CAMBRIDGE PRIMARY Science Learner’s Book 1 i CAMBRIDGE Gi UNIVERSITY PRESS Jon Board and Alan CrossCAMBRIDGE UNIVERSITY PRESS University Printing House, Cambridge c2 888, United Kingdom One Liberty Plaza, 20th Floor, New York, wx 10006, USA 477 Williamstown Road, Port Melbourne, vic 3207, Australia 4843/24, and 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 ttle: education.cambridge.org © Cambridge University Press 2014 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 2014 20 19 18 17 16 15 14 13 12 Printed in the United Kingdom by Latimer Trend A catalogue record for this publication is available from the British Library ISBN 978-1-107-61138-2. 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 atthe time of frst printing but ‘Cambridge University Press does not guarantee the accuracy of such information thereafter. Cover artwork: Bill Bolton NOTICE TO TEACHERS References to Activities contained in these resources are provided ‘as is’ and information provided is on the understanding that teachers and technicians shall undertake a thorough and appropriate risk assessment before undertaking any of the Activities listed. Cambridge University Press makes no warranties, representations or claims of any kind concerning the Activities. To the extent permitted by law, Cambridge University Press will not be liable for any loss, injury, claim, liability or damage of any kind resulting from the use of the Activities.The Cambridge Primary Science series has been developed to match the Cambridge International Examinations Primary Science curriculum framework. It is 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 learners to actively engage with the content, and develop enquiry skills as well as subject knowledge. This Learner's Book for Stage 1 covers all the content from Stage 1 of the curriculum framework. The topics are covered in the order in which they are presented in the curriculum, with only one or two exceptions, for easy navigation. But they can be taught in any order that is appropriate to you. The content pages contain many images and questions that you can use as a basis for class discussions. The emphasis in this stage is on linking what learners know about everyday life to scientific ideas. Throughout the book, you will find ideas for practical activities which will help learners to develop their Scientific Enquiry skills as well as introduce them to the thrill of scientific discovery. Check your progress questions at the end of each unit can be used to assess learners’ understanding. We strongly advise you to use the Teacher's Resource for Stage 1 ISBN 978-1-107-61146-7, alongside this book. This resource contains extensive guidance on alll the topics, ideas for classroom activities, and guidance notes on all the activities presented in this Learner's Book. You will also find a large collection of worksheets, and answers to all the questions from the Stage 1 products. Also available is the Activity Book for Stage 1, ISBN 978-1-107-61142-9. This book offers a variety of exercises to help learners consolidate understanding, practise vocabulary, apply knowledge to new situations and develop enquiry skills. Learners can complete the exercises in class or be given them as homework. We hope you enjoy using this series. With best wishes, the Cambridge Primary Science team.— « rn -/ Contents 1 Being alive 1.1 Animals and plants alive! 6 1.2 Local environments 8 1.3 Animal babies 10 1.4 Healthy food and drink 12 1.5 Check your progress 14 2 Growing plants 2.1 Plant parts 16 2.2 Growing seeds 18 2.3. Plants and light 20 2.4 Check your progress 22 3 Ourselves 3.1 Weare similar 24 3.2. We are different 26 3.3 Our bodies 28 3.4 Our fantastic senses 30 3.5 Check your progress 32 eaMaterials in my world 4.1 What is it made of? 4.2 Using materials 4.3 Sorting materials 4.4 Check your progress Pushes and pulls 5.1 In the playground 5.2 How toys work 5.3 Pushes and pulls around us 5.4 Changing movement 5.5 Check your progress Hearing sounds 6.1 Where do sounds come from? 6.2 Our ears 6.3 Sounds move 6.4. Check your progress Reference Glossary and index Acknowledgements 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 69 TTliving plant © animal alive non-living Can you see a ? Can you see a living ? Can you see things that have never been ? The Sun is hot but it is not alive. It is a thing. »)PeNan (acces £ a clipboard digital camera i What living things can we find? Go outside to look at living things. Photograph or draw those you find. Look for the largest living thing you can see. Look for the smallest living thing you can find. Try to find six living things. Talk about the photos below with your friends. Which photos show things that are alive? Which photos show things that are non-living? How do you know which things are alive? Wihatiyoushavevlearne © Some things are alive. = Some things have never been alive. T Being alive OoEach living thing needs a place to live and lives in a local 5 environment farm pet compare Look at each animal. Look at each plant. Where does it live? Why does it live there? Animals can be found in natural environments. They can also be found on a , in a zoo and in homes asa >)‘ou will need: 4 Activity 1.2a 4 7 aclipboard » a digital Where do plants grow? . camera Think about where you will find plants growing outside. Go outside and look at the plants. Where do they grow? Why do they grow where they do? Compare how many plants you find in different environments. Activity 1.2b Birds come to school Have you seen birds at school? Where do you see them? Can we make the environment better for them? How could we make a feeding table? Make a drawing to show how you could help the birds. Wihatiyoushavevlearnne ‘2 Each living thing lives in a local environment. © The local environment gives them a home, food and water. 1 Being alive1.3 Animal babies al Ns dll cel Look at the little bear Words to learn e baby calf ' human young ea he eerie es How many baby animals can you see? Can you see the baby elephant calf? Are all the babies like their parents? a 1 Being aliveAll animals make babies. The babies grow up into adults. A human mother usually has just one baby at a time. Why? Some animals have lots of babies. Birds and rabbits can have eight or nine young at a time. Activity 1.3 | : You will need: Make a nursery for a baby animal + modelling material or \ aconstruction kit © cardboard * scissors — glue © sticky tape Make a model nursery for a baby animal. Make sure you include food, water and a home. ier, SRS VWjhatiyoushavewlearnt © Humans and other animals have babies. © Young animals grow into adults. 1 Being alive |1.4 Healthy food and drink Do you want to grow up healthy and strong? Words to learn ; ; healthy food Eat lots of healthy food like fruit and See = fat sugar vegetables. Also drink lots of water. salt Which lunch bag is healthier? -*) 1 Being aliveActivity 1 } q You will need: * pictures of food What have Draw your own plate of food for today. D Ginaion . . 3 _ today? Draw, or stick on, pictures of o' — these foods. Compare your plate with a plate of healthy food. Fruit and vegetables come from plants. They are full of good things for your body. They do not have too much fat, sugar and salt. Too much of these things is not healthy. Wihatiyoushavevlearnt: © Some foods and drinks are healthy. - Foods and drinks with too much fat, sugar and salt are not healthy. © Drinking lots of water is healthy. 1 Being alive1.5 Check your progress eB Matt, the librarian, is in a muddle. He has dropped some books. Which books go on each shelf? Be Here are two local environments. dragonfly 1 Being alive©) Can you match each adult animal with its young? 1 Being alivei) | ak 2 Growing plants frui Plants have many parts. cult fone stem leaf roots name Y (2 iscLook at this garden. There are many different plants in this garden. Can you see a leaf? Can you see a flower? Can you see a stem? Can you see any roots? Activity ca) You will need: § Plant hunt a magnifying glass Go outside to look for plants. Can you name the parts? Vjhatiyoushavellearnt Plants have roots, stems and leaves. -— Sometimes plants have flowers or fruit. 2 Growing plants2.2 Growing seeds This is how a seed will grow Words to learn . seed grow into a plant. — The roots grow first. Then the stem and leaves. ey — C4 2 eeActivity 2.2 i two clear containers Growing seeds \ aroll of paper » seeds Ana and Marta are growing seeds. Reread: 4 Ana gives her seeds some water. Marta forgets to water her seeds. What do you think will happen? Grow some seeds to find out. Small seeds can grow into big plants. VWihatiyoushavellearnt _— Seeds grow into plants. _— Seeds need water to grow. 2 Growing plants2.3 Plants and light Why is this plant bent? Words to learn light ask question It is growing towards the light. *) 2 Growing plantsPNM ar ae) 7 Bi You will need: Do plants need light to grow? 7 two small plants » a box i . «to cover one plant E a sues nore ner rereveviesssainnasisnsinst* Do plants need light to grow? Ali covers one plant with a box. He leaves the other one in the light. What do you think will happen? Try this yourself to find out. Why are these plants all facing the same way? Wihatiyouthavewlearnn€ -~ Plants need light to grow. 2 Growing plants (~2.4 Check your progress OD Can you name the parts of this plant? Use these words. roots leaf flower stem __ fruit 2 Growing plants®) What do these plants need? a How can she grow a flower? b What does the plant need? 2 Growing plants 233 Ourselves Look at the children. as similar We all love \ to play. We all need to eat. The children are talking about why they are That means ways in which they are like each other. In what other ways are the children similar? ):Activity 3.1a | How are we similar? Look at yourself. Work with your friends. Look at your clothes. Look at your faces. Look at your bodies. Talk about how you are similar to your friends. Make drawings to show how you are similar. Oe ems” Things we like Talk to your friends about things you like. Draw the things that you and your friends like. Do you like similar things? Wihat youthavelearnne 3 Ourselves Oo 2 We are similar in lots of ways.The picture shows learners at school. They are all similar. different \ x Talk about why they are similar. \ The learners are not all the same. They are all a little Talk about whu theu are different. ) . Sees Si i st we 3 OurselvesActivity 3.2 Our differences Talk to your friends about how you are all different. Talk about hair, skin, height, clothes, glasses, games you like, things you do not like. See if you can sort yourselves into groups. Look at these children. They are different. Which child has dark hair? Which children have brown eyes? Which children are girls? VWjhatiyoushavellearnt © We can see how we are similar. © We can see how we are different. 3 Ourselves a3.3 Our bodies \ Look at the main parts of the body. : - Words to learn han body head hair eye head_| ear mouth ear nose shoulder Ad arm fingers pee hand knee mouth L leg toes shoulder foot arm hand Which other parts of the body can you name?Can you count your body parts? How many legs do you have? ; How many fingers do you have? > How many mouths do you have? Activity 3.3 | Parts of the body 4.1 What is it made of? There are lots of in the Words to learn materials metal world around you. i plastic wood TE Oe | | I rock fabric Lt rubber paper 7 |P~ glass concrete ~ The children are looking at materials. Can you find metal, plastic, wood, rock, fabric and rubber? What other materials can you see?PNA 4.1 ) 7 You will need: aclipboard e a magnifying ’ Materials we find glass Walk around your classroom or school. ys , Look for things made from ei metals, paper, glass, fabrics S&S ee and. concrete. Write down which materials UM you see. What do they look like? What do they feel like? Look closely at some materials. Can you see small parts of the material? B digferent materials. Metal is used for the car body. Rubber is used Wijhatiyoushavewlearnt © There are lots of different materials. © Common materials are wood, glass, plastic, paper, metal. concrete and fabric. 4 Materials in my world4.2 Using materials What materials can you see? Words to learn Are they strong? Are they flexible? —_ strong flexible soft properties Are they warm or soft to the touch? ough en Can you see through them? magnifying glass fibres sry eg et eon wee noe? Talk about why each material has been chosen for the job. Strong, flexible and soft are different properties of materials. 4 Materials in my worldPe Tae oP You will need: four or five different . fabrics — a magnifying i glass Rough and soft fabrics Some fabrics are soft, some are rough, some are smooth. This “on is rough. Which fabric do you think will be the smoothest? = Look at the fabrics with a magnifying glass. Feel them. Put them in order from the smoothest to the roughest. Were you right? Have your friends put the fabrics in the same order? Sete ic} aaa : i e mea a aes Pla Sy von » A fabric has many small threads Al Nl ite Peer ree ae raises called fibres. The way in which these Gi xiao ta A ee Suc B io’ fibres are woven together makes the fabric feel rough or smooth. Mjhatiyoushavelleannt -~ Different materials have different properties. Prop -~ Materials with different properties are used for different jobs. 4 Moierials in my world4.3 Sorting materials You can recycle materials. Words to learn This is good for the environment. Tecycle group sort shiny test This plastic bottle can be recycled. It could be made Tin felaite ote mn) ee [sreink, / clothes can be used to make new clothes. See) p ee The paper can be recycled to make new paper. Which of these materials The children put similar materials together in a group. What groups would you make? 4 Materials in my worldXA 4.3a | You will need: i a set of different Grouping materials © materials Use a question to put the materials into groups. For example: Is it metal? Pick the materials up and feel them. Now use the properties of materials to sort them into groups. For example: Is the material warm? Is it shiny? Share your groups with the class. Activity 4.3b Testing materials ; You will need: 3 a set of different . materials What other properties do your materials have? Think about a simple test that you could use to find out. Is it flexible? Is it strong? Is it bouncy? Is it see-through? Use what you find out to make new groups. Can you think of other tests? Wihatiyouthavellearnnt -» Materials can be sorted into groups based on their properties. 4 Materials in my world4.4 Check your progress OB What materials are used to make these objects? Use these words. plastic wood glass_ metal Why are these objects made from these materials? Choose one of these reasons. glass is see-through wood is strong plastic is light metal is very stronge Do you agree with the children? The tyres are made e children? of rubber because it - The tyres are made of rubber because it | The tyres are made is slippery. of rubber because “ rubber is black. ee The tyres are made of rubber because it __ can’t hurt you. Q How could you sort these objects? Is there more than one way to sort them? 4Wictericlsi: ..rwdtlcActivity 5.1 Moving around Go to a playground. Find different ways to move. T can swing. Tcanrun. Tcanjump. I canturn. Tell your friends how you are moving. Moving in space can be hard. How is the astronaut moving? Rae Vihatiyoushavevlearnt: = There are lots of different ways of moving. 5 Pushes and pulls a5.2 How toys work . How do these toys work? Words to learn push pull A push or a pull can make things move. Which toys do you pull? Which toys do you push? 5 Pushes and pullsee “Youwittneca *. aconstruction kit an elastic A moving toy «band © a plastic straw or short Make a push or pull toy like these. Pamboo pole sticky tape « string Ahmed has made this toy. Tt moves when you pull it. Anita has made this toy. Tt moves when you push it. Talk about how you make your toy move. —<——=<“— MAnae! you hnavellearnt © Pushes and pulls can make things move. 5 Pushes and pulls aThis bulldozer is pushing. What other machines push or pull to make things? z= Pushes and pullsre A aoe] Push or pull? ‘ou will need: 5 Look around your classroom. Can you see things you can push or pull? - \o pull Try to push or pull them. Were you right? Label the things that you find. Why do some things not move — when you push them? Wihat i youjhavewlearnnte 2 We have to push and pull to make things work. 5 Pushes and pulls\ a _ faster — slower asia stop b é Adjo is being pulled along. What is going to happen? How can Ad’o turn? Pushes and pullsKee How can balls move? Play a game with a ball in the playground. How can you make a ball go faster? How can you make a ball go slower? How can you make a ball go a different way? How can you make a ball stop? Wijhatiyoushavellearnt © Pushes and pulls can make things go faster or slower. © Pushes and pulls can make things go a different way. © Pushes and pulls can make things stop. 5 Pushes and pulls a5.5 Check your progress | () Is she pulling or pushing? BD) How is the boy moving?8 How are these people moving? ©) Vishni and Chipo are riding bicycles. a How can Chipo go faster? b How can Vishni slow down? ce How can they turn? Seushes ov@ipillis (~oe (0 Hearing sounas —— —_ 6.1 Where do sounds ee 9 Words to learn come from? sound source Some things make a sound. voice _ listen Gg There are lots of sounds here, oe pe WN ] A thing that makes a sound is called a sound source. How many sound sources can you find? Your voice is a sound source. i ») 6 Hearing soundsOa Listening to sounds Fadi is using his ears to listen to sounds. What can he hear? What will you hear if you do this? Try it. Close your eyes to help you listen. Where do the sounds come from? Try listening again. Do you hear anything different? VWihatiyouthavellearnnt '~ People, animals and other things make sounds. ‘2 A thing that makes a sound is called a sound source. 6 Hearing soundsHearing is one of your senses. = We hear sounds with our ears. Words to learn a loud quiet soft What are these people doing? What do they have on their ears. | 6 Hearing soundsXo Ae Loud and soft sounds Ume is covering her ears. Listen to a sound. Now cover your ears with your hands. What can you hear this time? You have stopped some of the sound going into your ears. Doing this can stop loud sounds damaging your ears. Tamu is listening to quiet sounds. Listen to a sound. Now put your hands up to your ears. Does it change what you hear? Doing this helps you to hear soft sounds. Wjhatiyoushavellearnt _» We hear sound when it goes into our ears. 6 Hearing sounds6.3 Sounds moveST Na ee 7 ‘ou will need: How far do sounds go? 4 percussion instruments 1 Who can hear the sound loudly? Me SoS antl: Who can hear the sound quietly? Try this with quiet and loud sounds. Which can go further? We can use a megaphone to make our voices sound louder and go further. Wihatiyoushavellearnt -~ Sound gets quieter as it moves away from the source. 6 Hearing sounds6.4 Check your progress oe Which of these make sounds you can hear? 6 Hearing soundsQB What might happen to this girl's ears?(7M) Nas) (Saver) MS on This section of the Learner’s Book covers some of the new scientific enquiry skills for this stage. You should refer to these skills whenever you need them. How to find things out in science Think of a question Amina and Nila have planted different seeds. Which “ plant will growthe , fastest? 4 eee | think they will all grow | Think about what will happen Nila says what she thinks will happen. Talk about what to do Amina and Nila decide to look at how tall the plants are every day. RefererenceFind out They use bricks to find out how tall the plants have grown. Show what you find out Ri On the last day Amina and Ee Nila compare the three brick towers. They tell the f class what they have found out. s & f Talk about what you find out Amina and Nila have found out that plant A grew the fastest. They have also found out that some plants grow faster than others. Plant A grew the fastest. | was not right. Some plants grow faster ;lV) alive animal ask baby body Glossary and index inaqex Page something that is living 6 a living thing that can move around and eats other living things 6 use a question to find out 21 the young of an animal 10 the whole part of a person or animal 28calf compare concrete different environment fabric farm fast/er/est fat feel fibres flexible food glass group grow healthy the young of a cow or elephant look at how things are similar and how they are different a mixture of water, sand and cement that goes hard like a rock something that is not the same the place in which living things live a soft, flexible material used to make clothes and other things a place where animals or crops are produced for food taking a short time to get to another place oily or greasy material use the sense of touch to find out about something small thread-like parts when something can bend easily what animals eat a material that you can see through to put things with each other get bigger a living thing that has all it needs and is not sick or damaged 10 31 37 36 12 35 38 18) Sw hear human jump light listen living look (at) loud magnifying glass materials metal moveling/ment name non-living paper pet plant plastic you hear sounds using your ears men, women and children are humans 30 11 move so that you are not touching the ground 43 something that comes from the Sun you use your ears to listen to sounds living things grow, need food, make waste, use air and have young use your eyes to find out about something a description of a sound shaped glass that makes objects look bigger we use materials like glass, wood, plastic and fabric to make many things that we use everyday a material that is often strong and shiny change position say what something is called not alive a material that you use to write on an animal that you keep in the home a living thing that can make its own food a type of material that may be coloured 20 53 55 37 34 34 42 17 35 34pull push try to move something towards you 44 try to move something away from you 44 properties question quiet recycle rock the words we use to describe a material 36 you ask a question to find something out a sound that only makes a little noise when a material is used again hard part of the Earthrough rubber run salt shiny sight similar slow/er/est smell smooth soft (material) soft (sound) sort sound bumpy, not flat a material that can bend easily and keeps water out to move your feet quickly, faster than walking a white powder that we add to food to change the taste to look at things with our eyes the part of a plant from which a new plant can grow the things animals use to find out about the world around them looks bright when light shines on it you use your eyes to see things being the same in some ways taking a long time to get to another place you use your nose to smell things flat, not bumpy gentle to touch, not hard a quiet sound put things into groups something you hear 37 34 43 30 39 31 24 30 37 36 55 39 52source where something comes from or where it is made 52 stop not moving anymore 49 strong powerful, not easily broken 36 sugar a sweet white powder that we add to food and drinks 13 swing to move backwards and forwards, as on a swing 43 taste you taste your food using your tongue 30 test do something to see what happens 39 tongue the part of your mouth that helps to feel and taste food 31 touch a sense you use to feel things 30 turn change direction 43 voice what you use to talk 52 water a liquid that you drink (the sea and rivers are made of water) 19 wood a material that comes from the trunk of a tree 34 young a baby plant or animal that has only been alive a short time 11_ ~ ) Acknowledgemenis i) The authors and publisher are grateful for the permissions granted to reproduce copyright materials. While every effort has been made, it has not always been possible to identify the sources of all the materials used,or to trace all the copyright holders. If any omissions are brought fo our notice, we will be happy to include the appropriate acknowledgements on reprinting. The publisher is grateful to the experienced teachers Mansoora Shoaib Shah, Lahore Grammar School, 55 Main, Gulberg, Lahore and Lynne Ransford for their careful reviewing of the content. p. 7/ Cederlund Tholin/ Shutterstock; p. 7c AptTone/ Shutterstock; p. 7rTupungato/ Shutterstock; p.11/ Steve Bloom Images/ Alamy; p. 11¢ Kuttig - Animals/ Alamy; p. 11r Mark Bridger/ Shutterstock; p. 13 Adisa/ Shutterstock; p. 17 StudioSmart/ Shutterstock; p. 18 Scott Sinklier/AgStock Images, Inc./ Alamy; p. 19 Flavio Vallenari/ iStockphoto; p. 21 inga spence/ Alamy; p. 23/ Nigel Cattlin/ Alamy; p. 23r Nigel Cattlin/ Alamy; p. 27/ Asiaselects/ Alamy; p. 27c! Ocean/ Corbis; p. 27er Levranii/ Shutterstock; p. 271 llike/ Shutterstock; p.31/ Pakhnyushcha/ Shutterstock; p.31.cl Catcher of Light, Inc./ Shutterstock; p.31erAfriPics.com/ Alamy; p. 31r paolo gislimberti/ Alamy; p. 35 Thomas Imo/ Alamy; p. 37tr/ Shutterstock; p.43 Marvin Dembinsky Photo Associates/ Alamy; p. 46 Brian Davidson, U.S. Air Force/public domain/ Wikimedia Commons; p. 47 kavram/ Shutterstock; p.51 bi JeremyRichards/ Shutterstock; p. 51¢ Tibor Bognar/ Alamy; p.51r dominic dibbs/ Alamy; p.51 brirabel8/ Shutterstock; p. 54/ Corbis/ SuperStock; p. 54r ollyy/ Shutterstock; p.57 Joel Rogers/ Documentary Value/ Corbis Cover artwork: Bill Bolton |= left, r= right, t= top, b = bottom, c = centre Acknowledgements