Preview Cambridge Primary Science Challenge 4

CAMBRIDGE PRIMARY

Science

Challenge

4

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 3 2 Produced for Cambridge University Press by White-Thomson Publishing www.wtpub.co.uk Editor: Sonya Newland Designer: Clare Nicholas Printed in Malaysia by Vivar Printing A catalogue record for this publication is available from the British Library ISBN 978-1-316-61119-7 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

1.3 Why do we need a skeleton?

6

1.5 Drugs as medicines

8

1.6 How medicines work

10

2

13

Living things and environments

2.1 Amazing birds

14

2.3 Animals in local habitats

16

2.4 Identification keys

19

2.6 How we affect the environment

20

2.7 Wonderful water

22

3

23

Solids, liquids and gases

3.2 Matter is made of particles

24

3.3 The behaviour of solids, liquids and gases

25

3.5 Melting in different solids

28

3.6 Melting and boiling points

30

4

31

Sound

4.2 Sound travels through different materials

32

4.3 How sound travels

34

4.4 Loud and soft sounds

36

4.6 Muffling sounds

37

4.7 High and low sounds

39

4.9 Having fun with wind instruments

41

5

42

Electricity and magnetism

5.1 Electricity flows in circuits

43

5.4 Circuits with more components

44

5.5 Circuits with buzzers

46

5.9 Strength of magnets

47

5.10 Which metals are magnetic?

49

Answers

51

Glossary

58

3

Introduction This series of primary science activity books complements Cambridge Primary Science and progresses, 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.

This workbook is offered as extension to the main curriculum and therefore this workbook does not cover all the curriculum framework content for this stage. The Challenge activity books extend learners’ understanding of the main curriculum, providing an opportunity to increase the depth of their knowledge and scientific enquiry skills from a key selection of topics.

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 Challenge 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

The unit challenge

The activities in this Challenge unit will extend learners’ knowledge of the following topics in the Learner’s Book and Activity Book: Topic

In this topic, learners will:

1.1 Skeletons

see Skills Builder, Section 1.1

1.2 The human skeleton

see Skills Builder, Section 1.2

1.3 Why do we need a skeleton

identify functions of the skeleton and look for patterns in the results of an investigation

1.4 Skeletons and movement

see Skills Builder, Section 1.4

1.5 Drugs as medicines

look at the different ways of taking medicines

1.6 How medicines work

understand how medicines work using a case study about diabetes

Help your learner

In this unit, learners will practise collecting evidence in a variety of contexts (Section 1.3) and presenting results in a bar charts (Section 1.5). They will also identify simple trends and patterns in results and suggest explanations for some of these (Sections 1.3 and 1.5). To help them: 1 Remind learners how to read data from a bar chart by placing a ruler horizontally across the graph to read the measurements on the y-axis accurately.

TEACHING TIP

Ask learners to look at this unit’s key words and concepts in the glossary.

They will remember key words better if they say them aloud and use them in sentences.

2 Help learners to find a suitable person to talk to about diabetes, such as a nurse, a doctor or someone who has the illness.

1 Humans and animals

5

bones, skeleton, results

1 .3 Why do we need a skeleton?

Identify bones and their functions 1

Match the bones of the skeleton with their functions. Draw a line from the name of the bone to its function. Some bones have the same function. skull

Remember: Practise saying these words aloud. Try to use them when talking about the topic.

support

rib

movement

arm bone

protection

spine

KEY FACTS

The main functions of the skeleton are growth, movement, support and protection.

2

Think about it!

Are all skeletons made of bone? If not, what material are they made of? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

6

1.3 Why do we need a skeleton?

Measuring Gita’s hand Here is a drawing of the outline of Gita’s right hand.

1

Which is Gita’s longest finger?

Circle the correct finger on the outline.

2

Which is Gita’s shortest finger?

Circle the correct finger on the outline.

This is a bar chart showing the length of different fingers on Gita’s right hand.

8

Bar graph of the length of Gita’s finger

Finger length (cm)

7 6 5 4 3 2 1 0

3

Thumb

Index finger

Middle finger

Ring finger

Little finger

Look at the drawing of Gita’s hand and the bar chart. What do you notice about the results? Are they all correct? Say why or why not. _________________________________________ _________________________________________ _________________________________________

CHECK YOUR LEARNING

I can identify the functions of the bones of the human skeleton.

I can recognise incorrect results in a chart.

1 Humans and animals

7

survey, medicine

1 .5 Drugs as medicines

Record different ways to take medicines Nasreen and Fatima carried out a survey of the people in their families to find out about the different ways that medicine can be taken.

They recorded their results in a table.

Way medicine is taken

Number of people Nasreen’s family

Fatima’s family

mixture

3

2

tablet

5

4

injection

1

0

inhaler

0

2

powder

2

1

Total number of people

1

Fill in the last column of the table.

2

In what way do you think most young children take medicine?

Give a reason for your answer. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

8

1.5 Drugs as medicines

3

Draw a bar chart to show the total number of people who take medicine in each way.

10 9 Number of people

8 7 6 5 4 3 2 1 0

_______

_______

_______

________

_______

How medicine is taken 4

Which method of taking medicine do most people use?

Suggest a reason for this. ______________________________________________________________________ ______________________________________________________________________

5

Which is the least common way of taking medicine?

Suggest a reason for this. ______________________________________________________________________ ______________________________________________________________________

CHECK YOUR LEARNING

I can draw a bar chart from data in a table.

I can identify patterns in results and suggest reasons for them.

1 Humans and animals

9

1 . 6 How medicines work

germs, insulin, symptoms, cure, prescribed

Learn about diabetes KEY FACTS

Diabetes is an illness. This illness is not caused by germs. Our bodies need a certain sugar level in the blood to be healthy. We all have a substance called insulin in our bodies. Insulin keeps the blood sugar level correct. If it gets too high or too low it can be very dangerous.

Children, like Carlos, can have diabetes.

A person gets diabetes when their body does not have enough insulin.

Carlos is in Grade 4. He has had diabetes since he was five years old.

Scientists are not sure what causes diabetes. Carlos’s parents may have passed on characteristics to Carlos when he was born that meant he could not make enough insulin. Soon after his fifth birthday his parents noticed that he was often tired. He was always thirsty and wanted to make a wee very often.

Then he started to lose weight. They took him to the doctor.

1

List four symptoms of diabetes. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

10

1.6 How medicines work

2

In what ways is diabetes different to other illnesses, such as measles and chicken pox? ______________________________________________________________________ ______________________________________________________________________

The doctor took a sample of blood from Carlos and sent it to the laboratory to be tested. The blood test showed that Carlos had diabetes. There is no cure for diabetes – to stay healthy Carlos needs to take medicine for the rest of his life. The medicine he is prescribed is insulin. But it is not as simple as taking a pill three times a day. Carlos has to have injections of insulin directly into his blood.

3

Why do you think Carlos needs injections of insulin instead of pills made from insulin? ______________________________________________________________________ ______________________________________________________________________

4

When will Carlos be cured of diabetes? ______________________________________________________________________

1 Humans and animals

11

Many more adults get diabetes than children. Talk to a nurse, a doctor or your parent or teacher, or look on the internet to answer these questions.

5

In what ways is the diabetes that adults get different to the diabetes that children get? ______________________________________________________________________ ______________________________________________________________________

6

Name three ways that adults put themselves at risk of getting diabetes. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

7

Think about it!

Imagine Carlos is your friend and he is coming for lunch. Plan and describe a meal that he could eat. ______________________________________________________________________ ______________________________________________________________________

CHECK YOUR LEARNING

I know about diabetes and ways of controlling it.

I know what medicine a person with diabetes must take.

12

1.6 How medicines work

2

Looking after ourselves Living things and environments

The unit challenge

The activities in this Challenge unit will extend learners’ knowledge of the following topics from the Learner’s Book and Activity Book: Topic

In this topic, learners will:

2.1 Amazing birds

know that animals are adapted to live in their habitats

2.2 A habitat for snails

see Skills Builder, Section 2.2

2.3 Animals in local habitats

record observations about animals in local habitats

2.4 Identification keys

create a simple identification key

2.5 Identifying invertebrates

see Skills Builder, Section 2.5

2.6 How we affect the environment

investigate water pollution

2.7 Wonderful water

show how water can be filtered to clean it

2.8 Recycling can save the Earth

see Skills Builder, Section 2.8

Help your learner

TEACHING TIP

In this unit, learners will practise making relevant observations and presenting results in a bar chart (Section 2.3). They will also link evidence to scientific knowledge and explain what it shows (Sections 2.3 and 2.6) and identify patterns in results (Section 2.6).

To help them: 1 Discuss with learners how they think the animals they can see locally are suited to the environment.

Explain that the term ‘environment’ means all the things – both living and non-living – around a plant or animal that can affect it.

2 Remind learners that when they draw the vertical axis for a bar chart, they must make it long enough for the tallest bar in the chart.

2 Living things and environments

13