ENDORSED BY FA O70 0;3.0 001630 aS ana fe eae 600 CC t—<“‘iti‘é«éSCAMBRI CAMBRIDGE PRIMARY Science Activity BookCAMBRIDGE UNIVERSITY PRESS ‘University Printing House, Cambridge 32 838, United Kingdom (Cambridge University Pres i part ofthe Univesity of Cambridge. Ie furthers the University’s mission by disseminating knowledge in the pursuit of ‘education, leaening and research atthe highest international levels of excellence, Information on this title: education cambridge rg © Cambridge University Press 2014 ‘This publication isin copyright Subject to statutory exception and othe provisions of relevant collective licensing agreements, no reproduction of any part may ake place without the writen permision of Cambridge University Pres, First published 2014, sth printing 2035 Printed inthe United Kingdom by Latimer Tend A catalogue record for this publication is availabe from the British Library 80x 978-1-107-65665-9 Paperback ‘Cambridge University Press has no responsiblity for the persistence or accuracy (of URL for external or third-party internet websites refered toi this publication, and does not guarantee that any content on such websites is or wil remain, accurate or appropriate. Information regarding prices, tavel timetables and other factual information given in this work correcta the time of fist printing but (Cambridge Universty Press doce not guarantee the sccursc of such information thereafter References o Activites contained in these resources ate provided ‘a sand information provided is onthe understanding that teachers and technicians shall undertake a thorough land approprite risk assessment before undertaking any ofthe Activities listed. Cambridge University Press makes no warranties, representations or claims of any kind concerning the Activities To the extent permitted by aw, Cambridge University Press will not be lable for ‘any los, injury, claim, liablityor damage of any kind resulting from th use ofthe Activities ‘The publisher i grateful tothe experienced teachers Mansoora Shoal Shah, Lahore Grammar ‘Schoo, 55 Main, Guberg, Lahore and Lynne Ransford for thei atful reviewing of the content. Cover artwork Bil Bolton 3 hutpeuongn.com/ [Ej] .com/tuongn.coma A lalicore lle iol) The Cambridge Primary Science series has been developed to match the Cambridge International Examinations Primary Science curriculum framework Itis a fun, flexible and easy to use course that gives both learners and teachers the support they need. In keeping with the aims of the curriculum itself, it encourages leamers to be actively engaged with the content, and develop enquiry skills as well as subject knowledge. - This Activity Book for Stage 4 is designed to be used alongside the Learner's Book for the same stage, ISBN 978-1-107-67450-9. In this book you will fnd a single-page exercise to accompany each topic presented in the Learner's Book, as well as a language review exercise at the end of each unit to practise the key vocabulary. The exercises are designed to be completed as pen-and-paper exercises, and learners can work on them individually or in pairs or small groups. You can set the exercises as in-class work or homework, There are different styles of exercise throughout to maintain interest and to suit different purposes. The main aims of the exercises in this book are’ * to consolidate the subject knowledge presented in the Learner's Book * to encourage leamers fo apply the knowledge in new situations, thus developing understanding * to practise scientific language * to develop scientific enquiry skills such as presenting and interpreting results from investigations. The answers to the exercises in this Activity Book are available in the Teacher's Resource for Stage 4, ISBN 978-1-107-66151-6. This resource also contains extensive guidance on all the topics, ideas for classroom activities, and guidance notes on all the activities presented in the Learner's Book. You will also find a large collection of worksheets. We hope you enjoy using this series. With best wishes, the Cambridge Primary Science team. Be ‘ww http://huongn.com/ Ei fb.com/huongn.com/ IntroductionIntroduction Useful words 1 Humans and animals 11 Skeletons 1.2. The human skeleton 1.3 Why do we need a skeleton? Skeletons and movement Drugs as medicines How medicines work anguage review oon 1 1 1 l 2. Living things and environments 2.1 Amazing birds 2.2. Ahabitat for snails 2.3. Animals in local habitats 2.4 Identification keys 2.5 Identifying invertebrates 2.6 How we affect the environment 2.7 Wonderful water 2.8 Recycling can save the Earth! Language review 3 Solids, liquids and gases 3.1 Matter 3.2. Matter is made of particles 3.3. How do solids, liquids and gases behave? 3.4 Melting freezing, and boiling 3.5. Melting in different solids 3.6 Melting points Language review 34 5 n 13 14 15 16 7 18 5 9 20 2 22 23 24 25 26 27 28 29 30 31 32 Sound 4) 4.2 43 44 45 46 47 48 49 Sound travels through materials Sound travels through different materials How sound travels Loud and soft sounds Sound volume Mutfling sounds High and low sounds Volume on percussion instruments Having fun with wind instruments Language review Electricity and magnetism 51 5.2 5.3. 5.4 5.5 5.6 5.7 58 59 5.10 Electricity flows in circuits Components and a simple circuit Switches Circuits with more components Circuits with buzzers Mains electricity Magnets in everyday life Magnetic poles Strength of magnets Which metals are magnetic? Language review a ‘ow http://huongn.com/ fb.com/huongn.com/ a Contents Ei 33 34 36 37 38 39 40 4) 42 43 44 45 46 47 48 49 50 51 53 54ee AR el fel — arrange apply bar chart check choose compare to put things in a certain order or pattern Lan will arrange the pasta shapes to make a skeleton to do something with the help of knowledge you already have Aruna will apply her knowledge of the particle theory to solve the problem a chart that shows results using bars; the lengths of the ‘ bars show the sizes of the results Yusef drew a bar chart to show the volume of water absorbed by different paper towels. to make sure that you have done something correctly You should always check your answers before you give your teacher your work to select things from a group Tabitha’s aunt said she could choose which sweets she would like from all the sweets in the shop to look at the similarities and differences between things They will compare the weather in Mumbai and Qatar by looking at the monthly temperature and rainfall for each city. Useful wordsa Ahmed will complete his work by the end of the lesson. compress to squash or squeeze Joseph will compress the air into the cylinder to allow him to swim underwater. conclusion a statement of what has been found out Bimla’s conclusion was ‘From the objects I have tested, only the paper clip is magnetic. The others are non-magnetic.’ demonstrate to show somebody that you can do something Paula will demonstrate that she can sing in front of the class. design to plan something by sketches and written ideas Paulo liked making drawings to help him to design a new car. identify to recognise something from a group of things Long was able to identify an example of a frog from a group of animals. instructions information that tells you how to do something a Useful words The book gave instructions on how to draw a graphinvestigate to do a test or experiment to find something out Meng was told to investigate which objects were magnetic. label to name the parts of something on a diagram Juma will label six parts of a flower on the diagram in his science book. list to write or give examples of things, one after the other I will list the things I need you to get at the shop. measure to find the mass, length or volume of something Ranjit will measure how long his thigh bone is. plan to decide how to do an investigation Ali wrote a plan to test different objects with a magnet. practise to do something several times so that you get better at doing it Liam will practise the guitar every day until he can play the piece without a mistake. predict to think about what the result of an investigation might be ‘Aba was asked to predict which objects would be magnetic.record research results suggest table to write or draw to show what happened Janis wrote the results in a table to record what happened. to look for information by investigation or using books or the internet Jamil used the internet to research magnetism. the observations or measurements made in a test Gopal’s results showed that many objects were not magnetic. to think of some examples to be considered I will suggest three dishes that we can make for the birthday lunch. a way of writing numbers or words in rows and columns The table showed which objects were magnetic and which were non-magnetic./ Humans and animals — CSSEEED skeletons In this exercise, you will match the skeletons with the animals they come from. You will identify their bones and fill in a table % x w @ Finn the tabie. [arma [io bird crocodile B Write the names of the parts on skeleton A. Witsithe_ Ct-e-wag Sound travels through different materials In this exercise, you will find information from a bar chart. Liu and Ming listened to sounds through different materials. This is the bar chart they drew to show how loud the sounds were. Use the bar chart to answer the questions. 3 ££ 6 e 4 g 3 & 2] 2 74 3 - 3 0 3 air water wood steel cooking —_ wool = oil hat Materials 8 Q Is the material through which the sound was loudest a solid, liquid or gas? 3 Q Liu and Ming also listened to sound through a wool hat. The loudness of the sound was 3dB. Draw another bar on the bar chart to show this. b_ Is wool a solid, liquid or gas? 8 Which kinds of materials do sounds travel through best on the bar chart?In this exercise, you will make a drawing to show the results of an investigation 7) Look at the drawing | Exercise 4.3 | How sound travels = oa Make a drawing to show what B Make a drawing to show what will happen if you tap gently will happen if you tap hard on on the jar with a pencil. Label the jar with a pencil. Label all all parts of the drawing. the parts of the drawing. B Use the words in the box to complete these sentences. vibrations more less vibrate a When you tap the jar it makes the rice grains b ________ travel through the jar and plastic wrap to the rice. ¢ The rice grains move _________ when you tap the jar gently. d_ The rice grains move _______ when you tap the jar hard.i> ice: ee a Loud and soft sounds In this exercise, you will remember what you learnt about loudness. S You will apply what you know to a new situation. o Give an example of a loud sound. 8 Give an example of a soft sound. EB How does the bell make a sound? oO Suggest as many ways you can think of to make the sound of the bell ringing louder. You can write sentences or draw pictures for your answer. ooCEXIEEEEY sound votume In this exercise, you will match sounds with their loudness and compare the loudness of sounds. The first one has been done for you. @® raw a tine from each of the sounds to match its loudness. BB How loud do you think a Formula 1 racing car is? Is it softer, the same or louder than: A softer/samellouder softer/same/louder (e} =o softer/same/louder 4 Sound - 3 7Muffling sounds In this exercise, you will plan an investigation. My sister's phone beeps all the time when someone leaves a message. How can | make it quieter, Danji? Maybe you should wrap it up in a tshirt, Amira, oO a_ Which material did Danji suggest to muffle the sound of the phone? b Write down three other materials that Amira and Danji could test. 8 Write down three other pieces of equipment and apparatus that they will need. 6B what factor should they change and what four factors should they keep the same?High and low sounds In this exercise, you will apply what you know about changing the pitch of a stringed instrument. Pedro has made a guitar. Look at the pictures of Pedro’s guitar, A, B, C and D. So far he has only put in one string. Suppose Pedro presses on the string at point X and then plucks the string between X and Y. x x x x ‘ vo Yy A B c D @B wit the pitch of sound be highest when the string is plucked between points X and Y in drawing A, B, C or D? Explain your answer. © How will the pitch of the sound change if the guitar string is thicker?Volume on percussion instruments In this exercise, you will apply what you know about loud and soft sounds to percussion instruments. seeds inside drum skin skin bells drum skin. large drum = small drum BO Which instruments do you: a bang? b shake? ¢ bang and shake? B How do you make a louder sound with maracas?Having fun with wind instruments In this exercise, you will apply what you know about changing the pitch of a musical instrument. oa What sort of musical instrument is this? a How do you make a sound with this instrument? 6 In which picture, A or B, is Huan making a higher pitched sound? Write sentences to explain how you know. Use the words high pitch, low pitch, sound, vibrations, air-hole, column of air, shorter and longer, in your sentences.; H Fe B Language review E R This exercise checks that you Ag | understand the scientific words 5 D a in this unit. Complete the words é G in the puzzle. Here are the clues 7 = for the words across. . Make up a clue for 1 down. i L 10 N Clues across 1 | describes how high or low a sound is. @B the unit for measuring the volume of sound is —___ BB We hear sounds when objects —_ BB hitting a drum is a of sound. 6B the opposite of a soft sound is a___ sound. @B Banjos and sitars are ____ instruments. B teaves make a ____ sound when they move gently. oa instruments have pipes with air inside. © wen you want the TV to be louder you tum up the = oO You can measure the volume of sound with a —__ _— level meter. Clue downGas) Electricity flows in circuits In this exercise, you will apply what you know about electric current flowing around a circuit. Rafaela's baby brother has a cell-operated toy car. The toy needs two cells to make it work. Rafaela puts two cells into the car, but it doesn’t work. Rafaela’s brother starts to cry Then Rafaela takes the cells out, turns one of the cells around and puts them back in the car. This time the car goes. Rafaela’s brother is happy! @B why didn't the car go when Ratfaela put the cells in the first time? B why did the car go when Rataela changed the cells? 6B Here is a drawing of the inside of the toy car. a_ Mark the positive and negative ends of the cells. b Draw arrows to show the path of the electrical current.Components and a simple circuit In this exercise, you will apply what you know about components and what they do in a circuit. Oo Complete this sentence. A, B, C and D are electrical what does the cell provide? €B why do you need a bulb holder? © wry must the plastic from the ends of the wire be cut off?GXEEEE switches In this exercise, you will apply what you know about switches. @B what does a switch do in a circuit? BB Look at this picture. In which of the two circuits, A or B, will the bulb light up? Explain your answer. €B what do we mean by’a break in the circuit’? 5 Electricity and magnetismGES!’ Circuits with more components Tn this exercise, you will apply what you know about circuits with different numbers of cells and bulbs. Look at this circuit. 6B write down five components in the circuit. B what must you do to the circuit before the bulbs will light up? EB You add another bulb to this circuit. What happens to the bulbs? Explain your answer. a 5 Electricity and magnetismCSE Circuits with buzzers Tn this exercise, you will apply what you know about circuits and voltage of components. Rosalie and Eugenie made a circuit with a 3V buzzer. They had to change their circuit several times before the buzzer worked. Oo Explain why the buzzer did not work properly in circuit A. a Explain why the buzzer did not work properly in circuit B. a Explain why the buzzer did not work properly in circuit C. 8 Electricity and magnetismGESSmEZ? Mains electricity In this exercise, you will apply what you know about using mains electricity safely. For each picture, is electricity used safely or dangerously? Write a sentence to explain your answer in each case. ws (a=! s aN a 8 Electricity and magnetismMagnets in everyday life In this exercise, you will apply what you know about magnets. Write the correct words in the spaces. Choose your words from this list. closed magnetism steel magnetic bar keepers wand A magnet can attract certain objects to it. Examples are pins and nails. A magnet can attract certain materials to it. An example is . Materials that are attracted by a magnet are called materials. A fridge door has strip magnets down the side of the door. These magnets help to keep the door firmly. Three types of magnets are horseshoe, and magnets. All magnets lose their if you drop them or bang them together. You must store magnets with on their ends to keep them strong. 5 Electricity and magnetism aMagnetic poles In this exercise, you will apply what you know about poles of magnets. B® Fit in the spaces in these sentences. a A magnet has a north pole and a pole. b Like poles one another. c Unlike poles one another. 8 For each pair of magnets, draw arrows to show which way the magnets will move. The first one has been done for you. N s}9¢(n | s} (N s} [s N} fly &14 BZ Cum a 5 Electricity and magnetismGESSESEED strength of magnets In this exercise, you will apply what you know about measuring the strength of a magnet Lorenzo compares the strength of two bar magnets, A and B. He has three pieces of card 10 x 10cm and a steel screw This is what Lorenzo does. He places the screw ona table underneath one piece of card. He holds magnet A over the card. The screw sticks to the card and he is able pick up the card and screw with the magnet. He repeats this with magnet B and gets the same result. He now puts two pieces of card between the magnet and the screw. The screw still sticks to the card when he uses magnet A and magnet B. 5 Electricity and magnetismHe now puts three pieces of card between the magnet and the screw. The screw still sticks to the card when he uses magnet A. But when he uses magnet B the screw does not stick to the card. oO Why does the screw stick to the card when Lorenzo holds a magnet over the card? B Which magnet was strongest, A or B? Explain why. B In what ways was Lorenzo's experiment a fair test? o Could Lorenzo have used a cork or a plastic button instead of a screw to test the strength of the magnets? Explain your answer. 5 Electricity and magnetismOem Which metals are magnetic? In this exercise, you will apply what you know about magnetic and non-magnetic metals. brass window catch aluminium foil dish stainless steel knives stainiéss steel draining board stainless steel forks cast iron cooking pot Decide whether each metal shown in the picture ‘s magnetic or non-magnetic, Fill in your answers on this table. | ik 5 Electricity and magnetism[eT This exercise checks that you understand the scientific words used in this unit. Look at the balloons below. Each balloon contains a key word from this unit. The letters are scrambled. Unscramble the letters in balloons 1-12. Write the word in. the space by each balloon. 1 Y 2 q . 12 5 Electricity and magnetismCAMBRIDGE PRIMARY Science Cambridge Primary Science is a flexible, engaging course written specifically for the Cambridge Primary Science curriculum framework (Stages 1-6). The course offers plenty of teaching ideas to give flexibility, allowing teachers to select activities most appropriate te their classroom and pupils. An enquiry-based style of teaching and learning is stimulated, with the Scientific Enquiry objectives integrated throughout to encourage learning of these skills alongside the scientific concepts. The language level is carefully pitched to be accessible to EALESL learners, with concepts illustrated through diagrams to allow visual understanding and learning. ‘The Activity Book contains: Other components of Campridge Primary Science 4: © one exercise to accompany each Leamer's Book 4 — ISBN:978-1-107-67450-9 Topic in the Learner's Book Teacher's Resource 4. ISBN:978-4107-66151-6 For our full range of Cambridge Primary titles, including Mathematics, Enclish and Global English, visit © exercises that are designed to education.cambridge.org/cambridgeprimary consolidate understanding and deepen it by applying knowledge in e new situations Exaish Gisbel English © exercises that practise Scientific Enquiry skills mz, © at the end of each unit, an exercise to practise the core vocabulary from that unit. exercises that can be completed in lass or as homework im Completely Cambridge ‘Cambridge resources for Cambridge qualifications Combrige University Press works with Cambridge International Examinations and experienced authors, ta produce high-quality endorsed textbooks ond software that support Cambridge Teachers ond encourage Cambridge Learners.