Beruflich Dokumente
Kultur Dokumente
Science
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Skills Builder
PL 6
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SA
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no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2016
Produced for Cambridge University Press by
White-Thomson Publishing
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www.wtpub.co.uk
Editor: Sonya Newland
Designer: Clare Nicholas
Printed in Poland by Opolgraf
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ISBN 978-1-316-61109-8 Paperback
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thereafter.
Cover artwork: Bill Bolton
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anthology and reproduction for the purposes of setting examination questions.
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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
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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 Material changes 27
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 Forces and motion 38
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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 Electrical conductors and insulators 50
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highlighted in bold in the sections
• enhance and extend learners’ scientific
knowledge and facts • Key facts – a short fact to support the activities
where relevant
• promote scientific enquiry skills and learning in
order to think like a scientist • Look and learn – where needed, activities are
supported with scientific exemplars for extra
• advance each learner’s knowledge and use support of how to treat a concept or scientific
of scientific vocabulary and concepts in their method
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correct context.
• Remember – tips for the learner to steer them in
The Skills Builders activity books consolidate core the right direction.
topics that learners have already covered in the
classroom, providing those learners with that How to approach the write-in activities
extra reinforcement of SE skills, vocabulary topic
Teachers and parents are advised to provide students
knowledge and understanding. They have been
with a blank A5 notebook at the start of each grade
written with a focus on scientific literacy with ESL/
for learners to use alongside these activity books.
EAL learners in mind.
Most activities will provide enough space for the
answers required. However, some learner responses –
How to use the activity books especially to enquiry-type questions – may require
more space for notes. Keeping notes and plans
These activity books have been designed for use models how scientists work and encourages learners
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by individual learners, either in the classroom or at to explore and record their thinking, leaving the
home. As teachers and as parents, you can decide activity books for the final, more focused answers.
how and when they are used by your learner to
best improve their progress. The Skills Builder activity Think about it questions
books target specific topics (lessons) from Grades Each unit also contains some questions for discussion
1–6 from all the units covered in Cambridge Primary at home with parents, or at school. Although learners
Science. This targeted approach has been carefully will record the outcomes of their discussions in
designed to consolidate topics where it is most the activity book, these questions are intended to
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4 Introduction
Original material © Cambridge University Press 2016
1 Humans and animals
The activities in this Skills Builder unit give learners further practice in
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the following topics in the Learner’s Book and Activity Book:
1 Remind learners to use a ruler when drawing the rows and you think will
columns of a table. They should also draw a border around it. happen based
Each column should have a heading and units. The factor that on what you
already know or
will change should be in the left-hand column. The factors to
have observed.
be observed or measured should be on the right.
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.
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
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oxygen. The liver breaks down harmful substances so that the kidneys
can remove them. The liver produces substances that help the body
digest food.
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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
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kidney
intestine
brain
lung
CHECK YOUR LEARNING
KEY FACT
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72 times every minute to keep pumping blood around the
body. The blood carries food and oxygen to all parts of
the body.
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Explain the way the heart works
Circle the letter of the correct answer to the following
questions about the heart.
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blood ribs lungs windpipe nose carbon dioxide oxygen
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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.
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I can find out how people who live in very high places get
enough oxygen.
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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
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Friday – very hot day, drank no water, played soccer all afternoon
The bar chart shows the volume of urine he produced each day.
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Remember:
a most urine?
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b least urine?
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4 Use the results to write a conclusion about the factors that
affect how much urine Miguel produced.
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I can present results in a table.
The activities in this Skills Builder unit give learners further practice in
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the following topics in the Learner’s Book and Activity Book:
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habitat
2.2 Food chains begin with answer questions about how pot plants
plants make food
identify consumers, predators and prey
2.3 Consumers in food chains
and draw food chains
2.4 Food chains in different identify food chains in a tropical forest
habitats habitat
2.5 Deforestation see Challenge, Section 2.5
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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 identify positive and negative effects on
environment the environment
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Resources
You will need a tree, a pair of binoculars,
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reference books on birds and insects.
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a Name all the animals you can see eating the leaves or flowers
or fruits.
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Remember:
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Remember:
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Why do we call plants producers?
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5 One day Ploy finds holes in some of the leaves of her Thai basil plant.
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She sees a caterpillar on her plant.
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b Draw a food chain to show the feeding
relationship between the caterpillar and
the Thai basil. Label the producer and the
consumer.
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Remember:
A food chain must
always begin with
a producer.
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6 Think about it!
Explain how Ploy gets energy from the herbs she has grown when
she eats them.
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In every habitat, there are plants and animals. Animals are consumers
because they eat plants or animals to get their energy. Some animals
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only eat plants. Many animals eat other animals. An animal that eats
another animal is called a predator. The animal that a predator eats
is called its prey.
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Identify consumers, predators and prey
Look at the pictures below.
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5 Draw a food chain for a producer, a predator and prey from
the picture.
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b What types of food do consumers get from these producers?
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KEY FACT
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consumer and a predator, using examples from the picture.
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KEY FACT
PL recycled it is melted
down and made into
a new glass object.
This saves having to
dig more sand from
the ground. It uses less
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energy than making
new glass.
»
soy sauce
lemonade
fresh chicken
spinach
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b How does recycling glass bottles reduce the amount of energy
we use?
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24 2.8 Recycling
Original material © Cambridge University Press 2016
2.9 Take care of your environment environment
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1 Draw a cross on the pictures that show negative effects on the
environment. Fill in the gaps in the sentences beneath these boxes.
Choose words from the box.
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Draw a tick on the pictures that show a way of caring for the
environment. Fill in the gaps in the sentences beneath these boxes.
Choose the words from the box below.
rinse holes shower pollute germs litter waste less buses save
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»
sick. Keep food and If possible ____________
eating areas clean. instead.
can conserve water and use less energy. You can reduce waste by
recycling packaging and putting food waste on the compost heap.
Encourage your friends and family to do all these things, too.
The activities in this Skills Builder unit give learners further practice in
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the following topics in the Learner’s Book and Activity Book:
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changes irreversible and explain why
3.2 Mixing and separating
see Challenge, Section 3.2
solids
3.3 Soluble and insoluble
identify soluble and insoluble solids
substances
3.4 Separating insoluble
separate oil and water
substances
3.5 Solutions see Challenge, Section 3.5
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3.6 How can we make solids draw a graph of results and identify factors
dissolve faster? that affect dissolving
3.7 Grain size and dissolving see Challenge, Section 3.7
In this unit, learners will practise presenting results in a line graph and identifying patterns
in results (Section 3.6). They will also use results to draw conclusions (Sections 3.4 and 3.6),
make predictions using scientific knowledge (Sections 3.1 and 3.4) and make observations
using simple apparatus correctly (Section 3.4). To help them:
1 Explain that there can be different patterns in results. Sometimes we see the pattern as we
change the factor we are investigating. For example sugar dissolves faster as we increase
the water temperature. Another pattern might be that some results are the same.
For example the bulb in a circuit lights up when there is a metal object in the circuit.
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1 a In what way does the gold change when
it is heated?
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it in the freezer?
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Substances that dissolve in liquids are soluble. They mix completely with
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the liquid, so you cannot see them once they have dissolved, but they
are still present in the solution. Substances that do not dissolve in liquids
are insoluble. They do not mix with the liquid – they form a suspension.
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Identify mixtures with soluble and insoluble solids
Magda investigated dissolving. She mixed three different solids with
water. The pictures show her results.
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A is __________________________________________
B is __________________________________________
C is __________________________________________
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