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Cambridge Primary Science These workbooks are full of activities that help your learners 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 for homework.
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CAMBRIDGE
Primary Science
• Active learning opportunities help learners apply their knowledge to new contexts • Three-tiered exercises in every topic help students see and track their own learning • Varied exercises types keep learners interested • Write-in for ease of use • Answers to all activities can be found in the accompanying teacher’s resource
Workbook 4
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
Fiona Baxter & Liz Dilley
Visit www.cambridgeinternational.org/primary to find out more.
Second edition
Digital access
Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication
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We are working with Cambridge Assessment International Education towards endorsement of this title.
Original material Š Cambridge University Press 2020. 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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CAMBRIDGE
Primary Science Workbook 4
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Fiona Baxter & Liz Dilley
Original material Š Cambridge University Press 2020. 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.
Contents
Contents 1 Living things Bones and skeletons
2
1.2
Why we need a skeleton
5
1.3
Skeletons and movement
9
1.4
Different kinds of skeletons
12
1.5
Medicines and infectious diseases
15
2 Energy
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1.1
Energy around us
18
2.2
Energy transfers
21
2.3
Energy changes
2.4
Energy and living things
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2.1
26
29
3 Materials 3.1
Materials, substances and particles
33
3.2
How do solids and liquids behave?
36
3.3
Melting and solidifying
40
3.4
Chemical reactions
45
4 Earth and its habitats 4.1
The structure of the Earth
49
4.2
Volcanoes 52
4.3
Earthquakes 55
4.4
Different habitats
58
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Contents
5 Light How we see things
62
5.2
Light travels in straight lines
65
5.3
Light reflects off different surfaces
68
5.4
Light in the solar system
71
5.5
Day and night
76
5.6
Investigating shadow lengths
6 Electricity
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5.1
79
6.1
Which materials conduct electricity?
82
6.2
Does water conduct electricity?
86
6.3
Using conductors and insulators in electrical appliances
88
6.4
Switches 92
6.5
Changing the number of components in a circuit
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Acknowledgements
95 99
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How to use this book
How to use this book 1 Living things
1 Living things
1.2 Why we need a skeleton
This workbook provides questions for you to practise what you have learned in class. There is a topic to match each topic in your Learner’s Book. Each topic contains the following sections:
1.2 Why we need a skeleton
Focus 1
Match the bones of the skeleton with their functions.
Draw lines from the names of the bones to their function. Focus
Different bones can have the same function, or more than one function.
Match the bones of the skeleton with their functions. Draw of the bones to their function. Bone lines from the names Function Different bones can have the same function, or more than one function.
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1
Skull
Support
Bone
Focus: these questions help you to master the basics
Function
Ribs
Movement
Skull Arm bone
Support Protection
Ribs Spine
Movement
Arm bone Practice
Protection
2
Read the text about skeletons and answer questions about what you have read. Spine
Our skeleton supports our body. It makes a strong frame inside the body. It gives
Practice our body shape and makes it firm. Our skeleton also protects organs inside the body. 2
Read the text about skeletons and answer questions about what you have read.
We grow and get bigger because our skeleton grows. We begin to grow at birth. Our bones get longer and thicker each year. When are about 18 to 20 years old, our bones Ourgrowing. skeleton supports our body. It makes a strong frame inside the body. It gives stop
our body shape and makes it firm. Our skeleton also protects organs inside the body.
Sometimes we fall or have accidents and break our bones. A broken bone is called a fracture. Doctors takebigger specialbecause photos called X-rays to grows. see if a We bonebegin is broken or not. We grow and get our skeleton to grow at birth. Our The broken ends of the bone slowly grow back together again.
Practice: these questions help you to become more confident in using what you have learned
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bones get longer and thicker each year. When are about 18 to 20 years old, our bones stop growing. Sometimes we fall or have accidents and break our bones. A broken bone is called a fracture. Doctors take special photos called X-rays to see if a bone is broken or not. The broken ends of the bone slowly grow back together again.
1.1
4
Bones and skeletons
Challenge 3
Match the skeletons with the animals they come from. Write the letter of each skeleton next to the name of the animal it comes from. Animal
4
Skeleton
Bird
Rabbit
Challenge: these questions will make you think more deeply
Frog
Crocodile
A
Y
B X
W
Z
C
4
D
Name the parts on Skeleton A. W is the _______________________________________________________________________ X is the ________________________________________________________________________
v
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1
Living things
1.1 Bones and skeletons Focus
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Use the words in the word box to label the skeleton.
rib cage
arm bone
spine
jaw
leg bone
skull
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1
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1.1
Bones and skeletons
Practice 2 a What are the bones of the head called?
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b What are the bones of the chest called?
c What is the row of bones in our back called?
d Name the bone that moves when we chew food.
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e Why do you think the bones of your skeleton are different shapes and sizes?
Challenge
3 Match the skeletons with the animals they come from. Write the letter of each skeleton next to the name of the animal it comes from. Animal
Skeleton
Bird
Rabbit Frog
Crocodile
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1 Living things
A
Y
W
X
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Z
B
C
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D
4 Name the parts on Skeleton A. W is the
X is the Y is the Z is the
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1.2
Why we need a skeleton
1.2 Why we need a skeleton Focus 1 Match the bones of the skeleton with their functions. Draw lines from the names of the bones to their function. Different bones can have the same function, or more than one function.
Skull Ribs Arm bone Spine
Practice
Function
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Bone
Support
Movement Protection
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2 Read the text about skeletons and answer questions about what you have read.
Our skeleton supports our body. It makes a strong frame inside the body. It gives our body shape and makes it firm. Our skeleton also protects organs inside the body. We grow and get bigger because our skeleton grows. We begin to grow at birth. Our bones get longer and thicker each year. When are about 18 to 20 years old, our bones stop growing.
Sometimes we fall or have accidents and break our bones. A broken bone is called a fracture. Doctors take special photos called X-rays to see if a bone is broken or not. The broken ends of the bone slowly grow back together again.
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1 Living things
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a Name three reasons why a skeleton is important.
b Explain what would happen to a baby if its skeleton did not grow.
c What is a fracture?
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d How can doctors find out if a bone is broken?
e How do broken bones mend?
f Why do you think some animals with skeletons are very big, but animals like worms are usually small?
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1.2
Why we need a skeleton
Challenge 3 In this exercise you will find information from a bar chart. Nasreen measured the length of the upper arm bone of some people in her family. She drew this bar chart to show her results. Use the graph to answer the questions. 36 34
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32 30 28 Length of upper arm bone in cm
24 22 22 20 18 16 14 12
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10 8 6 4 2 0
Nasreen
Ahmed
Meshack
Fatima
Ali
a Who had the longest upper arm bone?
b How long is the shortest upper arm bone?
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1 Living things
c Nasreen’s two brothers are Ahmed and Ali. Which brother is the oldest? Explain your answer.
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d Put Nasreen and her brothers in age order. Explain your answer.
e Who are Nasreen’s parents?
Explain how you know this.
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f
g Which function of the skeleton does the graph show?
h Nasreen has a baby sister, Meera. Predict the length of Meera’s upper arm bone. Draw a new bar on the graph to show your prediction.
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1.3
Skeletons and movement
1.3 Skeletons and movement Focus 1
Complete the sentences to explain how the muscles in your arm work. Use each of the words in the box once.
pairs
shorter
When I lift a weight, the muscle at the front of my arm
contracts
longer
.
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and gets
relaxes
The muscle at the back of my arm and gets work in
.
Label the drawing showing the changes in the arm muscles when you lower your arm.
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2
. This shows that muscles
arm drops
Practice 3
Fill in the missing words to complete the sentences about how our muscles work. Muscles work by
on the
they are joined to.
Muscles work in
. When one muscle
the other muscle
.The muscle that contracts gets . The muscle that relaxes gets
,
.
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1 Living things
4 Underline the word that makes each of the sentences true. The muscle that is working contracts/relaxes. The muscle that is resting contracts/relaxes.
Challenge
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5 Amira and Jessie made a model to show how muscles work. This is what their model looked like.
a Which part of the body does each part of the model represent? A
B C
D
b What happens to part C when you pull on part B?
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1.3
Skeletons and movement
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Make a drawing to show this.
c Underline the correct words in the following sentences to explain your drawing. Part B relaxes / contracts and gets shorter / longer. Part B pulls / pushes on part C and makes it drop / lift.
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1 Living things
1.4 Different kinds of skeletons Focus
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1 Look at the pictures. Which of the animals have a skeleton inside their body? Put a tick (✓) in the box below the picture of each animal that has a skeleton.
2 a Write the word for animals that have a backbone.
b Write the word for animals that do not have a backbone.
c Write the word for a type of skeleton found on the outside of an animal’s body.
d Which animals in the pictures have the type of skeleton you named in the previous question? Put a cross (✗) in the box under the picture of these animals.
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1.4
Different kinds of skeletons
Practice 3 Look at the pictures of some invertebrates.
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a Use the identification key to identify each animal. Write the animal’s name in the correct box on the key.
ant
bee
snail
spider
worm
centipede
slug
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Does the animal have legs?
yes
no
Does it have 6 legs?
Does it have a shell?
yes
no
yes
no
Does it have wings?
Does it have 8 legs?
e
Does it have many body segments?
yes
no
yes
no
yes
no
a
b
c
d
f
g
a is
b is
c is
d is
e is
f is
g is
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1 Living things
b Why are all the animals in the key invertebrates?
c Name a vertebrate that has
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legs and wings
no legs and no wings.
Challenge
4 Write questions to complete the key to identify the animals in the pictures. We have written the first question for you.
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Does the animal live on land?
yes
yes
yes
no
yes
no
no
yes
no
yes
no
no
yes
no
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1.5
Medicines and infectious diseases
1.5 Medicines and infectious diseases Focus 1 Mark each of these statements as either true � or false �.
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A Medicines make us better when we are sick.
B Check with an adult before you take any medicines. C Medicines cannot stop us from getting illnesses.
D Plants and animals can have infectious diseases.
Practice
2 a Find six ways we take medicines in the word grid. Circle your answers.
In the grid, some words are written from left-to-right, and some words are written from top-to-bottom.
n
j
e
c
t
i
o
n
n
w
e
r
t
a
n
i
o
injection
h
a
s
d
f
b
h
n
l
inhaler
a
c
b
r
u
l
l
t
h
tablet
l
e
d
i
n
e
m
m
d
mixture
e
v
f
p
q
t
d
e
f
r
u
r
k
l
g
o
n
u
m
i
x
t
u
r
e
t
p
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i
drip
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1 Living things
b Which type of medicine in the word grid can prevent an illness?
Challenge
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c Which type of medicine in the word grid can help a person who has breathing problems?
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Marcus has a headache. He finds some tablets in the bathroom. He takes three tablets.
My mother takes these, so they must be okay.
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1.5
Medicines and infectious diseases
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3 Marcus did not take this medicine safely. Write down four things that are unsafe about the way Marcus took this medicine.
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2 Energy
ving thingsLiving things
2.1 Energy around us
Focus
a
b
d
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c
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1 Look at the pictures. Identify the form or forms of energy shown in each picture. Write your answers under the pictures.
Practice
2 Decide which of the sentences about types of energy are true and which are false. Tick (✓) the boxes to show the true sentences. Put a cross (✗) in the boxes to show the false sentences.
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True
False
a Things that do not move do not have energy. b Our bodies contain energy. c There is light energy in wind.
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d A stove gives off heat energy e A TV set gives off movement energy f There is energy in running water. 3
Energy makes things change. In each of the pictures, say how energy changes things.
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a
b
c
d
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2 Energy
Challenge 4 Unscramble the mixed-up words to name the types of energy. Then name something that has this kind of energy. Mixed-up word
Type of energy
Something that has this kind of energy
veomtnem ehta nosdu
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ghitl
5 Sofia threw a ball to Zara. The ball fell to the ground before it reached Zara.
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a Why was the ball able to move through the air?
b Why did the ball not move far enough to reach Zara?
c What can Sofia do to make the ball reach Zara? Say why.
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2.2
Energy transfers
2.2 Energy transfers Focus 1 We can think of the way energy moves from one object to another object as an energy chain. Here is an example of an energy chain for drying washing in the Sun: washing
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Sun
Complete the energy chains for the energy transfers in the pictures. a
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b
c
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2 Energy
Practice
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d
2 Why does a block of ice melt if you hold it in your hand?
3 The picture shows a spinning top toy.
a What form of energy makes the toy work?
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b How does the energy make the toy work? Use the words ‘energy’ and ‘transfer’ in your answer.
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2.2
Energy transfers
4 The picture shows a solar water heater. cold water
Sun
hot water
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solar panels
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Draw an energy chain to show the energy transfers that happen to heat the water.
Challenge
5 Class 4 investigated energy transfers. They measured the time it took for a bead in a blob of petroleum jelly to fall off a spoon in hot water at different temperatures. Here are their results.
Water temperature in °C
Time for bead to fall off in minutes
40
12
50
10
60
8
70
6
80
5
90
3
100
2
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2 Energy
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Time for bead to fall off (minutes)
Draw a dot-to-dot graph of the results.
Water temperature (oC)
a Why did the bead fall off the spoon?
b At which temperature did the bead take the longest time to fall off the spoon?
c At which temperature did the bead fall off the spoon quickest?
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2.2
Energy transfers
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d Describe any pattern that you can see in the results.
e Write a reason for the pattern.
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f Predict how much time it will take for the bead to fall off the spoon if the water temperature is 30 °C. Add this data point to your graph and join the dots.
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2 Energy
2.3 Energy changes Focus 1 Identify the energy changes in each of the pictures. Write the name of the form of energy in each of the boxes to show how energy changes form.
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a
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b
c
d
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2.3
Energy changes
Practice 2 Sometimes the form of energy changes when the energy is transferred. Look at the pictures and fill in the table for each picture.
D
C
What form of energy is transferred?
E
Where does the energy go to?
Does the form of energy change? If so, how?
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Picture
B
PL E
A
A B C
D E
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2 Energy
Challenge 3 Read the sentences and then answer the questions. Vikal’s classroom is cold and dark in winter. Before Vikal starts writing in his workbook, he rubs his hands together. The teacher switches on the light so the class can see the whiteboard better. The teacher shows the class a video on her computer. At break Vikal eats a banana. He then plays football with his friends until he hears the bell ring at the end of break.
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a Why does Vikal rub his hands together?
b Draw an energy chain to show the energy change when he does this.
c Describe the energy change that makes the light work.
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d Draw an energy chain to show the energy changes that happen in the teacher’s computer.
e Where does Vikal get energy from to play football?
f
Draw an energy chain of the energy changes that allow Vikal to kick the ball.
g Name the form of energy that tells Vikal that break has ended.
h Why is he able to hear the sound?
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2.4
Energy and living things
2.4 Energy and living things Focus 1 The food chains below are not correct. Put the living things in each food chain in the right order and rewrite each food chain. cabbage
b bird
caterpillar
corn
leaf
cat
locust
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c lizard
duck
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a snail
d melon
eagle
snake
mouse
Practice
2 Look at the pictures.
rabbit
plant
eagle
rat
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2 Energy
a Which living thing is a producer?
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b What do we call consumers that eat plants?
c Name the two consumers that eat plants.
d Which animal is a predator?
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e Which animals are prey for this predator?
f
Which animal could be an omnivore? Say why.
g Draw a food chain for a producer and a consumer from the picture.
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2.4
Energy and living things
Challenge
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h Draw a food chain for a producer, a predator and prey from the picture.
3 Look at the drawing of a food chain below.
deer
tiger
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grass
a Why is the grass plant at the start of the food chain?
b How does the grass get its food?
c What do the arrows in the food chain show?
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2 Energy
d Describe in your own words the information that the food chain drawing shows.
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e In this food chain, will the organisms always be in the same order? Say why or why not.
4 Bears are omnivores that live in the same forests as tigers.
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What is an omnivore?
Add a bear to the food chain. Draw the new food chain.
32 Original material Š Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication
