Primary Science Workbook 2 Sample

Page 1

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Cambridge Primary Science These workbooks are filled with exercises that help your students practise what they have learnt and encourage them to think and work scientifically. Focus, Practice and Challenge exercises provide clear progression through each topic, helping learners see what they’ve achieved. The drawing and writing activities give learners more experience with scientific vocabulary, which helps them to develop their language skills. These different types of exercises and activities make the book ideal for use in the classroom or as homework.

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CAMBRIDGE

Primary Science

• Active learning opportunities help students apply their knowledge to new contexts • Three-tiered exercises in every topic help learners see and track their own learning • Varied exercise types keep learners interested • Write-in for ease of use • Answers to all activities can be found in the accompanying teacher’s resource

Workbook 2

For more information on how to access and use your digital resource, please see inside front cover.

✓ P rovides learner 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.

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This resource is endorsed by Cambridge Assessment International Education

Jon Board & Alan Cross

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

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1.1 Habitats

This local environment is a habitat for many living things. 2 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.

1.1 Habitats

Focus

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1 Draw a living thing from this environment in each of the boxes.

Practice

Look at these two habitats.

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

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

SA

Use these words:

living things

cool

dry

forest

eat

plant

a A habitat is the natural home of an animal or _______________. b The desert habitat is hot and _______________. c The forest habitat is _______________. d The desert habitat has fewer _______________. e There are many living things in the _______________. f The forest animals have many plants to _______________. 3

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

Challenge 3 Complete the table. Say where the bird, tree and rabbit find what they need to live.

food bird

Where they find it on the ground and around the tree

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Living thing What each living thing needs water home light tree

water soil

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food

underground

rabbit

water

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home

4 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.

1.2 Plants in different habitats

1.2 Plants in different habitats Focus 1 This plant needs light, water, soil and air. Draw a good habitat around the plant.

SA

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Make sure the plant has all it needs.

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

soil

rock

Sun

trowel

water

gardener 5

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

Practice A glasshouse is a house made of glass for plants to grow in. 3 a Draw what you would put inside this glasshouse to make it a good place for plants.

SA

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b Label the things you draw.

6 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.

1.2 Plants in different habitats

Challenge Some habitats are good for plants. Here plants will grow. Some habitats are not so good for plants. Here plants will not grow well. Some habitats are so bad for plants they won’t grow at all.

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Look at these three habitats.

hot desert

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by a river

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very cold

Marcus plants a seed in each habitat.

7 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

4 Complete these sentences to say how the seed will grow. Use these words:

grow

die

water

a In the hot desert the seed will _______________.

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b In the cold habitat the seed will _______________. c By a river the seed will _______________.

SA

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d The seed by the river grows best because it has _______________.

8 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.

1.3 Animals in different habitats

1.3 Animals in different habitats Focus 1 Look at these animals and these local habitats.

M

goat

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Draw a line to show where each animal might live.

river

SA

duck

tree

crab

bird

seashore

field

9 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

M

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Practice

Each animal in the picture needs a habitat. 2 Complete the sentences using these words:

river

SA

forests

grass

flowers

eagle

fields

a The habitat for the mice is by the tree, in the _______________. b The habitat for the frog is in and by the _______________. c The habitat for the rabbits is around the trees and across the _______________. d The bees have a nest in the tree but y all around looking for _______________. e The eagle hunts around many fields, rivers and _______________. f The animal with the largest habitat is the _______________.

10 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

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Challenge

3 Complete the sentences with these words:

habitat

animals

river

grow

die

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plants

a Lots of plants live by the _______________. These plants have a good habitat so they can live and _______________.

SA

b Rabbits and mice eat seeds and _______________. The snake and eagle eat small _______________.

c A living thing finds what it needs in the right _______________. Without the things it needs a plant or animal will _______________.

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

plants need

light water soil air food a home

animals need

11 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

1.4 Rocks and the environment Focus 1 Draw a line from how we use a rock to the right rock. Rock

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How we use the rock Chalk

A very soft rock used to make sticks for writing. Marble

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A hard, strong rock used in floor tiles, wall tiles and to make statues. Coal

A black rock which we can burn to keep us warm. Slate Can be blue, purple or grey. It is smooth to touch and often used in floor and roof tiles. Granite A very strong rock used to make bridges and buildings. It has bits in it that are easy to see.

12 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.

1.4 Rocks and the environment

Practice We dig rocks from the Earth in different ways. 2 Use these words to complete the sentences.

rocks

a This is a quarry.

stones

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machines

On the surface workers use diggers and explosives to

break up the _______________. Limestone is a rock we dig up in quarries.

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b This is a mine.

Underground workers break the rock with explosives, tools and

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_______________. Coal is a rock we dig up in mines.

c This is a riverbed where workers dig out sand, rocks and _______________.

Sand, rocks and stones are used for building.

13 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

Challenge

M

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The machine is going to clear the land for a quarry.

3 Finish each sentence to say what will happen.

SA

Use these words:

home

lost

again

polluted

die

a The habitat of plants and animals will be _______________. b The river will be _______________. c Many animals may have to move to look for a new _______________. d Very few animals and plants will be able to stay, many will _______________. e Animals and plants may never live here _______________.

14 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.

1.5 Can we care for our environment?

1.5 Can we care for our environment? Focus Some children looked at this environment and said these things.

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The plants have been hurt by the people.

Cutting down the trees is bad for the environment.

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1 Tick the things which are right.

SA

There is nothing we can do.

Litter in the pond has killed the fish.

2 Draw three things that you could do to make the environment better.

15 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

Practice

recycle paper

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3 Draw arrows to explain each symbol.

recycle cans

recycle plastic

4 In Dan’s class the children recycle paper each day. Day

Monday

Lessons

English

Wednesday

Thursday

Friday

English

English

English

English

Maths

Maths

Maths

Maths

Science

PE

Science

Swimming

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Maths

Tuesday

History

Technology 70

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Paper pages recycled

80

40

70

30

a On which day did they recycle most paper? _______________ b On which day did they recycle least paper? _______________ c Why did they recycle less paper on Wednesday and Friday? _________________________________________________________________

d How could the class use less paper? _________________________________________________________________ 16 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.

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1.5 Can we care for our environment?

Challenge

The forest is being cut down to make paper. 5 Sia and Jaz are counting the animals that live in the forest. Month

Number of animals

January

February

March

April

May

June

65

59

48

42

33

28

17 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

a What is happening to the number of animals in the forest? __________________________________________________________________ b If they count the animals in July, what might be the number?

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__________________________________________________________________ c Where have the animals gone?

__________________________________________________________________ __________________________________________________________________

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d Why have the animals gone?

__________________________________________________________________

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__________________________________________________________________ e How could we protect the animals? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

18 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

2.1 Forces around us Focus

toy boat

comb

wheelbarrow

kite

skateboard

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ball

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1 Draw these things or write their names in the right boxes.

SA

Things I push

Things I pull

19 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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2 Forces

Practice 2 Finish these sentences. Use these words.

a

small force

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big force

The elephant is using a _____________________.

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b

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The ant can push a leaf with a _____________________. c

I can move scissors with a _____________________.

d

The train needs a _____________________ to make it move. 20 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.

2.1 Forces around us

Challenge 3 Finish these sentences. Use these words.

towards you

stop

away from you

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move

a A push is a force _____________________. b A pull is a force _____________________.

c Forces can make things _____________________.

d Forces can make things _____________________. 4 Write the correct word in each arrow. Use these words.

pull

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push

21 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

2.2 Changing shape Focus 1 a Find these words in the word search. b Write each word when you find it.

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object          shape              change

________________________ ________________________ ________________________

pattern          height         measure

________________________ ________________________ ________________________

m

e

a

s

u

r

e

t

s

f

u

b

a

z

h

p

w

o

i

p

a

t

t

e

r

n

b

a

i

q

e

p

i

e

b

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a

j

b

c

h

a

n

g

e

x

e

d

l

k

j

g

h

f

d

c

s

a

p

o

i

t

u

y

t

z

d

a

q

f

w

r

t

u

b

a

s

h

a

p

e

e

22 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

Practice Mina is using forces to change the shape of clay. She is pushing down and rolling the clay.

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She counts how many times she rolls the clay.

2 a Measure her piece of clay using paperclips.

After rolling 40 times

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M

After rolling 10 times

After rolling 30 times

After rolling 20 times

b Write your measurements in the table. Number of rolls

Number of paperclips long

10 20 30 40

23 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

Challenge 3 Max also rolls and measures clay. Here are his results. Number of paperclips long

5

2

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Number of rolls 10

4

15

7

20

10

a How long was the clay after 15 rolls? _______________ b How long was the clay after 5 rolls? _______________

c How much longer was the clay after 15 rolls than after 5 rolls?

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_______________

d Choose the right words to finish this sentence.

...harder it gets.

...longer it gets.

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...shorter it gets.

The more you roll the clay the _______________

e Max’s clay got longer than Mina’s clay. Why do you think they were different? __________________________________________________________________ __________________________________________________________________

24 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.

2.3 Changing speed

2.3 Changing speed Focus 1 Will these things move fast or slow?

Big push

Practice

slow

Small push

fast

slow

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fast

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Draw a ring round the correct answer in the table.

2 Finish the sentences about this drawing of a bike.

SA

Use these words.

brake

Small push

fast

slow

push

slow down

Big push

fast

slow

speed up pull

_________________ the brakes to _________________

pedal

_________________ the pedals to _________________ 25

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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2 Forces

Challenge 3 Sofia is playing on a roundabout. a How can Sofia go faster? __________________________________________________________________

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__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ b How can Sofia slow down? _________________________________________ __________________________________________________________________ __________________________________________________________________

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__________________________________________________________________

2.4 Changing direction

SA

Focus

1 Use these words to finish the sentences.

faster

turn

slower

direction

a A bigger push will make an object move _______________. b A smaller push will make an object move _______________. c Forces can make moving objects change _______________. d Pushes and pulls can make moving objects _______________.

26 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

Practice 2 How can you get the ball in the net?

SA

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Draw an arrow each time to show which way to kick the moving ball.

27 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

Challenge You will need: a sheet of paper Will the paper fall fast or slowly?

Use these words.

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3 Predict what will happen each time the paper is dropped. Write your prediction in the table.

falls fast

falls slowly

4 Drop the paper in different ways. Write what happened in the table. 5 Were your predictions correct or not? Write this in the table. B

C

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A

SA

What do you predict will happen? What happened? Was your prediction correct?

6 Finish these sentences. A and B change _______________. C does not _______________ until it hits the oor. 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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