CAMBRIDGE PRIMARY
Science
Skills Builder
4
Fiona Baxter and Liz Dilley
University Printing House, Cambridge CB2 8BS, United Kingdom 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. Information on this title: education.cambridge.org Š 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 Produced for Cambridge University Press by White-Thomson Publishing www.wtpub.co.uk Editor: Sonya Newland Designer: Clare Nicholas Printed in Dubai by Oriental Press A catalogue record for this publication is available from the British Library ISBN 978-1-316-61104-3 Paperback 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
1.1 Skeletons
6
1.2 The human skeleton
7
1.4 Skeletons and movement
9
1.6 How medicines work
11
2
14
Living things and environments
2.1 Amazing birds
15
2.2 A habitat for snails
17
2.4 Identification keys
18
2.5 Identifying invertebrates
20
2.7 Wonderful water
22
2.8 Recycling can save the Earth
23
3
24
Solids, liquids and gases
3.1 Matter
25
3.3 How do solids, liquids and gases behave?
26
3.4 Melting, freezing and boiling
28
3.6 Melting and boiling points
31
4
33
Sound
4.1 Sound travels through materials
34
4.3 How sound travels
36
4.4 Loud and soft sounds
37
4.5 Sound volume
38
4.7 High and low sounds
40
4.8 Pitch on percussion instruments
42
4.9 Having fun with wind instruments
43
5
44
Electricity and magnetism
5.2 Components and a simple circuit
45
5.3 Switches
46
5.6 Mains electricity
47
5.7 Magnets in everyday life
48
5.8 Magnetic poles
50
Answers
52
Glossary
58
Introduction This series of primary science activity books complements Cambridge Primary Science and promotes, 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 Skills Builder activity books consolidate core topics that learners have already covered in the classroom, providing those learners with that extra reinforcement of SE skills, vocabulary topic knowledge and understanding. They have been written with a focus on scientific literacy with ESL/ EAL learners in mind.
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 Skills Builder 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 Skills Builder 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 Skeletons
identify animals with a skeleton and name parts of the human skeleton
1.2 The human skeleton
know that there are different types of bones in the human skeleton
1.3 Why do we need a skeleton?
see Challenge, Section 1.3
1.4 Skeletons and movement
show how muscles contract and relax to make us move
1.5 Drugs as medicines
see Challenge, Section 1.5
1.6 How medicines work
understand that medicines work by killing germs and identify safe ways to take medicines
Help your learner
In this unit, learners will practise collecting evidence in a variety of contexts (Section 1.6). To help them: 1 Show learners different medicines at home. Talk about what symptoms they treat and how to use them. This will help them to understand why, how and when we take medicines. 2 Make sure learners know they must never take medicine unless you or the doctor tell them to.
TEACHING TIP
Ask learners to look at this unit’s key words and concepts in the glossary. Learners will remember key words better if they say them aloud and use them in sentences.
1 Humans and animals
5
1 .1 Skeletons
skeleton, bones
Skeleton or no skeleton? 1
Look at the pictures. Put a tick (✔) in the box next to the animals that have a skeleton. Put a cross (✗) in the box next to the animals that do not have a skeleton.
2
What are the bones in your head called? _______________________________________________________________________
3
What are the bones in your chest called? _______________________________________________________________________
4
What is the row of bones in your back called? _______________________________________________________________________
5
What is a single bone in your back called? _______________________________________________________________________
CHECK YOUR LEARNING
I can identify animals that have a skeleton. I can name some of the bones in the human body.
6
1.1 Skeletons
irregular, spine
1 .2 The human skeleton
skull
Name the bones of the skeleton Look at the drawing of the human skeleton. Six of the bones do not have the right names.
jaw bone ear bones
shoulder blade
vertebra elbow hip bone
thumb bone
rib
finger bones
wrist collar bone
1
Put a cross (✗)) next to the six incorrect names.
shin bone knee cap thigh bone
Âť
ankle toe bone
1 Humans and animals
7
2
Complete the table. Write down the incorrect names in the first column. Then write the correct names in the second column. Incorrect names
3
Correct names
Use the words in the word box to complete the sentences about bones.
short
flat
long
irregular
bone
skeleton
We have a strong frame inside our bodies called a _________________. This frame is made of _______________. The skull is made of ________________ bones. We find __________________ bones in our arms and legs and _________________ bones in our fingers and toes. The bones of the spine are _______________________. CHECK YOUR LEARNING
I can name some of the bones of the human skeleton. I can identify different types of bones in the skeleton.
8
1.2 The human skeleton
muscles, contracts, relaxes
1 .4 Skeletons and movement Look and learn
KEY FACTS
Your skeleton supports your body. It gets bigger as you grow. Choose a bone that can be easily measured, such as your lower arm or your shin bone. Write down how long it is. Now measure the same bone on someone younger than you. Also measure the same bone on an adult. What is the difference in size? If you took the same measurements in a year’s time, how will they have changed on each person?
The main functions of the skeleton are growth, movement, support and protection.
Explain the way that muscles work 1
Complete the sentences to explain the way the muscles in your arm work. Use each of the words in the box once.
pairs
contracts
relaxes
shorter
longer
When I lift a weight, the muscle at the front of my arm _________________ and gets _________________. The muscle at the back of my arm _________________ and gets _________________. This shows that muscles work in ________________. Remember: Muscles are needed for movement. Try lifting a weight such as book or school bag. Feel how the muscles in your arm change as your arm moves upwards.
1 Humans and animals
9
2
Label the diagram to show what happens to your arm muscles when you lower your arm.
arm drops
Remember: The skeleton cannot move on its own. There are muscles attached to the bones of the skeleton. Muscles work by pulling on the bones they are joined to. CHECK YOUR LEARNING
I can explain the way muscles contract and relax to make the body move. I can show on a diagram how muscles work.
10
1.4 Skeletons and movement
1 .6 How medicines work
symptoms, prescribes, medicine, cure, germs, treat
Describe the way different medicines work Umar, Zara and Nor are at the clinic with their mother, Mrs Suppiah. The children have different symptoms. Umar has a bad cough. Zara has a sore throat. Little Nor has insect bites on her arms and legs which itch. She wants to scratch them all the time. The children see Dr Tan. She examines each child. Then she prescribes a different medicine for each child.
That’s a nasty cough, Umar. This medicine will cure it. Take two of these cupfuls three times a day.
We need to kill the germs causing your sore throat, Zara. Take one of these pills with a glass of water twice a day – once after breakfast and once before you go to sleep at night.
Mum will rub this ointment on your bites to stop them itching. Try not to scratch them, Nor.
Make sure Zara takes her medicine for the whole five days, even if she feels better.
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1 Humans and animals
11