Preview Cambridge Primary Science Skills Builder 4

CAMBRIDGE PRIMARY

The Skills Builder Activity Books are carefully designed to provide consolidation activities for children who need extra teaching and learning opportunities in order to meet the required standard for success in the Cambridge Primary framework. It also focusses on ESL children who are still finding their scientific literacy is a barrier to success in science.

Skills Builder Activity Book 4 consists of: A full range of activities which support the full breadth of the Cambridge Primary Curriculum Science at Grade 4

This resource is endorsed for learner support

by Cambridge International Examinations

Carefully levelled activities which help gently raise a child’s science literacy, understanding and performance to match that of their peers

learner support as part of a set of ✓ Provides

Helpful guidance and tips to help teachers or parents explain key scientific methods and concepts before each exercise.

✓ Has passed Cambridge’s rigorous

For the first time, this flexible resource offers motivational parents the Cambridge way for Science work at home.

✓ Developed by subject experts ✓ For Cambridge schools worldwide

resources for the Cambridge Primary Science curriculum framework from 2011 quality-assurance process

Cambridge University Press works with Cambridge International Examinations and experienced authors, to produce high-quality endorsed textbooks and software that support Cambridge Teachers and encourage Cambridge Learners.

Visit education.cambridge.org/cambridgeprimary for information on our full range of Cambridge Primary titles.

Skills Builder

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Science

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Cambridge Primary Science Skills Builder Activity Books are the latest addition to the Cambridge Primary Science course. This is a flexible and engaging course written specifically for the Cambridge Primary Science Curriculum Framework Stages to 6. The course is based on an enquiry-led approach focussed on making the pupils think and work scientifically, understanding key concepts and using scientific research methods to find answers to questions. The language throughout the course is pitched to EAL / ESL learners with illustrations and diagrams supporting visual understanding and learning.

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Skills Builder

CAMBRIDGE PRIMARY

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Science

Fiona Baxter and Liz Dilley

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Contents Introduction

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1

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Humans and animals

1.1 Skeletons

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1.2 The human skeleton

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1.4 Skeletons and movement

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2

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Living things and environments

2.1 Amazing birds

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1.6 How medicines work

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2.2 A habitat for snails

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2.4 Identification keys

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2.5 Identifying invertebrates

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2.7 Wonderful water

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2.8 Recycling can save the Earth

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3

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Solids, liquids and gases

3.1 Matter

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3.4 Melting, freezing and boiling

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3.6 Melting and boiling points

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4

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3.3 How do solids, liquids and gases behave?

Sound

4.1 Sound travels through materials

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4.3 How sound travels

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4.4 Loud and soft sounds

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4.5 Sound volume

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4.7 High and low sounds

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4.8 Pitch on percussion instruments

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4.9 Having fun with wind instruments

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Electricity and magnetism

5.2 Components and a simple circuit

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5.3 Switches

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5.6 Mains electricity

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5.7 Magnets in everyday life

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5.8 Magnetic poles

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Answers

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Glossary

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Introduction Sections

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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.

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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.

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.

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How to use the activity books

How to approach the write-in activities

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.

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Introduction

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.

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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: 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

1.4 Skeletons and movement

see Challenge, Section 1.3

show how muscles contract and relax to make us move see Challenge, Section 1.5

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1.5 Drugs as medicines

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1.3 Why do we need a skeleton?

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Topic

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

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skeleton, bones

1 .1 Skeletons

Skeleton or no skeleton?

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.

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What are the bones in your head called?

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_______________________________________________________________________ What are the bones in your chest called?

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_______________________________________________________________________

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What is the row of bones in your back called?

_______________________________________________________________________

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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.

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1.1 Skeletons

irregular, spine

1 .2 The human skeleton

skull

Name the bones of the skeleton

jaw bone shoulder blade

ear bones

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Look at the drawing of the human skeleton.

Six of the bones do not have the right names.

vertebra

thumb bone

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finger bones

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elbow

hip bone rib wrist

collar bone

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Put a cross (✗)) next to the six incorrect names.

shin bone knee cap thigh bone ankle toe bone

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Complete the table. Write down the incorrect names in the first column.

Then write the correct names in the second column.

Correct names

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Incorrect names

Use the words in the word box to complete the sentences about bones.

flat

long

irregular

bone

skeleton

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short

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.

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1.2 The human skeleton

muscles, contracts, relaxes

1 .4 Skeletons and movement

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.

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Look and learn

Explain the way that muscles work

Complete the sentences to explain the way the muscles in your arm work. Use each of the words in the box once.

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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.

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Label the diagram to show what happens to your arm muscles when you lower your arm.

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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.

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1.4 Skeletons and movement

1 .6 How medicines work

symptoms, prescribes, medicine, cure, germs, treat

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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.

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Describe the way different medicines work

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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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Answer these questions.

Draw lines linking each child with their symptoms.

Umar Zara

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itchy skin cough

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Nor

sore throat

Draw lines linking each symptom with the medicine that Dr Tan gives the child. sore throat itchy skin

ointment

cough medicine

pills

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cough

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How many times a day must Zara take her medicine?

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What advice does Dr Tan give Nor?

_______________________________________________________________________ _______________________________________________________________________

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What advice does Dr Tan give Mrs Suppiah?

_______________________________________________________________________ _______________________________________________________________________

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1.6 How medicines work

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a) Write down the name of one medicine you have taken. _______________________________________________________________________ b) What illness did the medicine treat? _______________________________________________________________________ c) How often did you take the medicine? _______________________________________________________________________

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d) Did the medicine cure your illness?

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Think about it!

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_______________________________________________________________________

Ask an adult at home to show you some medicines. Write down their names. What illnesses do you think they treat? Read the labels and see how you must take the medicine. _______________________________________________________________________

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_______________________________________________________________________

CHECK YOUR LEARNING

I know that we take medicine to treat an illness.

I know that it is important to follow the instructions for taking medicine.

1 Humans and animals

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