinate e The ovary
crop plants.
4 a  ollination is the moving/transfer of pollen
P
5 Pesticides can also harm animals that eat from the anthers to the stigma of the same
insects, such as birds and lizards. Pesticides kind of flower.
can wash into rivers and the soil and affect
organisms living in those habitats. b By insects

6 We would be short of food plants that are
pollinated by bees and other insects.
7 Because the pollinators visit the plants when
they are flowering.
8 Learners’ own answers. For example, some
people spray a solution of water and washing
up liquid on their plants or sprinkle the plants
with tobacco dust.
c The flower has large, colourful petals.
d It could have nectar or a scent.
5 a Seed dispersal
b The seeds could have hooks or spines or
the seeds could be inside a fruit that the
animal eats.
6 When a seed starts to germinate it absorbs
water and swells.
The seed gets energy from its food store.

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

The root is the first part of the new plant that Think like a scientist 2: Investigate
starts to grow. It grows downwards. The shoot how well sound travels through
grows next. It grows upwards.
different materials
Seeds need water and warmth to germinate.
1 The control variable was the source of the
a Warm, dark
sound. We used the same clock/bell/buzzer to
b No. More seeds germinated in the dark test each material.
than in the light.
c Yes. No seeds would germinate without 2 The independent variable was the material
water. because we changed this several times. The
dependent variable was the sound that we
d Junaid should draw a bar graph. A bar

PDF from sachtienganhhanoi.com

measured. This changed according to the
graph is best because the bars show
material.
the number of seeds that germinated
under the different conditions. 3 We used the same source of sound. The same
e person listened and rated the loudness of each
Graph of seeds germinated
under different conditions sound. We listened to the sound for the same
16 length of time through each material.
Number of seeds germinated

14
4 Learners’ own responses
12
10 5 Sound travels through solids, liquids and gases
8 but it travels better through some materials
6 than others. Sound travels best through solids.
4
2 6 Explanation: sound is caused by vibrations
0 when particles bump into each other. Refer
warm, cold, cold, warm, back to the particle theory – in a solid the
dark light dark light
Conditions
particles are packed close together so it takes
less time for particles of a solid to bump into
Unit 2 Sound their neighbours and start vibrating. In liquids
and gases the particles are further apart. Sound
2.1 How are sounds made? travels fastest in solids and slowest through gases
such as air.
Getting started
1 An aeroplane taking off
2.2 Volume and pitch
2 No Getting started
3 As sound travels further from a source it Some are singing loudly, some are singing quietly.
becomes fainter. Some are singing high notes and others are singing
low notes.
4 Learners’ own responses – talking, chairs
scraping, books rustling, bell ringing, door Think like a scientist: Measuring sounds
closing, sounds coming through window.
1–3 Learners’ own responses
Think like a scientist 1: Investigate how 4 The independent variable was the sources of
sounds are made sound. We changed it in the activity.
1 Yes. The jar vibrates. The vibrations travel 5 The control variable was the sound level
through the air to my ears. meter. (Another control variable could be the
distance between the sound level meter and
2 The vibrations travel from the tin tray to the the source of sound.)
air. The air vibrates and makes the plastic
wrap vibrate. The vibrations travel from the 6 The dependent variables was the volume of
plastic wrap to the rice grains. We see the rice the sound that we measured.
grains jump. 7 The vibrations will become smaller.
8 A sound is louder when the vibrations are
bigger.

6 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE
Activity: Sound vibrations
1 a Slow vibrations
b Big vibrations
2 The vibrations will become faster.
3 Big, slow vibrations
2.3 Changing the volume
of sound
Getting started
1 Loud
2 The microphone, loudspeaker and amplifier.
Think like a scientist 1: Listen to sound
through a tube
1 The source of sound/clock. This remained
the same throughout the activity.
2 The distance between the clock and the girl’s
ear and whether the cardboard tube was there
or not. These were things that we changed.
3 The volume of sound. This was dependent
on the independent variable, and it is what we
measured.
4 Quieter. The vibrations had to travel further
through the air from the source of sound to
our ear.
5 Yes. The vibrations were contained in the tube
and could not escape to the surrounding air.
6 The funnel contains the sound vibrations from
the source.
Activity: Plan a fair test
Learners’ own responses
Think like a scientist 2: Find out which
material muffles sound best
1 The source of sound. This stayed the same
throughout the activity.
2 The materials used to muffle the sound. This
changed throughout the activity.
3 The volume of sound. This is what we
measured. It changed according to the
independent variable.
4–6 Learners’ own responses
The materials that contain the most air will be
the best mufflers because sound travels more
7 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
slowly through gases. Double glazing works
well because a layer of air is trapped between
the two panes of glass. Bubble wrap works
well because it has air trapped in it. Crumpled
newspaper works better than flat sheets
because it has air trapped in it.
7 It is fair because we used the same source of
sound, the same box and the same sound level
meter, and we stood the same distance from
the box for each measurement.
PDF from sachtienganhhanoi.com
8 Noise pollution includes traffic, hooters and
sirens, loud music, people shouting, road
works, drills, electric saws, and so on.
2.4 Changing the pitch of sound
Activity: Make high-pitched and low-
pitched sounds on a guitar
1 The more tightly stretched the string, the
higher pitched/lower pitched the note.
The thicker the string the higher pitched/
lower pitched the note.
2 Faster
3 Faster
Think like a scientist: Make sounds by
blowing
1 When the column of air is long, the sound is
low pitch. When the column of air is short,
the sound is high pitch.
2 The lower the level of the water, the longer the
column of air in the bottle and the lower the
pitch of the sound.
3 Learners’ own responses. This could happen if,
for example, one of the bottles is not the same
size and shape as all the others.
4 The longer the column of air, the slower the
vibrations and the lower the pitch of the sound.
5 To make it a fair test.
Check your progress
1 a False e True
b True f True
c True g False
d False
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE

2 a i C; ii A; iii B 2 Learners’ own answers. For example, the solids

have a fixed shape. The liquids have the shape
b You can cover fewer holes to make
of their container. The gas makes bubbles. We
higher-pitched notes.
can’t see the gas, but it fills the balloons.
c You can tighten the string or you can
pluck a shorter string to make a higher- Activity: Where is the air?
pitched note. 1 a Learners’ own ideas. (The bottle looks
d A sound level meter empty, but air is inside the bottle.)
e Decibel (dB) b Bubbles of air come out of the empty
bottle when we hold the bottle under

PDF from sachtienganhhanoi.com

3 a Quiet
water. The water pushes air out of
b High the bottle.
c Low 2 a The bag or balloon inflates or blows up
d Loud and fills with air when we blow into it.

4 a B is full of gas, C contains a solid and b Air is inside the bag or balloon. I know
A contains a liquid. this because I blew air into it.

b The control variable is the sound produced
by the clock. The independent variable is
the material being tested. The dependent
variable is the volume of sound measured.
c To make the test fair.
d They will listen to the clock ticking through
each of the three containers. They will
compare how loud the sound each time.
e Sound travels best through solids, then
liquid and then gas.
3 Learners’ own answers. They should discover
that air is everywhere, even in empty spaces
and that air takes up space or fills containers.
Learners could also say that air takes the
shape of the container it is in.
Think like a scientist 1: Make a gas
1 a Liquid b Solid c Gas
2 a

gas
Unit 3 States and
properties of matter liquid

3.1 Gases
b When we mixed the vinegar with the
Getting started bicarbonate of soda, lots of bubbles of
1 a and b gas formed.

Lists should include the following: Think like a scientist 2: Describe solids,
Solids Liquids Gases liquids and gases
cake drink inside air inside 1 a–c
bottle and cups balloons
candles melted ice gas bubbles in
cream fizzy drinks
balloon
bottle water – liquid water vapour – gas ice – solid
cups
2 a Solids c Gases
bowl
b Gases d Liquids

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

3 The particle model shows us how the particles
are arranged in solids, liquids and gases and
about the space between the particles.
4 We can compress a gas because there are big
spaces between the gas particles so they can be
pushed closer together. In solids there are very
small spaces between particles so they cannot
be pushed closer together and compressed.
Think like a scientist 3: Measure air
The amount of time measured for melting
will depend on the amount of ice used, the
temperature of the ice at the start of the
investigation and the temperature of the
surroundings (room temperature).
Questions
1 a The temperature decreased.
b Heat from the surroundings is transferred
to the ice and makes the temperature

PDF from sachtienganhhanoi.com

pollution
Answers will depend on learners’ predictions
and findings. Dot plots labelled A to E
horizontally with 1, 2, 3, 4 and 5 dots according to
the amounts of pollution.
3.2 Properties of water
Getting started
1 Heat makes the water boil.
2 We see steam and the water bubbles.
3 It is a gas/water vapour.
4 Think like a scientist 2: Is the melting
steam
of the ice increase and makes the
temperature of the water decrease.
2 a and b Learners’ own results
3 The ice would melt faster but the temperature
at which it melts would stay the same.
4 Melting and freezing are the reverse of one
another. The starting point of one process
is the ending point of the other. With
water, both melting and freezing happen
at approximately 0°C.
5 Observing over time
point of ice always the same?
Ice does not always melt at the same temperature.
Dissolved substances such as salt in the ice make
it melt at a lower temperature than ice made from
pure water.

Think like a scientist 3: Investigate the

water
boiling point of water
bubbles
Learners’ graphs should have a similar shape to
the one shown here.

Boiling point
Temperature in °C

Think like a scientist 1: Investigate

ice melting
Graph should be similar to the one shown with its
highest point at room temperature.

25
Temperature in °C

20 Time in minutes

15 The time required for the water to boil will

depend on the volume of water used, the
10 initial temperature and the heat supplied.
5 1 a Answers will depend on the heat supplied
and the volume of water used.
0
Time in minutes

9 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE
b The water would boil faster if less water
was used. There would be fewer particles
of water to heat up so each particle would
get more heat over the same period of time
than if there were more particles, so this
makes the water heat up and boil faster (or
similar answer).
2 a The answer will depend on the altitude
you are at and the dissolved solutes in the
water. Any temperature from 95 to 100°C
is normal boiling point.
b No. The boiling point is not affected by the
volume of water because each particle must
be heated to boiling point in order for it to
boil, so it doesn’t matter how many particles
there are.
3 Water vapour bubbles.
4 No (unless you heated pure water at sea level).
Learners may suggest a number of reasons
of their own. As a hint, you can tell them the
water we use every day has other substances
mixed with it. You can also explain that water
boils at a lower temperature the higher it is
above sea level.
Activity: Observe changes when
water freezes
Learners should observe that the water in the
bottle has expanded and takes up more space
when it is frozen.
3.3 Evaporation and
condensation
Getting started
1 The paper should be dry.
2 They left the paper to dry in the air
3 Possible answers might include: the water does
not exist anymore, the water became invisible,
the water soaked into the paper, or the water
dried up (although this is not only due to
evaporation).\
4 Learners could suggest using evaporation to
dry washing, hair, food, paint or any other
suitable idea.
Think like a scientist 1: Investigate
evaporation
1 No
10 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
2 a  he glass in the cool place had the most
T
water. The glass in the warm place had
the least water. Learners will say if their
predictions were correct or not.
b There was not much heat in the cool
place, so the water particles could not
absorb much heat. As a result, only a few
particles absorbed enough heat to change
them to a gas and evaporate.
In the glass in the warm place, the water
PDF from sachtienganhhanoi.com
particles were heated and had more energy
than the water particles in the cool place.
More particles absorbed enough heat to
change them to a gas and evaporate, so
more evaporation took place.
3 Learners could suggest that they measure the
amount of water left in each glass after two
days. The difference between the original
100 ml and the volume of water left in each
glass will tell them how much water evaporated
from each glass.
4 The heat energy from the Sun makes the
water evaporate quickly. (Wind also helps
washing to dry.)
Activity 1: Breathing out
1 Warm
2 a Very small drops of water form on the
mirror or window pane.
b Learners’ own answers. Some learners
may think that the air we breathe out
turns into water. If so, explain that there
is water vapour in the air we breathe out.
This warm gas cools and forms small
drops on the cooler surface of the mirror
or window pane.
Think like scientist 2: Investigate
condensation
Learners’ drawings should be similar to these:
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE
1 a  he formation of water droplets on the
T 7
outside of the glass. Dependent variable.
b The glasses, the amount of water, wiping
glasses with the same cloth, the place the
glasses were put, the length of time the
glasses were left. Control variables.
c The state of matter (liquid and solid).
Independent variable.
d Yes. We changed only one variable and
kept all the other variables the same so
that we knew our observations were due
to the variable we changed.
2 Some of the moving particles of water vapour
gas in the air touched the outside of the glass
with the ice. The cold glass made the particles
of the water vapour lose energy. This made the
particles slow down and move closer together
to become liquid drops of water.
3 In condensation, a gas changes into a liquid.
In evaporation, the opposite happens and a
liquid changes into a gas.
Activity 2: Make a flow chart of change
of state
melting evaporation
solid liquid gas
freezing condensation
Heating causes melting and evaporation.
Cooling causes freezing and condensation.
Questions
1 a The Sun
b From plants and trees
2 Into the air as water vapour
3 a It forms drops of water.
b In clouds
4 It falls as rain or snow or hail.
5 a When snow forms in clouds.
b When snow melts to form water.
6 a  ater on the Earth’s surface evaporates
W liquid tea is already a solution.
and moves up into the air as water vapour.
b The water vapour cools and condenses as
it rises into the air.
c Rain, snow and hail are forms of
precipitation that bring water back to the
Earth’s surface.
11 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
It keeps moving water between the air and the
Earth’s surface so that the Earth doesn’t dry
up. It allows us to use the same water over and
over again.
Think like a scientist 3: Make a model
of the water cycle
1 a  fter a few hours, learners should see
A
droplets of water on the inside of the
plastic. Some of these droplets will fall
PDF from sachtienganhhanoi.com
off the plastic into the dish inside
the bowl.
b The heat from the surroundings made some
of the particles on the surface of the water
in the bowl gain energy and evaporate to
become water vapour. The water vapour
particles moved around inside the bowl.
When the water vapour particles bumped
into the sides of the bowl and the layer of
plastic they cooled down and moved more
slowly. This made them condense and
change back into drops of water.
2 The bowl of water is the sea or a lake. The
dish is the land. The droplets of water on the
inside of the plastic make a cloud. The drops
of water which fall into the dish are raindrops
or precipitation.
3.4 Solutions
Getting started
Answers could include hand sorting, filtering,
sieving, using a magnet.
Questions
1 When a substance mixes with another substance
and becomes part of it (or similar answer).
2 a No
b When the solid becomes part of the liquid
and we cannot see it anymore.
3 a Solute and solvent
b Learners’ own answers, such as sugar
(solute) and water (solvent). Note that
4 Because it is made of particles of different
substances (the solute and solvent) mixed
together.
5 Because many substances dissolve in water.
6 Because the substances are dissolved in
the water.
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE

7 a Any two, such as acids, fertilisers and Think like scientist 2: How can we get
pesticides back the salt?
b Any two, such as human body waste, oil Learners’ drawings of their method and
and plastics observations should be similar to these.
8 Pesticides kill insects and can be harmful to What we did: salt
other living things if they wash into rivers, stir salt
dams, lakes, the soil and the sea. into water

Think like scientist 1: Make a solution beaker

leave

PDF from sachtienganhhanoi.com

• Learners should observe that the colour from beaker in
the crystals start spreading into the water. water warm place
• Drawings should be similar to this:

Results:

salt

water

colour spreading 1 Mixtures can be separated. We were able to

out
crystals
• After five minutes, no, you cannot see the
crystals anymore.
• The crystals are the solute and the water is
the solvent.
• Observing over time.
Activity: Is it a solution?
1 Coffee and hot water is a solution. The
mixture is uniform because you cannot see the
coffee powder.
Sand and water is not a solution. The mixture
is not uniform because you can see the sand in
the beaker.
Flour and water is not a solution. The mixture
is not uniform because you can see the flour in
the beaker.
Drink powder and water is a solution.
The mixture is uniform because you cannot
see the drink powder.
2 Water
3 The coffee powder and drink powder
are soluble.
4 Learners’ own answers, such as salt and water,
vitamin fizzy tablet and water.
separate the salt from the water in the solution.
2 I found out that it was possible to separate
a solid from a liquid by evaporation.
3 Put the beakers or bowl in a warmer place,
use less water in the solution, or any other
suitable answer.
Think like scientist 3: Ask and
investigate a question
In this activity, learners should think of their own
question that they would to find the answer to.
These are some possible ideas:
• Does [learner’s choice of substance] dissolve
in water?
• Which other liquids are solvents?
• How much sugar will dissolve in a cup of
water?
The answers and methods of investigation used
will depend on the questions that learners ask.
They could present their findings in a poster or a
PowerPoint slide show.
Check your progress
1 a Gas
b The particles are far apart and not in a
regular pattern.
2 a Ice, water, steam/water vapour
b 100°C
c 0°C

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

3 a Evaporation 2 There is no chewing of the food by the teeth,

no oesophagus to push the food into the
b Condensation
stomach, no absorption of water back into to
c Melting the body from the large intestine.
d Freezing or solidification 3 Twisting and squashing the bag to mix the
e Boiling foods with the liquids matches the action of
the stomach mixing food from the mouth with
4 a Water vapour the stomach’s digestive juices and breaking it
b Water down into smaller parts.
c Condensation Squeezing the squashed food material out of

PDF from sachtienganhhanoi.com

the tights leg matches the digested food being
d The water vapour cooled down and absorbed into the blood.
became liquid again.
Squeezing the bottle matches undigested food
5 a Jelly powder being pushed out of the body through the anus.
b Water
Questions
c There are two substances mixed together
in the jelly solution. 1 In order to grow and have energy for our
bodies to work properly.
d It has dissolved.
2 Food must be digested so that it can be used
e by the body.
3 The mouth chews the food into smaller pieces
and makes saliva to soften the food to make it
easy to swallow; digestive juices in saliva start
jelly powder to digest the food.
particles
4 The oesophagus.
water
particles 5 The stomach mixes the chewed food with
digestive juices.
Unit 4 The digestive 6 The anus of the large intestine.

system 7 It is carried in the blood.

Think like a scientist 1: Make a model

4.1 Parts and functions of the digestive system
digestive system Learners’ own models and explanations
Getting started Think like a scientist 2: Investigate
1–3 Learners’ own drawings with organs labelled. digestion in the mouth
Activity 1: How does digestion 1 a 
The iodine solution changes colour to
happen? blue-black.

1 a Food b There is starch in the bread.

b Saliva 2 The bread starts to taste sweet.

c Digestive juice 3 a The iodine solution does not change colour.

d Stomach b There is no starch in the bread.

e Small intestine c The starch was digested/broken down in
the mouth.
f Body
4 a  asting iodine which is harmful, staining
T
g Large intestine
clothes with iodine.
h Anus

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

b Do not taste the iodine solution; do Think like a scientist 1: Draw a bar
not drop iodine on your clothes. chart of food groups
5 a 
Starch is broken down/digested in
1
70

Quantity of food group (grams)

the mouth.
60
b There no was starch in the bread after
we chewed it (or similar reason). 50
40
Questions
30
1 Mouth, oesophagus, stomach, small intestine,

PDF from sachtienganhhanoi.com

large intestine, anus. They may also say 20
appendix if they have heard of this part. 10
2 a Shorter in rabbit 0
protein carbohydrate fat fibre
b Bigger in cat
2 The pot noodles Food groups
are not a balanced meal
c Longer in rabbit
for Zara. More than half of the meal is
d Longer in rabbit carbohydrate, which is not correct for a
balanced meal. The noodles also have more
3 The rabbit because it has a longer digestive
fat than protein, very little fibre and lots
system, so the food takes longer to move
of salt.
through it and get digested.
4 They eat different foods – the rabbit is a Think like a scientist 2: Ask a question
herbivore, the cat is a carnivore. to investigate
1 Does [learners’ choice of food/s] contain
Activity 2: Find out about the appendix
starch? or similar question.
An appendix is a tube that is part of the large
intestine. Learners’ research should show that in 2 Learners should plan a starch test, as in Think
humans and cats, the appendix has no function. like a scientist 2 in Topic 4.1, to test the food
In herbivores, such as the rabbit, the appendix helps or foods they have chosen. This should be a
to break down tough plant material that is not easy fair test.
to digest. a Which foods make iodine solution change
to a blue-black colour – dependent
4.2 Balanced diets variable.
Getting started b The test with iodine solution – control
variable.
1–5 Learners’ own answers
c The type of food tested – independent
Questions variable.
1 Learners’ own answers 3 Learners should choose one or more foods to
test, iodine solution, dropper, saucers, spoons
2 Carbohydrates and fruits and vegetables
to transfer foods to saucers.
3 Fats and sugar 4 Learners could draw their observations
4 Proteins or record them in a table such as the one
shown here.
5 A banana, boiled egg and bread, or any
suitable foods from three of the same Food Colour of iodine solution
food groups.

Activity: Talk about balanced diets

Learners’ lists and answers will depend on the 5 Conclusion will depend on food/s chosen and
foods they usually eat. the results obtained.

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

Project: Vitamins 4 a Chicken

b Noodles
1 Scurvy causes sores on the body, bleeding
gums and makes teeth fall out. c Orange
2 They thought it was caused by food that d Noodles can be changed for brown rice
wasn’t properly digested, bad water, too much which has more fibre.
hard work and living in damp conditions. The cola which contains a lot of sugar
3 He read medical reports and carried out an can be changed for water, which we need
investigation on sailors who had scurvy. to be healthy.

PDF from sachtienganhhanoi.com

4 Eating oranges and lemons was the best 5 a Butterbeans
treatment. The sailors who had this treatment b Creamed corn
had no more signs of scurvy.
c Calcium, iron
5 There was some vitamin C in the apple drink,
but not enough to cure the scurvy. d The butterbeans
6 a He could conclude that eating oranges e The butterbeans have more protein, fibre
and lemons can cure scurvy. and minerals than the creamed corn. The
butterbeans also have less sugar than the
b Scientists discovered that the substance in creamed corn.
fruits and vegetables that cures scurvy is
Vitamin C. They did experiments to find
out what the substance is. Unit 5 Forces and
Check your progress magnetism
1 a 
Food is pushed down the oesophagus into
the stomach. 5.1 Gravity, normal forces and
b In the small intestine the food is broken applied forces
down into very small particles. Getting started
c The food is mixed with digestive juices in 1 Gravity is a pull force.
the stomach.
When things fall, they fall to Earth; we can
d Undigested food is pushed out of the stand on the ground because gravity pulls us
body through the end of the large down.
intestine.
2 A force meter
e The food is chewed in the mouth.
3 The boys are playing soccer. They are kicking
2 Correct order of question 1 answers is e, a, c, the ball. They are pushing each other. They
b, d. are stopping the ball with their feet.
3 a True d False
Think like a scientist: Using force
b False e True
diagrams
c False f True
1 Arrows
2 Arrow heads
3 The length or thickness of the arrow
4 A shows gravity, B shows normal force.

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

5 5 The diagram shows the relationship between

gravity
the Earth and the Moon.
It shows the Earth as bigger than the Moon.
It shows the Moon’s orbit around the Earth.
It shows the different forces of gravity with
arrows.

Activity: Artificial satellites

1 A satellite that is made by people.

PDF from sachtienganhhanoi.com

2 Powerful rockets are attached to it.
normal force 3 It keeps at the same speed to balance the
pull of gravity towards the Earth.

Activity: Identify applied forces 4 Solar power

1 a A – push, B – pull; D – push and pull. 5 People who live in the path of the cyclone
can be warned in advance that the cyclone is
b Each picture shows an object being coming. Local authorities can organise rescue
pushed or pulled by a person. of people to a place of safety until the cyclone
2 Zara pushes down on the bike’s pedals. This has passed.
is an applied force. This movement pulls the 6 Learners’ own research. Examples they may
chain, which is another applied force. This find are the spread of deserts, deforestation,
moves the bike’s wheels. flooding, urban populations.
3 I push with my legs (and even push or pull
with my arms). 5.3 Friction, air resistance, water
resistance and upthrust
5.2 Gravity and satellites Getting started
Getting started 1 The gravel path and the wheel of the bike
1 A satellite is a body in space that orbits a 2 Friction
bigger body in space.
3 It slows him down.
2 The Moon is smaller than the Earth. The
Moon is a natural satellite of the Earth Activity: Identify upthrust and water
because it orbits the Earth in space. resistance
Think like a scientist: Use a model to 1 Upthrust
understand how gravity keeps the 2 Gravity
Moon in orbit 3 Water resistance (or drag)
1 The pull of gravity that the Earth exerts on 4 gravity
the Moon.
2 The arrow is thicker.
3 The force of gravity depends on the
mass of the object. The Moon is smaller
than Earth so the Moon’s gravity is less than
the Earth’s gravity. water
resistance
4 A straight line.
(or drag)

upthrust

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

5 Fish have a streamlined shape. This reduces 3 Friction

the drag so the fish can swim faster.
6 People design tight fitting plastic caps for
swimmers to reduce water resistance and allow
them to swim faster.
Think like a scientist: Compare two
parachutes
1 Gravity and air resistance
4 Gravity
5 Air resistance and friction
Activity: Forces at work when you cycle
1 Gravity, friction, air resistance (drag), thrust
2 Thrust
3 They wear special helmets and clothes which

PDF from sachtienganhhanoi.com

2    gravity
make them more streamlined.
4 On a windy day air resistance is stronger.
5 There is much less friction.
6 gravity

air resistance
thrust
friction

normal force

Think like a scientist: Make and test a

paper aeroplane
1 Gravity and normal forces
2 It will go up for a while and then fall to
the ground.
3 Gravity and air resistance
4 Lift and thrust

5 lift

drag (air
air resistance resistance)
thrust
3–4 L
 earners’ own results. To calculate the
average, add the times and divide by the
gravity
number of readings.
5 The bigger parachute took longer to fall. The 6 To start with the plane rises up into the air
larger surface area of plastic caused more air and then turns and falls to the ground.
resistance.
7 The gravity and air resistance became greater
6 Make the parachute bigger. than the lift and the thrust.
7 The larger the parachute, the more air 8 Valid suggestions include making the wings
resistance and the slower it falls. bigger to give more lift; thrust it harder so that it
rises more; or thrust it horizontally more gently.
5.4 Multiple forces
Getting started
1 Upthrust
2 Water resistance

17 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE
9 A pilot uses the plane’s engines to apply more
thrust force to overcome the air resistance and
gravity. The aeroplane’s wings are designed to
produce lift when the aeroplane rises into the
air to overcome gravity and air resistance.
10 Aeroplanes have a streamlined shape to help
overcome air resistance. The wings are designed
to produce lift when the aeroplane rises into the
air to overcome gravity.
5.5 Magnets and magnetic
materials
Getting started
1 Bar magnets
2 The north and south poles.
3 When two like poles come close to each
other the magnets repel each other.
When two unlike poles come close to each
other the magnets attract each other.
4 Iron
Think like a scientist: Test metals to
classify metals and alloys as magnetic
or non-magnetic
1 Learners’ own responses
2 Objects made from iron, steel or any other
alloy containing iron are magnetic.
If learners have an object made from very
high-grade stainless steel it will not be
magnetic because it does not have a high
iron content. A lower quality stainless steel
is magnetic and is also cheaper to make.
3 Iron and most alloys containing iron are
magnetic. All other metals and their alloys are
non-magnetic.
4 We used the same magnet to test each object;
we held each object the same distance away
from the magnet.
5 Fair testing, pattern seeking and classifying
6 Learners’ own responses
Activity: Magnets and magnetic
materials
1 a Iron and steel, for example
b They will be attracted to a magnet.
18 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
2 a Copper, aluminium, for example
b They will not be attracted to a magnet.
c They are not attracted to each other. This
is because magnetic materials do not have
an area around them where there is a
magnetic force, like a magnet does.
3 Brass, for example.
4 a–c Learners’ own responses
5
PDF from sachtienganhhanoi.com
A strong magnet will attract all the steel cans
to it and leave the aluminium cans behind.
5.6 Magnetic force
Getting started
A magnet is a material that has an area around
it where magnetic force is active. In this area a
magnet can attract or repel other magnets and it
can attract a magnetic material.
A magnetic material does not have an area around
it where magnetic force is active. So a magnetic
material cannot attract another magnetic material.
Think like a scientist: Test the strength
of magnets
1 The steel is magnetic, so the magnet would
attract the ruler.
2 Steel is a magnetic material.
3 The magnet attracted the paper clip when it
was some distance from the magnet.
4 Answer depends on Learners’ results, but is
likely to be ‘no’.
5 To get more accurate data.
6 Learners’ own responses. Probably not because
one pole is often stronger than the other.
7 Used the same ruler, the same paperclip and
moved the magnet along the ruler at the same
rate each time. The same person recorded the
distances.
8 The control variable was the object being
attracted to the magnet (it did not change).
The independent variable was the strength
of the magnet (this changed). The dependent
variable was the distance from the magnet to
the paper clip at which it was attracted (this is
what we measured).
9 The stronger the magnet, the bigger the region
of magnetic force it has.
10 Magnets can have different strengths.
11 Fair testing
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE

Check your progress Think like a scientist: A model of

Earth’s orbit
1 1–D; 2–C; 3–E; 4–A; 5–B
1 The Earth orbits the Sun; the orbit is slightly
2 A: magnetic force; B: gravity; C: friction; D: elliptical; the arrows show the direction in
applied force. which the Earth moves along its orbit.
3 Steel and iron are magnetic. Wood, copper, 2 The scale is not accurate; the Earth’s rotation
plastic and aluminium are non-magnetic. on its axis is not shown.
4 a and b 3 It is not a perfect circle.
gravity 4 Gravity

PDF from sachtienganhhanoi.com

thrust
water
resistance
upthrust
c Gravity and upthrust
d Engines
e Streamlined (smooth and sleek)
f To reduce water resistance and make it go
faster through the water.
5 a 
Steel is a magnetic material so it will be
attracted to the magnet.
b Plastic is a non-magnetic material so it
will not be attracted to the magnet.
c The object being attracted to the magnet.
d The distance at which the drawing pin is
attracted to the magnet.
e The strength of the magnet
f The stronger magnet will attract the
drawing pin from a greater distance.
5 The Earth is turning on its axis.
6 We have 365 days in the year. Every fourth
year we add another day to February so that
we use up the quarter days. The year with an
extra day is called a ‘leap year’.
Activity 1: Find information on a
diagram of Earth in its orbit
1 The southern hemisphere
2 Southern hemisphere, because it is tilted
towards the Sun and having more hours of
daylight than darkness.
3 Neither hemisphere is tilted towards the Sun.
4 Autumn
5 Spring
6 The Earth’s orbit around the Sun and the
tilted axis of the Earth.
Activity 2: Use a diagram to find
information about the seasons
1 The southern hemisphere, because this
hemisphere is tilted towards the Sun.

Unit 6 Seasons and 2

3
The region near the North Pole.
A: close to 24 hours; B: 12 hours; C: about
adaptations of plants 8 hours.
4 No, because there is 12 hours’ day and 12
and animals hours’ night every day of the year.
5 Near the South Pole – Antarctica.
6.1 The Earth moves around
the Sun
6.2 Seasonal changes
Getting started
Getting started
1 A globe
1 The Sun appears to rise in the east.
2 The Earth’s axis
2 During the day the Sun appears to move
3 The Earth turning on its axis once every higher and higher in the sky. In the afternoon
24 hours. the Sun appears to get lower in the sky.

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

3 In the evening the Sun appears to sink
below the horizon in the west. We call this
sunset. Then there is darkness until sunrise
the next day.
4 No. The Earth turning on its axis causes day
and night.
5 Learners’ own responses
6 It gets cooler. The days get shorter. The leaves
on the trees change colour. Different plants
(Note: the length of day does not change at
the Equator.)
Activity 1: How plants are adapted to
the seasons
1 The leaves are orange and red.
2 They will fall from the trees.
3 During autumn, days become shorter. Leaves
are no longer able to produce food because

PDF from sachtienganhhanoi.com

flower. Birds migrate to warmer regions. there is not enough sunlight. The leaves
change colour and then fall off.
Think like a scientist: Record and 4 Because autumn is the season when the leaves
present length of day data fall from the trees.
1 Shorter 5 Learners’ own responses
2 a Summer
Activity 2: How animals are adapted
b Autumn to changes in seasons
3 a The days will get shorter. 1 a  ibernation describes how the animal’s
H
b Record the sunrise and sunset times for body goes into a dormant state for a long
the month of April, calculate the length period of time. When an animal hibernates,
of day and see if the days are getting its heart and breathing rate slow down.
longer or shorter. b Learners’ own responses
4 The Earth is tilted on its axis and it is 2 a  here is plenty of food for them in the
T
orbiting the Sun once a year. Arctic Ocean.
5 Learners can collect data from the internet. b The water freezes.
6 Advise learners to label the axes of their c They have their babies in warm water.
graphs like this: d In spring
Sunrise times
3 a–c Learners’ own research

06:30
6.3 Plants and animals
06:25 are adapted to different
06:20 environments
Time of day

06:15 Getting started

06:10 1 A shows a hot, wet environment because there
are lots of trees and plants growing, so there
06:05 must be plenty of water and Sun.
06:00 2 B shows a cold environment. We can see snow
and very little plant growth.
Mon Tue Wed Thu Fri Sat Sun 3 In the hot, wet environment: chimpanzees,
Day of the week monkeys, snakes, birds, tigers, etc. In the cold
environment: bears, reindeer, foxes, eagles,
7 Learners’ own responses
mice, etc.
8 The length of day changes every day, getting 4 In the hot, wet environment: fruits, nuts and
longer until the beginning of summer and leaves from the trees. In the cold environment:
then shorter until the beginning of winter. grass and other animals.

20 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE
Activity 1: How plants and animals are
adapted to hot, dry environments
1 a Plants have thorns instead of leaves.
b Roots go deep under the surface to
find water.
c Plants store water in fat stems.
d Plants have waxy coatings to prevent
water loss.
e Plant-eating animals must be able to
eat thorny plants.
f Small animals dig burrows to keep cool
during the hot days.
g Animals must be able to survive without
much water.
2 Ideas may include animals such as camels,
ostriches, meekats, scorpions, lizards, snakes,
gemsbok (oryx).
21 Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
Think like a scientist: Research
plants and animals that live in a wet
environment
Learners’ own responses
Activity 2: How plants and animals are
adapted to a cold, dry environment
1 1–D; 2–B; 3–A, 4–C
2 The brown bear and the squirrel
PDF from sachtienganhhanoi.com
3 The moose
6.4 Adaptations of predators
and prey
Getting started
Cheetah and antelope; spider and fly; polar bear
and seal; hawk and lizard.
1–5 Points of discussion about the adaptations
of the spider, chameleon, cheetah, snake/
cobra, eagle, hunting dog, shark, crocodile
and polar bear can be found in the Teacher’s
Resource Book.
 CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE

Think like a scientist: Group predators according to their adaptations

Adaptation Shark Falcon Spider Dolphin Scorpion Polar bear Alligator Lion
Teamwork ✔ ✔ ✔
Streamlined shape ✔ ✔ ✔
for speed
Eyes in front of head ✔ ✔
Trapping ✔

PDF from sachtienganhhanoi.com

Sharp teeth ✔ ✔ ✔
Good eyesight ✔
Camouflage ✔ ✔ ✔
Venom ✔
Good sense of smell ✔ ✔

• Interesting facts: apparently two-thirds of a 2 a 1 1 hours 5 minutes; 11 hours 6 minutes;

shark’s brain is dedicated to smell. A polar
bear can smell a dead seal from 32 km away!
• The type of scientific enquiry used was
classifying.
Activity: Adaptations of prey
1 Tortoise – retreats into hard shell.
Herd of antelope – stay in a group, eyes on
side of head, camouflage.
Lizard – eyes on side of head, camouflage.
Rabbit – eyes on side of head, speed,
camouflage.
2 Buffalo – uses its horns.
3 a
Hedgehog – uses its quills.
Wasp – has a sting.
Jellyfish – has a sting.
The octopus. It attacks its predator by
spraying ink all over it and then swims away
very fast while the predator is covered in ink.
3 Learners’ own responses
Check your progress
1 a  he Earth spins on its axis. The Earth
T h
orbits the Sun.
b One complete turn on its axis takes
24 hours. One complete orbit around the
Sun takes 365¼ days.
c Orbiting around the Sun and tilting of the
Earth’s axis.
11 hours 7 minutes 11 hours 9 minutes;
11 hours 10 minutes; 11 hours 13 minutes
b The days are getting longer.
c Winter (Jamaica is in the northern
hemisphere and in January the northern
hemisphere will be tilted away from
the Sun).
d Summer, because the Earth will have
moved in its orbit around the Sun and
will be on the opposite side of the Sun
(Jamaica is in the northern hemisphere
and in July the northern hemisphere will
be tilted towards the Sun).
Hot, wet forest
b Long arms and legs to swing on trees.
Toes and fingers to grip branches.
c Strong arms and hands to smack with.
d Large eyes that see well in the dark.
e Snakes, eagles and orang-u-tans.
f It has a patch of venom under each elbow
which it licks, spreads over its teeth and
then bites the predator.
g It becomes dormant/inactive.
For short periods during autumn and
winter.
i It is cooler and there is not so much food.

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