Cambridge Primary Ready to Go Lessons for
Science Stage 6
Answers to photocopiable pages
Unit 1A: 6.1 Human organs
and systems
Page 12: Where are the major
organs in our bodies?
Page 9: Body organs
lungs
heart
heart
liver
liver
kidneys
lungs
brain
kidneys
Page 10: Organs in a small mammal
lung
heart
Page 14: The brain and central
nervous system
liver
stomach
kidney
2. The organs are in a similar position to those
in a human and some look similar.
1. Control centre for the body.
2. By nerves.
3. Sense organs have special cells called sensors.
These respond to stimuli and send messages to
the brain via the nerves. The brain recognises
the stimulus, interprets the message and sends
messages via the nerves to respond to the
stimulus.
4. Brain, nerves and spinal cord.
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Cambridge Primary Ready to Go Lessons for Science Stage 6: Answers to photocopiable pages
Page 15: The brain
1. a) The brainstem is also known as the
medulla. It connects the brain to the
spinal cord. It is responsible for breathing,
digestion and circulation. It is concerned
with involuntary muscle action, for
example the heart and in digestion. It sorts
messages to and from the brain.
b) The cerebellum is also called the little
brain. It is concerned with balance,
movement and co-ordination. It is also
associated with emotions and learning.
c) The skull is the bony protection inside
which the brain is situated.
2.
1. a) muscle
b) pump
c) blood
body
d) Arteries
e) Veins
f) heart
lungs
g) body
Page 22: Investigating pulse
rate 1
1. running (though hopping or skipping could
also be correct)
taste
touch
Page 20: The heart and
circulatory system
skull
smell
sight
hearing
cerebellum
2. Answers will vary, for example: After exercise
you are conscious of your raised heart beat.
You can hear your heart beating and are out
of breath. Running is the activity on this list
that will make this happen most.
3–6. Personal response.
brainstem
Page 23: Investigating pulse
rate 2
Page 17: Looking after our brain
1. Pictures should include lots of fish and
vegetables.
2. Answers will vary, for example cycling, horseriding, baseball, American football, skiing.
Personal response.
Page 25: The lungs
1. bronchial tubes
trachea (windpipe)
3. Answers will vary, for example reading,
doing puzzles, playing a sport or musical
instrument.
4. Rest / sleep.
Page 19: Where is my heart?
1.
lungs
2. Oxygen (O2).
3. Carbon dioxide (CO2).
4. Gaseous exchange.
2. To pump blood around the body.
2
Cambridge Primary Ready to Go Lessons for Science Stage 6: Answers to photocopiable pages
Page 26: The respiratory system
1.
trachea
(windpipe)
lung
2. Answers will vary, for example: The apple begins
its journey in your mouth, where saliva begins
to break it down. It travels down the food pipe
and into the stomach, where it is churned up and
broken down by stomach acid. The liver produces
bile to aid digestion. The broken-down apple
then passes into the small and large intestines
where nutrients from it are absorbed into the
body. Any remaining waste matter is passed
through the rectum and out through the anus.
Page 31: The excretory (urinary)
system
bronchus
1. kidneys
ribs
diaphragm
2. It goes from the lungs, up the trachea and out
through the mouth.
ureter
3. Respiration.
Page 28: The digestive system
bladder
1.
mouth
food pipe
stomach
intestines
2. To purify and clean the blood and / or
produce urine.
Page 32: The excretory (urinary)
system
Answers will vary, for example:
Drink plenty of water: Water allows your
kidneys to function properly and filter everything
they need to.
Eat a balanced, healthy diet: Eating the
right foods means that your kidneys will have
less work to do.
rectum
2. Saliva
3. Food is churned up and broken down by
stomach acid into liquid.
Page 29: The digestive system
1.
food pipe
mouth
stomach
liver
large intestine
small intestine
rectum
anus
Do not drink alcohol or smoke: Smoking and
drinking alcohol means that your kidneys have to
work harder to remove toxins from your blood.
Page 34: Organs and systems
wordsearch
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Cambridge Primary Ready to Go Lessons for Science Stage 6: Answers to photocopiable pages
Page 36: Organs and systems
game
The learners play the game as described on the
photocopiable page.
Page 37: Organs and organ
systems
Organ
Organ
system
brain
– central
nervous
Function
– carries messages and
acts as the control
centre
heart
– circulatory – pumps blood
around the body
kidneys
– urinary
– removes waste
stomach
– digestive
– breaks food down
lungs
– respiratory – exchange of gases
Page 38: Where are the major
organs?
1.
brain
2. Answers will vary, for example: An ice-cube
is solid. When it gets warm or is heated, it
begins to melt and turn into liquid. This
liquid is water. When water is heated it turns
into a gas called water vapour and evaporates
into the air.
Page 43: Irreversible changes –
making a clay pot
The learners follow the instructions to make a
coiled clay pot or a pinch pot, with help.
Page 44: Irreversible changes –
baking cakes
The learners follow the recipe to make cakes,
with help.
Page 45: Irreversible changes
1. a candle burning and a fire burning
2. When cakes are baked, the ingredients
combine to make something different – a new
product that is unlike the original ingredients,
which cannot be recovered.
Page 47: Burning
1.
lung
heart
Before
Paper flat, smooth sheet
Wood rough log
kidney
After
grey ash
small pieces of
charred / black
wood and ash
2. In any order: coal, oil, natural gas.
3. Answers will vary, for example: for cooking,
transport and heating homes.
4. Food.
Page 49: Observing a candle
burning
2. Answers will vary, for example:
Organ
liver
stomach
intestines
bladder
Function
Produces bile to aid digestion.
Churns up and breaks food down.
Absorb nutrients into the body.
Stores urine.
Look for descriptions including such words as wax,
flame, burn, light, melt, drip, hot, run, soot, blue,
yellow, sparks.
Page 51: Separating solids
1–3. Personal response.
4. a) By hand.
Page 39: A healthy heart
b) Sieving.
Personal response.
c) Using a magnet.
Unit 1B: 6.2 Reversible and
irreversible changes
Page 53: Mixing solids with
water 1
Page 41: Reversible changes
Personal response.
1. a) chocolate
solid
b) mouth
melt
Page 54: Mixing solids with
water 2
c) runny
liquid
1–3. Personal response.
4
Cambridge Primary Ready to Go Lessons for Science Stage 6: Answers to photocopiable pages
4. A mixture of a soluble solid and an insoluble
solid can be separated by mixing them with
water so that the soluble solid dissolves.
Filter the remaining solution to separate the
insoluble solid. Evaporate the water from the
dissolved solid to recover the original solid.
5. Personal response.
Page 56: Soluble or insoluble?
1–2. Personal response.
3. Accept answers that describe how the
solid seems to disappear, but is still in the
solution, dissolved in the water.
Pages 69–70: Separating different
mixtures 1 & 2
1. Soil and debris are making the water dirty.
2. You can get the salt out as crystals using
evaporation.
3. Sieving will separate the soil.
Evaporating, filtering and sieving have been
used.
Page 72: Interpreting results:
melting ice-cubes
1. Place A.
Pages 58–59: Observing
mixtures
2. It was at 20 °C – the hottest room temperature.
Answers will vary, according to the mixtures
prepared or tested.
4. Answers will vary; check for correct use of
data in drawing the graph.
Page 61: Separating a
complicated mixture 1
3. 10 °C.
Page 73: Separating mixtures
1. a) magnetism
The learners decide on a team name and allocate
roles.
b) by hand
Pages 62–63: Separating a
complicated mixture 2 & 3
d) filtration
Look for evidence of sieving, filtering and
evaporation in the method.
Page 64: Separating a
complicated mixture 4
Results
Personal response.
Conclusion
Sieving would separate the rock salt.
Mixing with water would dissolve the sugar.
Filtering would separate the sand.
Evaporation would produce sugar crystals.
c) sieving
e) evaporation
f) sieving and evaporation
2. A sieve.
3. A magnet.
4. An evaporating dish and a heat source.
Page 74: Reversible or irreversible?
Change
Reversible? Irreversible?
water boiling
✓
a candle burning
✓
chocolate melting
✓
an egg cooking
✓
water freezing
✓
a fire burning
✓
Pages 66–67: Do solids dissolve
quicker in hot water? 1 & 2
Unit 2A: 6.3 Food chains
1–4. Personal response.
Page 76: Energy source
5. spoons / spatulas / weighing scales
1. Personal response.
6. a thermometer
2. Answers will vary; look for good sources of
fat, sugar, carbohydrates or proteins.
7. stopwatch / clock / timer
Results
Personal response.
Conclusion
The hotter the water, the quicker / faster the
solid dissolved.
3. Answers will vary, according to the foods
chosen.
4. The Sun.
Page 78: Food chains
1. Answers will vary, for example:
or
Meat-eater
The cooler the water, the slower the solid
dissolved.
grass → chicken → human
5
Cambridge Primary Ready to Go Lessons for Science Stage 6: Answers to photocopiable pages
Vegetarian
Page 92: Prey
spinach → human
1–2. Personal response.
2. Both food chains begin with a green plant.
Page 79: Drawing and writing
food chains
1. leaf
→ caterpillar → bird → snake
2. green plant → gazelle
→ lion
3. The flow of energy.
Page 81: Producers
1. Answers will vary, for example:
3. no
Pages 94–95: Predators and
prey 1 & 2
The learners play the game as described on
photocopiable page 94.
Page 97: Food chains in the
desert
1–2. Answers will vary, for example:
→ ant
→
a) leaves
cactus
b) grass
producer → primary →
consumer
c) corn
2. green plants
Pages 83–84: Consumers
Resources for the page 82 Starter activity game.
Page 85: Consumers
1. a) bird
secondary
consumer
Page 98: Food chains in a
mountain environment
1. snow leopard
2. a) moss
b) mountain goat
c) snow leopard
b) goat
d) mountain goat
c) antelope
2. Personal response.
Page 87: Secondary consumers
1. Answers will vary, for example wolf.
producer → primary → secondary
consumer
consumer
Page 99: Food chains in the
ocean
1. seaweed
2. shark
3. killer whale (Orca)
4. primary consumer
3. Personal response.
Page 88: Tertiary consumers
1. Answers will vary, for example whale.
2. a) Sun
5. Answers will vary, for example plankton,
algae.
Page 100: A tree as a habitat
Answers will vary, for example:
b) green plant
1. palm tree
c) herbivores
d) herbivores
snake
carnivores
e) omnivores
Page 90: Predators
1. small insect
millipede
bird
→
2. eucalyptus tree →
3. oak tree
→
lemur
→
fossa
koala bear
→
dingo
squirrel
→
cat
Page 101: The Antarctic
Answers will vary, for example:
plankton → Antarctic cod → seal
Page 102: In the savannah plains
2. Small insects.
Answers will vary, for example:
3. Birds.
grass → gazelle → hyena
4. There will be fewer of them as they are at the
top of the food chain.
Page 103: In the rainforest
5. Answers will vary, for example jaguars,
leopards, tigers.
banana → monkey
6
→ whale
→ lion
Answers will vary, for example:
→ tiger
Cambridge Primary Ready to Go Lessons for Science Stage 6: Answers to photocopiable pages
Page 104: In a pond
Plugs
Answers will vary, for example:
1. Metal.
water lily → frog → heron
2. Plastic or rubber.
Page 106: Food chains assessment
1. leaf
→ ant
→ thrush → owl
2. Leaf.
3. Primary consumer.
4. 2
3. Plastic or rubber.
4. They are insulators.
Pages 118–19: Changing the
brightness of lamps in a circuit
1&2
5. Ant / thrush.
1. Personal response.
6. Thrush for ant; owl for thrush.
2. Answers will vary; ensure that all
components listed are included in the circuit
drawn.
7. There may be more ants, so more leaves would
get eaten. If the owls don’t have thrushes
to eat they will need to find other prey –
different birds or small creatures – otherwise
their numbers will decrease.
Unit 2B: 6.4 Electrical
conductors and insulators
Page 108: Making circuits
Answers will vary; all circuits should require cells
(batteries), lamps and wires at least.
3–4. Personal response.
5. Increasing the number of cells (batteries).
6. Personal response.
Page 121: Changing the number
of cells (batteries)
a) right
b) right
c) right
Page 109: Electrical conductors
Page 122: Improving a circuit
Personal response.
Personal response.
Page 111: Electrical insulators
Page 124: Changing simple
circuits 1
Results
Personal response.
1.
Conclusion
Non-metals are good electrical insulators.
Page 113: Good electrical
conductors
2.
Results
Personal response.
Conclusion
Metals are good electrical conductors.
Page 115: Electrical insulators
around school
1. Answers will vary; see the photocopiable page
for an example.
2. Non-metals, for example plastics and rubber.
3. a) dim
b) brighter
Page 125: Changing simple
circuits 2
1.
Page 116: Electrical insulators in
the home
Saucepan
1. Handle.
2. Plastic or wood.
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Cambridge Primary Ready to Go Lessons for Science Stage 6: Answers to photocopiable pages
2.
3. The car would not move – or it might go
backwards!
Page 139: Circuit symbols
1.
3. higher
or
lower
4. no
dimmer
lamp
Pages 127–28: Testing the
thickness of wires in a circuit 1 & 2
buzzer
1–5. Personal response.
6. The thicker the wire the lower the
resistance / the thinner the wire the greater
the resistance.
7. thicker brighter
or
thinner dimmer
Pages 130–31: Making a dimmer
switch 1 & 2
1–2. Personal response.
3. a) The shortest.
b) The distance around the circuit is shorter.
Page 133: Circuit symbol cards
Laminate these cards for use in the Main activities.
Page 134: Circuit symbols
Information sheet for the Main activities.
Page 135: Drawing circuits
Personal response; check for correct use of circuit
symbols.
Page 137: Using circuits
1. He could use more cells (batteries) or a bigger
lamp.
2. a) The lamp will glow brighter.
3. The lamp might fuse.
4. Answers will vary, for example: mountain
rescue, caving, looking in a dark cupboard.
Page 138: How do circuits work?
1. She could add more cells (batteries).
2.
battery (cell)
wire
8
lamp
Circuit symbol
cell (battery)
brighter
switch (on)
Equipment
lamp
M
motor
switch
wires
2. If there is a gap then the circuit will not work.
Unit 3A: 6.5 Caring for the
environment
Page 141: How do humans affect
the environment?
Answers will vary, for example:
Positive effect
1. Refuse disposal
2. Recycling
3. Saving water and
energy
Negative effect
1. Building on the
natural environment
2. Pollution
3. Oil spills
Page 143: Environmental audit
Personal response.
Pages 145–46: Collecting
environmental data 1 & 2
Personal response.
Page 148: Using red cabbage
indicator
1.
Liquid
red cabbage
indicator
rainwater
lemon juice
white vinegar
acid rain (in jar)
Colour Colour with
red cabbage
indicator
purple
clear
yellow
clear
clear
clear
red
pink
orange
Cambridge Primary Ready to Go Lessons for Science Stage 6: Answers to photocopiable pages
2. The chalk dissolved with some fizzing and the
liquid turned purple.
3. Red.
4. a) Lemon juice
b) White vinegar
Page 149: What can acid rain do
to buildings?
1. Personal response.
2. The buildings erode as the acid rain wears
away / dissolves the soft rock.
Pages 151–52: Collecting evidence
of pollution in the air 1 & 2
Page 159: The ozone layer
1. Personal response: The learners need to design
the Sun, oxygen molecules, ozone molecules
and CFCs.
2. Personal response: The cartoon needs to show
the Sun splitting oxygen molecules, and these
atoms joining another oxygen molecule to
make ozone. Then the CFCs come along and
steel oxygen.
Page 161: Deforestation
1. a) Areas of the forest are cleared and some
animal habitats are destroyed.
b) Huge expanses of forest and many more
habitats are destroyed, and the ground and
air can be polluted.
Answers will vary; soot or dark deposits should
be seen.
c) Mining requires large areas of the forest
to be cleared, and access for vehicles and
large machinery also harm other areas of
the forest.
Page 154: Pollution
1.
s
o
b
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k
y m p
l
i
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r
t
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2. That a particular animal has died out.
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g
l
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b
a
3. Answers will vary, for example woolly
mammoth, dodo, North African elephant,
Atlas bear, Javan tiger, koala lemur, Western
black rhinoceros.
i
v
h
r
e
s
p
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i
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f
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Page 163: Reduce, reuse, recycle
1. Answers will vary, for example:
Item
Alternative
pesticides
organic
pesticides
2. It affects people’s health.
Page 155: Pollution in cities
1. Answers will vary, for example: exhaust
emissions, industrial waste, litter.
2. Answers will vary, for example: council
recycling initiatives; reducing traffic in
town centres / introducing low-emission
zones; encouraging use of bicycles with the
introduction of cycle lanes; increasing taxes
on petrol and flying to encourage people to
use public transport and to take fewer flights;
unleaded petrol is becoming more common;
introducing bus and tram lanes to make
public transport more attractive.
cars
walk or cycle
electricity
daylight,
turning off
lights and
not leaving
electrical
items on
stand-by
water
showers
instead of
baths
3. Personal response.
Page 157: Global warming (the
greenhouse effect)
Reason
stop poisoning
soil
save fuel and
reduce pollution
save fuel and
reduce pollution
avoid water
shortages and
reduce the fuel
used for heating
3.
1. Earth
2. Sun
3. atmosphere
4. greenhouse gases
4. Answers will vary, for example paper, glass,
aluminium cans.
5. pollution
Page 164: Swap shop
6. fossil fuels
Template to create an invitation to swap items
with friends.
7. deforestation
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Cambridge Primary Ready to Go Lessons for Science Stage 6: Answers to photocopiable pages
Page 166: Being environmentally
friendly
1. b)
c)
e)
f)
g)
i)
Page 178: The direction of forces
1.
j)
2. Personal response.
Unit 3B: 6.6 Mass and weight
Pages 168–69: Measuring mass
Personal response.
Page 171: Measuring weight in
newtons (N)
Personal response.
Page 172: Measuring weight in
newtons (N)
Personal response.
2. Twist.
3. Personal response.
Page 180: Energy in movement
Thing that
moves
What is
moving?
an American
footballer
a helicopter
his body
Where does
it get its
energy from?
food
propellers
fuel
a frog jumping
legs
food
riding a
bicycle
wheels
the cyclist
Approximately 100g = 1 newton
Page 174: Measuring in kilograms
(kg) and newtons (N)
Personal response.
Page 175: Measuring in kilograms
(kg) and newtons (N)
Personal response.
Approximately 100g = 1 newton
Page 177: The direction of forces
Page 181: Energy in movement
Thing that
moves
What is
moving?
a fish
swimming
a runner
an aeroplane
Personal
response.
tail and body
What is its
source of
energy?
food / muscles
arms and legs
engine
Personal
response.
food / muscles
fuel
Personal
response.
Page 183: Balanced and
unbalanced forces
Object
Balanced or Forces
Which
unbalanced involved
force is
forces?
strongest?
a sinking unbalanced
upthrust
gravity
ship
(buoyancy)
and
gravity
10
a falling
rock
unbalanced
mass and
gravity
gravity
a
parachute
unbalanced
air
resistance
and
gravity
gravity
a table
balanced
mass and
gravity
they are
equal
Cambridge Primary Ready to Go Lessons for Science Stage 6: Answers to photocopiable pages
Object
Balanced or Forces
Which
unbalanced involved
force is
forces?
strongest?
a hot air
balanced
air
they are
balloon
resistance
equal
floating
and
in the air
gravity
Page 185: Investigating friction
Personal response.
The smoothest surface is best for reducing friction
as the smoother the surface the less friction
there is.
Conclusion
bigger
slower
or
smaller
faster / quicker
Air resistance is acting against the force of gravity.
The bigger the canopy, the greater the air resistance,
and so it takes longer to reach the ground. The
smaller the canopy, the lower the air resistance, and
so it takes less time to reach the ground.
Page 192: Parachutes
1.
Page 187: Air resistance
1. a) flat
b) folded into four c) screwed up
2. The screwed-up paper fell fastest.
air resistance
3–4. Personal response.
gravity
Pages 189–90: Making parachutes
1&2
Personal response.
2. Thin paper made the best canopy because it
took longest to fall to the ground.
11