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Cambridge Primary Science From discovering what sugar does to our teeth, to investigating which fabric is best for an umbrella, Cambridge Primary Science gets your learners thinking like scientists! Packed with opportunities to plan experiments, make predictions and gather results, the series helps your learners to think and work scientifically. Each unit ends with a project, like inventing a new electrical appliance, that helps students bring together what they have learnt, and understand how the topics relate to the real world. With vocabulary boxes, clear diagrams and supporting illustrations, the course makes science accessible for learners with English as a second language.
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CAMBRIDGE
Primary Science
• Get learners thinking about what they already know with ‘Getting Started’ boxes • Help your learners think and work scientifically with practical tasks in the ‘Think like a scientist’ feature • Topics throughout the series support the earth and space strand of the curriculum framework • Help your students reflect on what they have learnt with ‘Reflection’ and ‘Look what I can do’ sections at the end of each topic • Answers for all activities can be found in the accompanying teacher’s resource
This resource is endorsed by Cambridge Assessment International Education
✓ P rovides support as part of a set of
resources for the Cambridge Primary Science curriculum framework (0097) from 2020
✓ H as passed Cambridge International’s rigorous quality-assurance process
✓ Developed by subject experts ✓ For Cambridge schools worldwide
Completely Cambridge Cambridge University Press works with Cambridge Assessment International Education and experienced authors to produce high-quality endorsed textbooks and digital resources that support Cambridge teachers and encourage Cambridge learners worldwide. To find out more visit cambridge.org/ cambridge-international
Registered Cambridge International Schools benefit from high-quality programmes, assessments and a wide range of support so that teachers can effectively deliver Cambridge Primary.
Learner’s Book 2 Jon Board & Alan Cross
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For more information on how to access and use your digital resource, please see inside front cover.
Visit www.cambridgeinternational.org/primary to find out more.
Second edition
Digital access
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
Original material Š Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
1 Environments and habitats We are going to:
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1.1 Habitats
• explore the environment to find the habitat of a living thing • talk about different living things in a habitat • compare two local habitats • make a model of a habitat
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• make observations and record them in drawings.
compare
home
label
model
local
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environment
habitat
Getting started • Each animal needs an environment which is a good habitat for them. • The environment is the air, water and land where people, animals and plants live • Talk about the animals shown on the next page and the environment they need to live in. Draw the environment needed by these animals.
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1.1 Habitats
Each living thing needs a place to live. We call this place the living thing’s habitat. A habitat gives the living thing everything it needs to live. This plant’s habitat is a wall. The wall is its home.
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The plant has everything it needs to live. It needs, light, water, soil and air. It has a very small habitat.
This eagle’s habitat is around forests and lakes. Here, the eagle finds everything it needs to live. It needs food, water, air and a home. It has a very large habitat.
Questions
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Look at the other animals and plants in the picture. 1 What is their habitat?
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2 Can they find all they need?
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1 Environments and habitats A spider's habitat can be in a tree.
Your local environment has different habitats for different animals and plants. What living things and their habitats are in this picture? A tree's habitat can be part of a garden.
Animals can move in their habitat.
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Plants grow in a habitat but they cannot move from place to place.
A lizard's habitat can be a rocky place.
Activity
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Habitat for a frog
A habitat for a frog might be a wet area, stream or pond.
Imagine you are a frog. What would you want to find in your habitat?
SA
Now draw the habitat for a frog. Label your drawing to say what each thing is.
Would this habitat be a home for other animals and for plants? Draw these other living things in your picture.
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1.1 Habitats
Think like a scientist 1 A habitat for ďŹ sh You will need: a cardboard box, card, paper, scissors, coloured pens, glue
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This tank is a habitat for fish.
Why do we call this tank a habitat? Use a box to make a model of a habitat for fish.
You must give the fish everything they need. What will you include?
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Think like a scientist 2
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Looking at habitats
Look at these two habitats. Compare them. How are they different? Why are there more plants and animals in one habitat than in the other? Go outside to observe your local environment.
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1 Environments and habitats
Continued Talk about what the habitat is like in one place. What plants grow? What animals might live here? Now go to a different habitat in your local environment.
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What plants grow? What animals might live here?
Draw the two habitats and show that they are different. Add labels to your drawings.
Talk to your friends about why these habitats are different. How am I doing?
Think of a local environment where we find habitats for different animals and plants.
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Share your ideas with a friend.
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When I learn about the world, does it help me to compare different things? Look what I can do!
I can explore the environment to find the habitat of a living thing. I can talk about different living things in a habitat. I can compare two local habitats. I can make a model of a habitat. I can make observations and record them in drawings.
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1.2 Plants in different habitats
1.2 Plants in different habitats We are going to: • describe the place a plant lives as its habitat • describe different plants in a habitat
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• compare different habitats for plants
• observe plants and record what we see in drawings and tables. Getting started
• Tell a friend why every living thing needs the right habitat. • Draw a local habitat where plants live. Plants grow in many different habitats.
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All plants need water. Many plants grow in or by water. Plants grow by a river.
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Plants grow in a stream. crack
photograph
describe
pretend
desert
record
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1 Environments and habitats
Question Some plants live in hot deserts. It is very dry here.
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How can these plants live with very little water?
Think like a scientist 1
Plants in different habitats
Go outside and look at different places around your school.
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Look for plants growing in different habitats: against a wall
•
in a shady place
•
in a wet place
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•
•
in a dry pathway
•
under something
•
in a plant pot.
This plant is growing on a path. Its roots have grown down a crack to find soil. Take a photograph or draw a picture of your plant and where it is growing. You can record your plants and habitats like this.
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1.2 Plants in different habitats
Continued I found this plant growing in the . . . yes/no
It has water?
yes/no
It has light?
yes/no
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This habitat was . . .
It has some soil?
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A drawing of my plant
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How am I doing?
Look at the records made by your friends. Talk about the different habitats where you found plants growing.
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1 Environments and habitats
Environments where plants don’t grow Different plants like different habitats. This means that in most parts of planet Earth we find plants growing.
Questions
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The pictures show places where plants don’t grow.
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1 Why are there no plants in these environments?
2 Think of another environment where plants cannot grow. Activity
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Find me a habitat
Pretend you are one of the three plants shown here. Read the information. Then make a poster to say ‘Can you find me a habitat like this?’ Rice needs a habitat which is warm, with lots of light and water. Rice grows in very wet soil.
10 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1.2 Plants in different habitats
Continued
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Pond weed needs a habitat underwater in a pond, lake or river. It needs light. It must not get very cold.
Cactus needs a habitat which is very hot. It needs light. It needs very little water. Your poster might look like this…
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bitat like this? Can you find me a ha I am a … hot, warm or cold? I need… water? I need… Light? I need… My drawing s… My habitat will look like thi
Think like a scientist 2
Finding all the plants in a habitat You will need: a magnifying glass
Look at all the different plants which grow in a habitat. Draw them growing in their habitat.
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1 Environments and habitats
Continued Use a table like this. drawing of a leaf does it have flowers?
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Drawing of the plant in its habitat
drawing of a flower
Did you find plants growing on a path?
Why do plants find a path a difficult place to grow? How am I doing?
Pretend that you are a tree.
Describe to a friend the habitat you want to live in. Are there other types of plants in your habitat?
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Does your friend agree?
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When I am learning about plants, how does it help me to observe real plants? Look what I can do!
I can describe the place a plant lives as its habitat. I can describe different plants in a habitat. I can compare different habitats for plants. I can observe plants and record what I see in drawings and tables.
12 Original material Š Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1.3 Animals in different habitats
1.3 Animals in different habitats We are going to: • describe the place an animal lives as its habitat • compare different habitats for animals
Getting started
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• make observations and record them in drawings.
• Look out of the classroom window. Talk to a friend about animals you see on the ground, in the trees or in the sky. Do you see birds, insects, animals with fur? • Choose an animal. Describe its habitat. • Where will it sleep?
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• Where will it find food and water? • Will it be alone?
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attract
clues
droppings egg
hide
insect scare
tracks
13 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1 Environments and habitats
All animals need a habitat, but animals may hide from us.
The clues might be tracks, droppings, leaves that have been eaten or birds singing. Sometimes we can see the animal’s home.
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Sometimes we can tell animals are around because we see clues.
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The picture shows a tree where animals live.
Questions
1 Which animals might live in this habitat? 2 Can you see the animals? 3 Can you see any clues? 4 Why do some animals hide from us?
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1.3 Animals in different habitats
Think like a scientist Habitats for animals around school You will need: a magnifying glass
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Find somewhere in the school gardens where animals might live.
Use a magnifying glass to look for animals or eggs.
Remember to be quiet so that you don’t scare the animals. How can you tell that animals have been here? Carefully look for leaves that have been eaten. Record your results in a table like this.
SA
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Drawing of the habitat
This animal might live here… …because I saw…
a butterfly
it fly away
Talk about animals you saw or any clues you found. Why were animals harder to observe than plants? Why do animals live in this habitat?
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1 Environments and habitats
Activity 1 A habitat for snails You will need: snails, soil, leaves, twigs, small rocks, water, plastic fish tank and lid
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You must wash hands with soap and water after touching soil, leaves, twigs or snails.
Snails like to hide in cool damp places. They eat leaves and soft wood. Make a habitat for snails in the fish tank. Draw your ideas and then make the habitat.
Put the snails in the habitat and observe how they move and eat leaves. Don’t forget the lid or they may escape and die.
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Activity 2
Let’s make an insect hotel
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You will need: dry plant stems and sticks, string, scissors You must wash hands with soap and water after touching soil, leaves, or twigs.
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1.3 Animals in different habitats
Continued Insects and other small animals need a safe place to live close to food. Many small animals eat twigs and dead leaves.
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We can make a good habitat for insects in our school grounds.
The insect hotel is made from sticks and stems. Insects love to hide in sticks - they will eat the sticks and lay eggs there. Tie string around some stems and sticks.
Use more string to hang your insect hotel in a tree.
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Now draw your insect hotel.
What sort of animals might come to live here? What will they do in this new habitat?
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If there are more insects, will this attract other animals? Use books or pictures to find out about insects which might live there. Draw some insects you hope to attract.
How am I doing?
Use modelling clay to make a small beetle or ant. Put your model on a sheet of paper and draw the animal’s habitat. Make sure it has all it needs.
Ask a friend to look at your habitat. Do they think it is a good habitat for the insect? 17 Original material Š Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1 Environments and habitats
When I am learning about animals’ habitats, does it help to visit the habitat? Look what I can do!
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I can describe the place an animal lives as its habitat. I can compare different habitats for animals.
SA
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I can make observations and record them in drawings.
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1.4 Rocks and the environment
1.4 Rocks and the environment We are going to: • describe and compare different rocks • find how rocks are dug up and how this affects the environment
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• sort rocks with water
• make predictions and see if they are right
• make and record observations in pictures and tables. Getting started
• Have you seen rocks in your school or at home?
absorb
explosive stones
gravel
swirl
mine
quarry
waterproof
SA
sample
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• Why have people used rocks here?
19 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1 Environments and habitats
Using rocks Planet Earth is made of rocks. Some rocks are deep underground, some rocks are at the surface.
Questions
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We use rocks to make roads, paths, bridges, walls, floors, buildings, roofs and even fire.
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1 How have rocks been used to make the things shown in these pictures?
2 What other things do we make from rocks? 20 Original material Š Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1.4 Rocks and the environment
Rocks can be soft (for example, this white chalk).
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Rocks can be strong (for example, granite).
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Properties of rocks
Rocks can be made into shapes (for example, marble).
Rocks can be waterproof (for example, slate).
Most rocks do not burn, but coal is a rock that burns.
Question Why do we find these different properties of rocks useful? 21 Original material Š Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1 Environments and habitats
Think like a scientist 1 Learning more about rocks
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You will need: samples of rocks, a paperclip
SA
Sofia and Zara have a sample of rock or a picture of a rock. They make a table about each rock. They test the hardness of the rock by trying to scratch it with a paperclip. Now look at your own rocks. Try scratching the rocks. Use a table like this to record information about the rocks. All About Limestone Drawing
What does it look like?
It is grey with some dark grey parts and some lines.
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1.4 Rocks and the environment
Continued All About Limestone Size of bits in the rock
We use it to‌
I can see some small bits
make walls
It is hard
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Hard or Soft?
Think like a scientist 2
Does this rock absorb water?
You will need: a spoon, water, rock samples, magnifying glass
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Tom and Mumtaz are testing rocks to see if they absorb water. They drip water onto the rock and observe what happens.
Yes, the water goes into the chalk.
SA
I think the chalk is absorbing the water.
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1 Environments and habitats
Continued Predict what will happen when you drip water onto your rocks. Then wet them very slowly. Do your rocks absorb water or are the rocks waterproof? Record your results on a table like this. Slate
Prediction
Will it absorb water?
Result
Did it absorb water?
No No
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Rock
Was your prediction right?
Digging up rocks
We dig up rocks in quarries, in deep mines and from river beds.
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We use tools, diggers, trucks and trains to dig and move the heavy rocks.
SA
Quarry
A quarry is a place where we dig rock at the Earth’s surface. Sometimes we use explosives to break rock into pieces. This is a dangerous job. Rocks we get from a quarry are limestone, marble, slate and sandstone. Deep mine A deep mine is a place where we dig up rock deep underground. People use spades and other tools. This is very dangerous work. Rocks we get from mines are coal, marble, salt.
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1.4 Rocks and the environment
River bed A river bed is a place where we dig stones. We use spades and big diggers.
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From rivers we dig sand, gravel and pebbles.
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When people dig up rocks they damage the environment. Trees and other plants are killed, animals are killed and loose their homes. Look at this picture. There was once a forest, a home for hundreds of animals and plants, now there is a hole with only a few animals and plants living there.
Question
SA
Close your eyes and think about working in a mine. It would be dirty, hot and dangerous. What might you see?
Using water to sort stones
We can use water to sort small rocks. Stones is another name for small rocks. The moving water in the bowl sorts lighter, smaller stones from the larger, heavier stones.
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1 Environments and habitats
Think like a scientist 3 Sorting stones with water You will need: a bowl of water and some stones or soil
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Draw your bowl with stones or soil in it.
Predict what will happen when you add and move the water. Add water and swirl the water. You will see the small pieces sorted by the water. How am I doing?
M
Pretend you discover rocks with gold in them under your school playground. Talk to a friend about how people could get the rocks!
When learning science, does it help you to close your eyes and imagine things?
SA
Look what I can do!
I can describe and compare different rocks.
I can talk about how rocks are dug up and how this affects the environment. I can sort rocks with water. I can make predictions and see if they were right. I can make and record observations in pictures and tables.
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1.5 How can we care for our environment?
1.5 How can we care for our environment? We are going to:
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• find out about how people can change the environment
• make observations and record them in pictures and tables • make predictions and see if they are right.
Getting started
• Have you seen litter or pollution where you live? Tell a friend about what you have seen.
litter material
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• Draw an animal which might be hurt by litter or pollution.
SA
nature reserve pollution protect recycle
27 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1 Environments and habitats
This beach is covered in litter. Dirty water comes from the pipe.
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Pollution is bad for animals and plants.
Questions
1 How can this pollution harm the animals and plants?
SA
2 What can we do to protect the animals and plants shown in the picture? Activity 1
Litter and pollution
Go outside and look for places where people have not cared for the environment.
28 Original material Š Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1.5 How can we care for our environment?
Continued Write, draw or photograph what you see. 1 How could people care for the environment better? 2 Why do people make pollution? 3 What could you do to help? Talk about your ideas.
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Make a poster to show your ideas.
These children are helping to protect the environment.
Questions
1 What are the children in the picture doing?
SA
M
2 Which materials can you recycle in school?
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1 Environments and habitats
This sign means that we can recycle materials. The arrows tell us that the material can be used again and not cause pollution.
Activity 2
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We can recycle: glass, paper, plastic, card, metal, electrical cells.
Making a nature reserve
We can improve the environment and make better habitats for animals and plants.
These children are looking at their school garden. It has not been cared for. There are few plants and animals.
SA
M
The children want to make this place into a nature reserve.
Plan how to make a nature reserve. It must be a good habitat for plants and animals. Write and draw your ideas.
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1.5 How can we care for our environment?
Think like a scientist Survey the environment Remember that litter can be dangerous, so talk to an adult before you pick up litter.
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Predict whether places in the school grounds will be good for living things. Now look around the school grounds. Perhaps you can also visit places outside school. Look for a good habitat for plants and animals. Do you see pollution? Make notes like this.
Place
How could we improve this place?
we can remove the litter and sow some seeds no – there is from the cars we could only one tree plant a tree
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school car park
Is there Predict – is Is it a good habitat? pollution? this a good place for living things? no no – there from cars are no plants and litter
SA
street outside no school
school allotment
yes
yes – there are many plants and animals
no
we could grow plants here for the school car park
31 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1 Environments and habitats
Continued Talk about the things you found. Were your predictions right? Could you do things to help the animals and plants?
How am I doing?
PL E
Who might help you?
Could you make the area around your home better? Tell a friend what you could do to improve your local environment.
When I am learning about the environment, does it help me to go outside and look for myself? Look what I can do!
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I can talk about ways that people can change the environment. I can record my observations with drawings and tables.
SA
I can make predictions and see if they are right.
32 Original material Š Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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Project: Our school’s outdoor environment
Project: Our school’s outdoor environment Make a small book about the environment of the school grounds. Think about: • habitats for plants
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• habitats for animals
• making an insect hotel
• ways to improve the outdoor school environment for plants and animals • making a nature reserve.
Use photographs, pictures and words to tell readers about the school grounds and the animals and plants that live there now.
Make sure you show some good habitats for animals and plants. Think of ways to improve habitats or make new ones.
SA
M
How would you care for and improve the outdoor spaces around the school?
33 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1 Environments and habitats
Check your progress Talk about the answers to these questions with your class. 1 Which two animals might live on the seashore?
lion fish rabbit
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Choose from:
goat
crab
earthworm
2 Which four things does the tree need in its habitat?
SA
M
Choose from:
soil
the Moon water
a rainbow the Sun
air a plant pot
34 Original material Š Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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Check your progress
Continued 3 a Where does this woman work? b What tools might she use?
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c What rock might she dig up?
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4 Why do we use slate for roofs?
SA
5 What does this sign mean?
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2 Forces and movement We are going to:
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2.1 Forces around us
• learn that forces can make things move and make things stop • make predictions and say if they are right
away
rocket
force
stretch
launch
squashing
pull/pulls
towards
push/pushes
SA
M
• work in a safe way.
Getting started
• Tell a friend about things that you move at home. • Do you have to push them or pull them to make them move? • Show a friend something that moves when you push it. • Now show them something that moves when you pull it.
36 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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2.1 Forces around us
PL E
Pushes and pulls are forces.
M
A push is a force away from you. A pull is a force towards you.
SA
This girl is pushing. These boys are pulling.
Forces can make things move and they can make things stop. This man uses a push to stop the ball.
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2 Forces and movement
Activity Using forces to move things and stop things
SA
M
PL E
You will need: a ball, a bowl of water, a balloon, a chair and a pencil
How can you make a ball move? Will the ball move if you push it? Will it move if you pull it?
How can you make it stop?
Try making the other things move and making them stop. Be careful of other people. Make sure you work in a safe way with the ball.
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2.1 Forces around us
PL E
There are small forces and big forces.
Omar pulls his toys with elastic. The elastic can stretch.
Questions
1 Which toy needs a big pull to make it move?
2 Which toy needs a small pull to make it move? 3 This man is pulling a big rock.
SA
M
Do you think the rock will move?
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2 Forces and movement
Think like a scientist Make a paper rocket launcher You will need: some paper and a plastic bottle
PL E
Zara has made a rocket. She can launch it by squashing the bottle with a push. Make your own paper rocket. Look at the pictures to see what to do.
2
3
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1
4
5
Use a small push to launch your rocket. Then use a big push. Launch your rocket from the floor.
SA
Predict how high the rocket will go each time. Use your hand to show how high you think your rocket will go. What happens when you use a small push? How is it different when you use a big push? Were your predictions correct? Remember to work safely. Do not launch your rocket towards people.
How am I doing?
Ask a friend to predict how high their rocket will go. Watch them launch their rocket. Can they say if their prediction was correct?
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2.1 Forces around us
Which of your five senses can you use to observe forces?
Look what I can do!
PL E
Can you use more than one sense?
I can say how a push or pull can make things move or make things stop. I can make predictions and say if they are correct.
SA
M
I can work in a safe way.
41 Original material Š Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Forces and movement
2.2 Changing shape We are going to: • learn that forces can change the shape of some objects • use objects to measure
PL E
• look for patterns in our results • record our results in a table. Getting started
• What do you do that changes the shape of things? • Say how you change the shape of each thing. • Make a list with your class.
M
How do we change the shape of things? • chewing food
SA
• folding clothes
42 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
2.2 Changing shape
Look at these objects. We can change the shape of the objects. We can use forces to make bread. We can use forces to make clay into the shape of a pot.
height
pattern
investigate
results
measure
shape
object
M
PL E
We can use forces to change the shape of wood.
Think like a scientist 1
SA
Finding patterns in results
You will need: a ball of soft clay and some counting bricks
Drop a ball made from soft clay. Count the bricks to measure the height you drop the ball from.
Height
Observe how the shape of the ball changes. Make the clay back into a ball and drop it again from a different height.
43 Original material Š Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Forces and movement
Continued Record your results by writing or drawing in a table like this one.
Is there a pattern?
Result
PL E
How does the result change for the different heights?
2 4 6 8
Height bricks bricks bricks bricks
A pattern in results is when there is a similar change in the result each time.
Use the pattern to predict what will happen if you drop the ball from a height of 10 bricks. Think like a scientist 2
How forces can change rubber bands
M
You will need: some books, a big rubber band, sticky notes, a small rubber band and a paperclip
SA
Look at the pictures to see what to do.
The books are pulling on the rubber band.
44 Original material Š Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
2.2 Changing shape
Continued Investigate what happens to the rubber band when there is a bigger pull. Use the sticky notes to measure the length of the rubber band. Record your results in a table like this.
Number of sticky notes 1
PL E
Number of books 0 1 2 3
Try to find the pattern in your results. How am I doing?
M
Check your friends’ measurements. Have they measured the length of the rubber band correctly?
Did you add one book each time?
SA
Was that a good way to do take the measurements? Lola has done an investigation to see how forces change rubber bands. Here are her results.
Number of books 0 3 1 2
Number of sticky notes 1 4 2 3
There is no pattern in my results.
45 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Forces and movement
Questions 1 Lola is wrong. Can you see why? 2 Why is it a good idea to add one book each time? Look what I can do!
PL E
I can say how forces can change the shape of some objects. I can use objects to measure.
I can find patterns in my results.
SA
M
I can record my results in a table.
46 Original material Š Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
2.3 Changing speed
2.3 Changing speed We are going to: • find out how forces make things go faster or slower • ask questions about how to make things go faster or slower
PL E
• look for patterns in our results
• investigate carefully and safely. Getting started Mia has a new bike.
• How can she go faster?
• How can she go slower?
M
• Tell your friends what you think.
brakes
slow
explain
slower
fast
slow down
faster
speed
pedals
speed up
To go faster on a bike you push on the pedals.
SA
To go slower you pull on the brakes.
Going faster is called speeding up. Going slower is called slowing down. Your speed is how fast you are moving. When something speeds up or slows down it is because of a force.
brakes
Question
How can you make other things speed up or slow down?
pedals
47 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Forces and movement
Think like a scientist 1 Asking questions about speed
M
Look at the children in the park.
PL E
You will need: some sticky notes
Dai uses some cards to make a question.
SA
Do you know the answer?
Think of some other questions about speed. Talk about how to find out the answers with your friends.
48 Original material Š Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
2.3 Changing speed
Did you find it easy to think of questions about speed? Asking questions is an important part of science. Can you ask any other science questions?
Blow the ball You will need: a ball
PL E
Think like a scientist 2
Sofia and Marcus are trying to make a ball speed up and slow down.
SA
M
Marcus pushes the ball towards Sofia. Sofia blows towards the ball. The air pushes the ball to make it go slower.
49 Original material Š Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Forces and movement
Continued How can they make the ball go faster without touching it? Try doing this with a ball.
PL E
Try to make the ball slow down and speed up. Make sure you use the ball safely.
The bigger the push, the ...
Sofia thinks there is a pattern in how the ball moves.
M
Try to help her explain the pattern. How am I doing?
Watch some friends as they blow a ball. Are they being safe? Observe the ball carefully.
SA
Can they make the ball slow down? Can they make it speed up?
50 Original material Š Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
2.3 Changing speed
A bowling ball needs to have lots of speed to knock over the pins.
Question How would you make a bowling ball go fast? Look what I can do!
PL E
I can say how forces can make something move faster or slower. I can ask questions about how to make something move faster or slower. I can find patterns in my results.
SA
M
I can investigate carefully and safely.
51 Original material Š Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Forces and movement
2.4 Changing direction We are going to: • find out how forces make things change direction • predict what we think will happen • find out how a diagram is different to a picture.
Getting started
diagram
PL E
• say if our predictions are correct or not
direction turn
• Adjo is being pulled along. What is going to happen?
SA
M
• How can Adjo not crash?
52 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
2.4 Changing direction
When you are going one way and then you turn to go a different way you change direction. Forces are needed to make things change direction.
Activity Feel the force
PL E
This boat has pushed the water to make it turn.
The children are playing a running game.
SA
M
They have to change direction when someone says ‘Change’.
Try playing this game.
How do you change direction? Can you feel the forces you use?
53 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Forces and movement
Think like a scientist This way or that way? You will need: a ball, a large piece of paper and two coloured marker pens
PL E
Arun and Zara are investigating how a ball changes direction when they push it.
They make a diagram to show their prediction. A diagram is different from a picture. Diagrams only show the things that are important. They have labels and arrows.
SA
M
Arun and Zara then test their prediction.
Was their prediction correct? Try doing this investigation. Draw a diagram to show your prediction and your result. Use a different colour for your prediction. How am I doing?
Have a look at your friends’ diagrams. Can they say if their predictions were correct or not?
54 Original material Š Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
2.4 Changing direction
Sometimes, when a prediction is wrong you learn something new. Were your predictions correct? What did you learn?
Question
PL E
These people are playing wheelchair basketball.
How can they make the wheelchairs change direction? Look what I can do!
I can say how forces can make something change direction. I can predict what I think will happen.
I can say if my predictions are correct or not.
SA
M
I can say how a diagram is different to a picture.
55 Original material Š Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Forces and movement
Project: How people use forces Paco is a school caretaker. How does he use forces to look after the school?
PL E
He uses forces to sweep.
pull
push
He uses forces to mend things.
Push
M
Push
SA
He uses forces to move things.
Are there other people who use forces in your school? Do you have a cook, a cleaner or a gardener who use forces? Do the learners and teachers use forces? Choose some people in your school and make a list of the different ways they use forces. Draw pictures of them or photograph them using forces. Label the pushes and pulls used in your drawings.
56 Original material Š Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
Check your progress
Check your progress Talk about the answers to these questions with your classmates.
PL E
1 Is this girl pulling or pushing? How do you know?
M
2 Here is a ball bouncing towards Kamili. a How can she stop it?
SA
b How can she make it change direction?
57 Original material Š Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Forces and movement
Continued 3 Vishni and Chipo are riding bicycles. a How can Chipo go faster? b How can Vishni slow down?
PL E
c How can they change direction? 4 Nico makes a prediction.
Is his prediction correct?
SA
M
If I kick the ball straight at the net, I will score a goal!
58 Original material Š Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.