CAMBRIDGE PRIMARY
Science
Challenge
6
Fiona Baxter and Liz Dilley
University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 4843/24, 2nd Floor, Ansari Road, Daryaganj, Delhi – 110002, India 79 Anson Road, #06–04/06, Singapore 079906 Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/ 9781316611210 © Cambridge University Press 2016 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2016 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 Produced for Cambridge University Press by White-Thomson Publishing www.wtpub.co.uk Editor: Sonya Newland Designer: Clare Nicholas Printed in the United Kingdom by Latimer Trend
A catalogue record for this publication is available from the British Library ISBN 978-1-316-61121-0 Paperback Additional resources for this publication at www.cambridge.org/ Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter. Cover artwork: Bill Bolton
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Contents Introduction
4
1
5
Humans and animals
1.2 The heart
6
1.5 The digestive system
8
1.6 What do the kidneys do?
9
1.7 What does the brain do?
11
2
14
Living things in the environment
2.4 Food chains in different habitats
15
2.5 Deforestation
18
2.6 Air pollution
21
2.7 Acid rain
23
2.9 Take care of your environment
26
3
29
Material changes
3.2 Mixing and separating solids
30
3.5 Solutions
32
3.6 Making solids dissolve faster
35
3.7 Grain size and dissolving
37
4
40
Forces and motion
4.3 Balanced and unbalanced forces
41
4.5 Forces and energy
43
4.6 Friction
45
4.7 Investigating friction
47
5
50
Electrical conductors and insulators
5.2 Does water conduct electricity?
51
5.3 Do different metals conduct electricity equally well?
53
5.6 Changing the number of components
55
5.8 Length and thickness of wire in a circuit
57
5.9 How scientists invested batteries
60
Answers
63
Glossary
70
3
Introduction This series of primary science activity books complements Cambridge Primary Science and progresses, through practice, learner confidence and depth of knowledge in the skills of scientific enquiry (SE) and key scientific vocabulary and concepts. These activity books will: • enhance and extend learners’ scientific knowledge and facts • promote scientific enquiry skills and learning in order to think like a scientist • advance each learner’s knowledge and use of scientific vocabulary and concepts in their correct context. The Challenge activity books extend learners’ understanding of the main curriculum, providing an opportunity to increase the depth of their knowledge and scientific enquiry skills from a key selection of topics. This workbook is offered as extension to the main curriculum and therefore it does not cover all the curriculum framework content for this stage.
How to use the activity books These activity books have been designed for use by individual learners, either in the classroom or at home. As teachers and as parents, you can decide how and when they are used by your learner to best improve their progress. The Challenge activity books target specific topics (lessons) from Grades 1–6 from all the units covered in Cambridge Primary Science. This targeted approach has been carefully designed to consolidate topics where help is most needed.
How to use the units Unit introduction Each unit starts with an introduction for you as the teacher or parent. It clearly sets out which topics are covered in the unit and the learning objectives of the activities in each section. This is where you can work with learners to select all, most or just one of the sections according to individual needs. The introduction also provides advice and tips on how best to support the learner in the skills of scientific enquiry and in the practice of key scientific vocabulary.
4
Introduction
Sections Each section matches a corresponding lesson in the main series. Sections contain write-in activities that are supported by: • Key words – key vocabulary for the topic, also highlighted in bold in the sections • Key facts – a short fact to support the activities where relevant • Look and learn – where needed, activities are supported with scientific exemplars for extra support of how to treat a concept or scientific method • Remember – tips for the learner to steer them in the right direction.
How to approach the write-in activities Teachers and parents are advised to provide students with a blank A5 notebook at the start of each grade for learners to use alongside these activity books. Most activities will provide enough space for the answers required. However, some learner responses – especially to enquiry-type questions – may require more space for notes. Keeping notes and plans models how scientists work and encourages learners to explore and record their thinking, leaving the activity books for the final, more focused answers.
Think about it questions Each unit also contains some questions for discussion at home with parents, or at school. Although learners will record the outcomes of their discussions in the activity book, these questions are intended to encourage the students to think more deeply.
Self-assessment Each section in the unit ends with a self-assessment opportunity for learners: empty circles with short learning statements. Teachers or parents can ask learners to complete the circles in a number of ways, depending on their age and preference, e.g. with faces, traffic light colours or numbers. The completed self-assessments provide teachers with a clearer understanding of how best to progress and support individual learners.
Glossary of key words and concepts At the end of each activity book there is a glossary of key scientific words and concepts arranged by unit. Learners are regularly reminded to practise saying these words out loud and in sentences to improve communication skills in scientific literacy.
1
Humans and animals
What learners will practise and reinforce
The activities in this Challenge unit give learners further practice in the following topics in the Learner’s Book and Activity Book: Topic
In this topic, learners will:
1.1 Body organs
see Skills Builder, Section 1.1
1.2 The heart
explain how the heart works
1.4 The lungs and breathing
see Skills Builder, Section 1.4
1.5 The digestive system
make a model of the digestive system
1.6 What do the kidneys do?
answer questions about the kidneys
1.7 What does the brain do?
draw a graph of brain growth
Help your learner In this unit, learners will practise using graphs to present results (Section 1.7). They will also practise using results to draw a conclusion and make further predictions (Section 1.7). To help them: 1 Explain that the scale on a line graph must be divided into equal intervals – for example five or ten years, or 100 g or 200 g.
TEACHING TIP
Talk about ways to keep the body organs healthy, such as following a balanced diet, drinking six to eight glasses of water every day and doing regular exercise.
1 Humans and animals
5
1. 2 The heart
heart, circulatory system
KEY FACT
The heart is sometimes called a ‘double pump’. This is because the right side of the heart pumps blood to the lungs and the left side of the heart pumps blood to the rest of the body.
Explain the way the heart works Circle the letter of the correct answer to each of the following questions about the heart. 1
Your heart pumps blood through the body. This process is called … a heartbeat b pulsing c circulation.
6
1.2 The heart
2
The heart is part of the ________________ system. a organ b circulatory c blood.
3
The left side of the heart pumps blood that contains … a oxygen b no oxygen c many different gases.
4
The right side of the heart pumps blood to … a the brain b the lungs c the kidneys.
5
The circulatory system is made up of the … a heart only b heart and blood vessels c heart, blood vessels and blood.
CHECK YOUR LEARNING
I know about the heart and its functions.
1 Humans and animals
7
1. 5 The digestive system
digestive system, organs
Make a model digestive system Resources You will need materials such as plastic bottles, plastic tubing, plastic bags, balloons, string, paper cups, cardboard tubes, a bicycle inner tube, old pantyhose (tights), scissors, elastic bands and electrical tape. 1
Design and make a model of the digestive system. Your model should: • be made of everyday or waste materials • show the parts of the digestive system in the correct order. Place your completed model on a piece of cardboard or hardboard. You can use glue or sticky putty to hold it in place.
Remember: Think about the structure and the function of each part of the digestive system – for example the gullet is a long, narrow tube. This will help you choose the best materials for the different parts.
Use your model to explain to a family member or friend how the digestive system works. 2
Think about it! What other organs are needed for digestion? Find out about them and add one or two to your model.
CHECK YOUR LEARNING
I can make a model of the digestive system from everyday materials. I know the order of the organs in the digestive system. I can explain the way the digestive system works.
8
1.5 The digestive system
1. 6 What do the kidneys do?
kidneys, liver, filter, urine, sweat, toxins, bile
Find out about the kidneys and liver Read the information about the kidneys and liver, then answer the questions.
The kidneys do some important jobs, which help to keep your body working well. They filter the blood to remove waste products. These leave the body in the urine. The kidneys also keep the right volume of fluid in the body. The blood is filtered through the kidneys many times a day. The kidneys remove excess fluid from the blood. If the volume of fluid in your body goes down (for example if you sweat a lot or you are not drinking enough water), your kidneys will not make much urine until the amount of fluid in your body goes up. You can look after your kidneys by drinking six to eight glasses of water each day. Your liver is the heaviest organ inside your body. By the time you are grown up, your liver will be about the size of a football and will weigh about 1.4 kg. The liver does over 500 jobs in the body. The liver’s main job is to take toxins out of your blood and break them down. Toxins are harmful substances that can damage the body – for example alcohol and drugs. The liver produces an important liquid called bile. Bile helps you digest fats. It also stores energy for the body.
»
1 Humans and animals
9
1
Describe two jobs that the kidneys do in the body. _________________________________________________________________ _________________________________________________________________
2
a What liquid do the kidneys produce? ______________________________________________________________ b If you drink a lot of tea on cold day, how will it affect the volume of this liquid that the kidneys produce? ______________________________________________________________
3
Write down a word from the information that means the same as: liquid ___________________________________________________________ poisons _________________________________________________________ the amount of a liquid __________________________________________
4
Which function of the liver is similar to a function of the kidneys? _________________________________________________________________
5
Suggest two things that people can do to keep their livers healthy. _________________________________________________________________ _________________________________________________________________
CHECK YOUR LEARNING
I know what the kidneys do in the body. I know what the liver does in the body.
10
1.6 What do the kidneys do?
1.7 What does the brain do?
brain
LOOK AND LEARN
At birth, the brain is about one-quarter of its full adult size. By the age of two, the brain is almost three times bigger than at birth. During the first two years of your life, lots of connections develop in your brain as you learn to do things such as recognise people, sit, crawl, walk, talk, use a spoon and drink from a cup. By the age of six, your brain is 95% of its adult weight.
Draw a graph of brain growth This table shows the average size of the brain in males and females of different ages. Age
Male brain size (g)
Female brain size (g)
birth
380
360
1 year
970
940
2 years
1120
1040
3 years
1270
1090
6 years
1370
1200
11 years
1440
1260
20 years
1450
1310
60 years
1370
1250
80 years
1310
1190
Remember: The brain cannot repair itself. If any part of the brain is damaged, it cannot regrow.
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1 Humans and animals
11
1
Draw a line graph to show brain growth. Use different coloured lines for males and females.
2
Between which ages does the brain grow the most? Suggest a reason for this. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
3
Compare the brain size of males and females. Who has the bigger brain? Suggest a reason for this. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
12
1.6 What does the brain do?
4
At what age does the brain stop growing? ____________________________________________________________________
5
Think about it! Why do you think the brain gets smaller as people start to get old? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
CHECK YOUR LEARNING
I can draw a line graph of results. I can obtain information about brain growth from results.
1 Humans and animals
13