CAMBRIDGE PRIMARY
Science
Skills Builder
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. Information on this title: education.cambridge.org © 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 Produced for Cambridge University Press by White-Thomson Publishing www.wtpub.co.uk Editor: Sonya Newland Designer: Clare Nicholas Printed in Spain by GraphyCems
A catalogue record for this publication is available from the British Library ISBN 978-1-316-61109-8 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
1.1 Body organs
6
1.2 The heart
7
1.4 The lungs and breathing
8
1.6 What do the kidneys do?
9
2
Living things in the environment
13
2.1 Food chains in a local habitat
14
2.2 Food chains begin with plants
16
2.3 Consumers in food chains
18
2.4 Food chains in different habitats
20
2.8 Recycling
23
2.9 Take care of your environment
25
3
27
Material changes
3.1 Reversible and irreversible changes
28
3.3 Soluble and insoluble substances
30
3.4 Separating insoluble substances
32
3.6 How can we make solids dissolve faster?
35
4
38
Forces and motion
4.1 Mass and weight
39
4.2 How forces act
40
4.4 The effects of forces
42
4.6 Friction
46
4.8 Air resistance and drag
48
5
50
Electrical conductors and insulators
5.1 Which materials conduct electricity?
52
5.4 Choosing the right materials for electrical appliances
55
5.5 Circuit symbols
57
5.6 Changing the number of components
59
5.7 Adding different components
61
Answers
63
Glossary
69
3
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 Builders 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 it 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 Body organs
identify organs in the body
1.2 The heart
explain how the heart works
1.4 The lungs and breathing
complete sentences about the lungs and breathing
1.5 The digestive system
see Challenge, Section 1.5
1.6 What do the kidneys do?
investigate factors that affect kidney function
1.7 What does the brain do?
see Challenge, Section 1.7
Help your learner In this unit, learners will practise using a table to present results and using results to draw conclusions and make predictions (Section 1.6). To help them: 1 Remind learners to use a ruler when drawing the rows and columns of a table. They should also draw a border around it. Each column should have a heading and units. The factor that will change should be in the left-hand column. The factors to be observed or measured should be on the right.
TEACHING TIP
Remind learners that a prediction is something you think will happen based on what you already know or have observed.
2 Talk about each of the organs and their functions in the body. Ask learners to point out where each organ is found in their body.
1 Humans and animals
5
1. 1 Body organs
organs, oxygen, digest
LOOK AND LEARN
The different organs of the body work together to help you survive. The heart and lungs work together to make sure all parts of your body get oxygen. The liver breaks down harmful substances so that the kidneys can remove them. The liver produces substances that help the body digest food.
Identify the organs of the body Look at the diagram. The organs have the wrong labels. Write the correct name for each organ in the space next to the incorrect label.
stomach
intestine
kidney brain
lung heart
6
1.1 Body organs
CHECK YOUR LEARNING
I know the names and positions of some body organs.
1. 2 The heart
heart, contracts
KEY FACT
The heart is a muscle that never rests. It contracts about 72 times every minute to keep pumping blood around the body. The blood carries food and oxygen to all parts of the body.
Explain the way the heart works Circle the letter of the correct answer to the following questions about the heart. 1
The heart pumps blood that ‌ a contains oxygen only b contains carbon dioxide only c contains both oxygen and carbon dioxide.
2
The heart pumps blood to ‌ a all parts of the body b the lungs only c the kidneys only.
1 Humans and animals
7
lungs, windpipe, breathe
1. 4 The lungs and breathing
Complete sentences about the lungs and breathing 1
Use the words in the box to complete the sentences.
blood
ribs
lungs
windpipe
nose
carbon dioxide
oxygen
We breathe in air through our ______________________________. The air we breathe in contains _____________________________. The air moves down the _____________________________ and into our _____________________________. The air then moves into the _____________________________. We breathe out air that contains _____________________________. The _____________________________ protect our breathing system. 2
Think about it! There is less oxygen in the air in very high places, such as in the Andes or Himalaya Mountains. How do people who live in those places get enough oxygen? __________________________________________________________________ __________________________________________________________________
CHECK YOUR LEARNING
I know about the lungs and breathing. I know which gases we breathe in and breathe out. I can find out how people who live in very high places get enough oxygen.
8
1.4 The lungs and breathing
1. 6 What do the kidneys do?
volume, urine, factors, conclusion, prediction
Investigate how the kidneys work Miguel kept a record of the weather and what he did for five days.
Monday – very hot day, played soccer all afternoon, drank 300 ml of water Tuesday – cool day, drank 2 litres of water Wednesday – fairly hot, drank 1 litre of water, walked to friend’s house Thursday – cold day, drank 5 cups of tea Friday – very hot day, drank no water, played soccer all afternoon The bar chart shows the volume of urine he produced each day.
1 Humans and animals
9
1
Use the information in the bar chart to create a table.
Remember: Each column in a table must have a heading that includes the units of the factors measured.
10
1.6 What do the kidneys do?
2
On which day did Miguel produce: a most urine? ________________________________________________ b least urine? ________________________________________________
3
a How many millilitres of urine did he produce on Tuesday? _________________________________________________________________ b Why do you think he produced this much urine on Tuesday? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________
4
Use the results to write a conclusion about the factors that affect how much urine Miguel produced. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
1 Humans and animals
11
5
Predict how many millilitres of urine Miguel would produce on Saturday if it was a fairly hot day and he drank 1 litre of water while he did his homework. Add your prediction to the table. Explain your prediction. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
CHECK YOUR LEARNING
I can present results in a table. I can obtain information from a graph. I can use results to draw a conclusion and make a prediction.
12
1.6 What do the kidneys do?
2
Living things in the environment
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:
2.1 Food chains in a local habitat
observe a tree habitat
2.2 Food chains begin with plants
answer questions about how pot plants make food
2.3 Consumers in food chains
identify consumers, predators and prey and draw food chains
2.4 Food chains in different habitats
identify food chains in a tropical forest habitat
2.5 Deforestation
see Challenge, Section 2.5
2.6 Air pollution
see Challenge, Section 2.6
2.7 Acid rain
see Challenge, Section 2.7
2.8 Recycling
investigate the effects of recycling
2.9 Take care of your environment
identify positive and negative effects on the environment
Help your learner In this unit, learners will practise making relevant observations (Sections 2.1 and 2.3). They will also make predictions using scientific knowledge and understanding (Sections 2.3 and 2.4). To help them: 1 Talk about pot plants you have at home and the way you look after them.
TEACHING TIP
Encourage learners to watch nature programmes on TV to practise identifying the producers, consumers, predators and prey.
2 Look at the packaging of food at home and in the supermarket, and discuss it with learners. Talk about which types of packaging can be recycled. 2 Living things in the environment
13