CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE
Learner’s Book answers
Unit 1 Life cycles of
flowering plants
5
flower
adult plant
1.1 Flowering and non-flowering
plants
Getting started
seedling
6
1
Learners’ drawings should include roots, stem,
leaves and flowers with labels.
2
Learners should label these parts of the plant
and explain their functions:
Roots – absorb water and mineral salts,
anchor plant in the ground
Stem – keeps plant upright, holds leaves and
flowers, transports water and mineral salts
from roots to leaves and flowers
Leaves – make food for the plant
Flowers – help the plant reproduce.
3
Learners’ own answers. Not all plants
have flowers.
Activity 1: Your favourite flowers
Learners’ drawings or picture collages should
reflect the features of flowers that they find
appealing, e.g. colours or scent.
seed
The stages in the life cycle happen over and
over again.
Think like a scientist 1: Collect flowers
Learners’ groups of flowers will depend on the
flowers they collect. A flower may have features
that allow it to be sorted into more than one
group. For example, it may be colourful and
have scent. In cases like this it is quite likely that
different groups of learners will place the same
type of flower in different groups.
Learners may not know the names of the flowers
they collect, so you can allow them to make up
their own names to describe the flowers.
Think like a scientist 2: Observe and
draw a flower
1
Questions
a
Petals attract insects to the flower.
b
Anthers make pollen.
c
Stigma catch/receive pollen.
d
Ovary contains eggs.
1
Any suitable answer
2
The petals make scent.
2
Moss, fern, fir tree or other suitable answer.
Note that seaweeds, mushrooms and other
fungi are not plants.
3
These flowers are pollinated by flies. The flies
are attracted by the colour which looks like
dried blood and by the rotting meat smell.
3
Flowering plants have flowers, seeds and
fruits. Non-flowering plants do not have
flowers and fruits. Most non-flowering
plants do not have seeds.
4
1
bean pod
The fruits form from the flowers.
Activity 2: Plan an investigation
on flowers
Learners’ plans should include the following:
•look at different flowers. Count and record the
number of flowers of each colour seen.
•look at lots of flowers, not just a few.
• records of results in a table or bar graph.
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1.2 Pollination, fruits and seeds
Questions
Getting started
1
To attract insects.
1
Learners’ own answers
2
a
They do not need to attract insects.
2
To attract insects. Learners may give their own
unscientific answers.
b
3
The anthers
Dry pollen is carried further. They need
lots of pollen because the wind blows
it in all directions and not only onto
other flowers.
4
For reproduction
3
Pollination brings the male pollen to the
female stigma so that fertilisation can take
place to form seeds.
4
Pollination is when pollen is carried from the
stamens to the stigma of a flower of the same
type. Fertilisation is when the pollen and eggs
cells join together in the ovary of the flower.
5
a
The ovary
b
The fruit protects the seeds and helps to
spread them.
Activity: Design a flower
Learners’ drawings should show large, colourful
(or white) petals and lines called nectar guides on
petals that lead into the base of the flower.
Think like a scientist 1: Which type
of pollination?
•
•
•
•
•
2
Learner’s pictures and answers will depend on
the particular flowers they observe.
Grouping will depend on the flower structure
and appearance. In general, flowers with white
or coloured petals are pollinated by insects.
Bees are commonly observed pollinators.
Largish, tube-shaped flowers are often
pollinated by birds.
Flowers with no petals or very small petals that
are dull in colour are mostly pollinated by wind.
Descriptions will depend on the flowers
observed. For example, a flower with a pleasant
scent and colourful petals will attract bees and
butterflies. Small, dull flowers with lots of nonsticky pollen will be wind pollinated.
Identifying and classifying. Learners sorted
flowers into groups based on the flowers’ features.
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CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE
Think like a scientist 2: Observing insect pollinators
Learners’ answers and bar charts will depend on the particular flowers they observe. Possible results are given
here. You can use these results if you are unable to carry out the investigation with your class. The type of
scientific enquiry is observing over time.
Name of
flower
Description of
flower
Prediction of how
flower is pollinated
Insects that visit
the flower
Number of visits
Daisy
Small, yellow, lots
of pollen
Bees
Butterflies, bees
Butterflies 3
Yellow, large, with
scent, not very
much pollen
Bees
Rose
Bees 5
Bees, beetles,
butterflies
Butterflies 2
Beetles 1
Grass
Small, brownish, no Wind
petals, lots of pollen
None
0
Lilly
Large, white, lots of
pollen, nectar
Bees, beetles
Bees 7
Bees, beetles
1
Insects visited the lily flowers most often.
(Learners will give their own answers.)
2
Bees visited the flowers most often.
3
Answers will depend on predictions made by
learners. In this example, predictions are correct.
4
a
Insects visit flowers that have coloured
or white petals.
b
5
6
The colours of the petals attract the insects.
a
White or pale yellow – these colours are
easier to see in the dark.
b
A strong scent to help the moth find
the flower.
Insects cannot see the colour red very well,
so they are not very attracted to red flowers.
Birds see red well and are attracted to large,
tubular, red flowers.
Beetles 3
the parent plant. These seedlings would not be
overcrowded like the seedlings that germinate
right next to the parent plant. They would be
able to get more light and water for growth
than if they were crowded together.
2
No. Animals do not each peach seeds which
are big and hard.
3
Learners’ drawings should show a seed with
spines, hooks or spikes that can get caught
in an animal’s fur.
4
We can plant them in our gardens and we can
carry them on our clothes and shoes.
Questions
1
The spongy seed coat has air spaces that trap
air and help the seed to float.
2
If the weather is hot and dry, the pods dry
out and will explode, scattering the beans,
so we can’t pick them to eat.
3
Animals can eat the fruit and disperse the
seeds in their droppings.
4
They have papery wings which help them
blow away easily.
1.3 How seeds are spread
Getting started
Learners’ own responses
Activity: Observe and draw a fruit
Learners’ drawings and answers will depend on the
fruits they observe.
Learners should label the skin, flesh and seeds of
the fruit.
Questions
1
3
Bees 5
The seeds eaten by a bird. The bird would
spread the seeds in its droppings away from
Think like a scientist 1: Investigate how
seeds are dispersed
Learners should label the seeds as well as any
wings, hooks, spines or barbs on the seeds.
Learners should be able to identify seeds with
wings as wind dispersed; seeds with spines, hooks
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CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE
or barbs as being dispersed in animals’ fur; seeds
inside juicy fruits as dispersed in animal droppings.
Grouping of seeds will depend on the features of
the seeds observed. Learners should be able to
identify and sort seeds with wings into a group
for wind dispersed seeds. Seeds with spines, hooks
or barbs can be in a group for seeds dispersed in
animals’ fur. Seeds inside juicy fruits can be in a
group for seeds dispersed in animal droppings.
Seeds in large, heavy fruits should be in the drop
and roll group.
Think like a scientist 1: Observe a seed
Think like a scientist 2: Complete a key
to identify types of seed dispersal
Questions
Learners may give a range of predictions and
reasons which could include:
• it will start growing because it needs water
to grow
• it will get bigger/swell because it absorbs water
• it will get softer because it absorbs water
• it will split open because the seed gets bigger.
The bean seed swells up and becomes softer. This
happens because it absorbs water.
1
Seeds need to absorb water to start the growth
process/germination.
2
a
The first root is the first part to grow.
b
The first root grows downwards to get
water and to anchor the new plant in
the ground.
a
The first shoot grows upwards.
b
It needs to break through the soil to
get light.
Seed A – has wings to be carried by the wind.
Seed B – eaten by animals.
Seed C – has hooks which stick onto animals’ fur.
Seed D – has hairs to be carried by the wind.
Seed E – large roundish fruit drops and rolls.
3
Seed F – fruit dries and seeds pop out.
This is a possible key for identifying the methods
of seed dispersal:
4
The new leaves start to grow above the ground
because they need light so they can make food
for the plant.
5
The seed shrivels and becomes small after
germination because the food store gets used
up during germination.
6
Observing over time. Learners should be able
to explain that they had to wait overnight to
see any changes in the seed.
Is the seed smooth?
no
yes
Is the seed big?
yes
Does the seed have
wings?
yes
no
large
roundish
fruit
drops
and
rolls (E)
no
Is the seed has wings to Does the seed
in a pod? be carried by have hooks?
the wind (A)
yes
fruit dries
and seeds
pop out (F)
no
eaten by
animals (B)
yes
has hooks
which stick
onto
animals’
fur (C)
no
has hairs
to be
carried
by the
wind (D)
1.4 Seed germination
Getting started
Learners’ help sheets should say that seeds
need water. Learners may also say they need
air and warmth.
4
Think like a scientist 2: Investigate
conditions needed for germination
1
a
In both Part A and Part B, we measured
the number of seeds that germinated.
b
In Part A, the factor that changed was the
amount of water the seeds were given. In
Part B, the factor that changed was the
temperature of the place the seeds were put.
c
In Part A, we used the same number of
seeds and the same amount of soil in each
jar. We put the jars of seeds in the same
place. In Part B, we used the same number
of seeds, the same amount of soil in each
jar and the same amount of water for
each jar.
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d
e
2
No seeds germinated in the jars without
water in Part A. More seeds germinated
in the jar with moist soil in a warm place
than in the cold place in Part B.
Check your progress
1
Seeds need water and warmth to
germinate.
germination
seed dispersal
Using more seeds would give truer/more
reliable results because it would show that the
growth patterns of the seeds observed under
different conditions can be repeated.
pollination
fertilisation
fruit and seed formation
3
To give the seeds time to germinate under
different conditions.
2
A fern plant has no flowers and no seeds. A
tomato plant has flowers and seeds.
4
The best conditions are where the seed has
water and warmth.
3
a and b
5
No – light is not needed for germination. We
plant seeds in the ground where there is no
light. The seeds germinate underground.
anther
stigma
stamen
(anther + filament)
Project: Pollinators and pesticides
Part 1
1
2
a
utterflies, ants, birds, beetles or any
B
other suitable answers.
b
Pollinators are needed for plants to
reproduce and make seeds.
a
b
pesticide is a chemical used to get rid
A
of the pests.
eggs
Because they don’t want insects, snails,
worms and other pests to eat their plants.
Learners’ own answers. They should be able
to support their answers with reasons.
c
The ovary
d
Fertilisation
4
There will be fewer pollinators to pollinate
crop plants.
e
The ovary
5
Pesticides can also harm animals that eat
insects, such as birds and lizards. Pesticides
can wash into rivers and the soil and affect
organisms living in those habitats.
a
ollination is the moving/transfer of pollen
P
from the anthers to the stigma of the same
kind of flower.
b
By insects
c
The flower has large, colourful petals.
d
It could have nectar or a scent.
a
Seed dispersal
b
The seeds could have hooks or spines or
the seeds could be inside a fruit that the
animal eats.
3
6
5
ovary
sepals
4
We would be short of food plants that are
pollinated by bees and other insects.
7
Because the pollinators visit the plants when
they are flowering.
8
Learners’ own answers. For example, some
people spray a solution of water and washing
up liquid on their plants or sprinkle the plants
with tobacco dust.
5
6
When a seed starts to germinate it absorbs
water and swells.
The seed gets energy from its food store.
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CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE
The root is the first part of the new plant that
starts to grow. It grows downwards. The shoot
grows next. It grows upwards.
Seeds need water and warmth to germinate.
a Warm, dark
b No. More seeds germinated in the dark
than in the light.
c Yes. No seeds would germinate without
water.
d Junaid should draw a bar graph. A bar
graph is best because the bars show
the number of seeds that germinated
under the different conditions.
e
Think like a scientist 2: Investigate
how well sound travels through
different materials
1
The control variable was the source of the
sound. We used the same clock/bell/buzzer to
test each material.
2
The independent variable was the material
because we changed this several times. The
dependent variable was the sound that we
measured. This changed according to the
material.
3
We used the same source of sound. The same
person listened and rated the loudness of each
sound. We listened to the sound for the same
length of time through each material.
4
Learners’ own responses
5
Sound travels through solids, liquids and gases
but it travels better through some materials
than others. Sound travels best through solids.
6
Explanation: sound is caused by vibrations
when particles bump into each other. Refer
back to the particle theory – in a solid the
particles are packed close together so it takes
less time for particles of a solid to bump into
their neighbours and start vibrating. In liquids
and gases the particles are further apart. Sound
travels fastest in solids and slowest through gases
such as air.
Number of seeds germinated
Graph of seeds germinated
under different conditions
16
14
12
10
8
6
4
2
0
warm,
dark
cold, cold,
light
dark
Conditions
warm,
light
Unit 2 Sound
2.1 How are sounds made?
Getting started
6
1
An aeroplane taking off
2.2 Volume and pitch
2
No
Getting started
3
As sound travels further from a source it
becomes fainter.
4
Learners’ own responses – talking, chairs
scraping, books rustling, bell ringing, door
closing, sounds coming through window.
Some are singing loudly, some are singing quietly.
Some are singing high notes and others are singing
low notes.
Think like a scientist: Measuring sounds
1–3 Learners’ own responses
Think like a scientist 1: Investigate how
sounds are made
4
The independent variable was the sources of
sound. We changed it in the activity.
1
Yes. The jar vibrates. The vibrations travel
through the air to my ears.
5
2
The vibrations travel from the tin tray to the
air. The air vibrates and makes the plastic
wrap vibrate. The vibrations travel from the
plastic wrap to the rice grains. We see the rice
grains jump.
The control variable was the sound level
meter. (Another control variable could be the
distance between the sound level meter and
the source of sound.)
6
The dependent variables was the volume of
the sound that we measured.
7
The vibrations will become smaller.
8
A sound is louder when the vibrations are
bigger.
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CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE
slowly through gases. Double glazing works
well because a layer of air is trapped between
the two panes of glass. Bubble wrap works
well because it has air trapped in it. Crumpled
newspaper works better than flat sheets
because it has air trapped in it.
Activity: Sound vibrations
1
a
Slow vibrations
b
Big vibrations
2
The vibrations will become faster.
3
Big, slow vibrations
2.3 Changing the volume
of sound
Getting started
1
Loud
2
The microphone, loudspeaker and amplifier.
7
It is fair because we used the same source of
sound, the same box and the same sound level
meter, and we stood the same distance from
the box for each measurement.
8
Noise pollution includes traffic, hooters and
sirens, loud music, people shouting, road
works, drills, electric saws, and so on.
2.4 Changing the pitch of sound
Think like a scientist 1: Listen to sound
through a tube
Activity: Make high-pitched and lowpitched sounds on a guitar
1
The source of sound/clock. This remained
the same throughout the activity.
1
2
The distance between the clock and the girl’s
ear and whether the cardboard tube was there
or not. These were things that we changed.
The more tightly stretched the string, the
higher pitched/lower pitched the note.
The thicker the string the higher pitched/
lower pitched the note.
2
Faster
3
Faster
3
4
5
6
The volume of sound. This was dependent
on the independent variable, and it is what we
measured.
Quieter. The vibrations had to travel further
through the air from the source of sound to
our ear.
Yes. The vibrations were contained in the tube
and could not escape to the surrounding air.
Think like a scientist: Make sounds by
blowing
1
When the column of air is long, the sound is
low pitch. When the column of air is short,
the sound is high pitch.
2
The lower the level of the water, the longer the
column of air in the bottle and the lower the
pitch of the sound.
3
Learners’ own responses. This could happen if,
for example, one of the bottles is not the same
size and shape as all the others.
4
The longer the column of air, the slower the
vibrations and the lower the pitch of the sound.
5
To make it a fair test.
The funnel contains the sound vibrations from
the source.
Activity: Plan a fair test
Learners’ own responses
Think like a scientist 2: Find out which
material muffles sound best
1
The source of sound. This stayed the same
throughout the activity.
2
The materials used to muffle the sound. This
changed throughout the activity.
3
The volume of sound. This is what we
measured. It changed according to the
independent variable.
4–6 Learners’ own responses
Check your progress
1
a
False
e
True
b
True
f
True
c
True
g
False
d
False
The materials that contain the most air will be
the best mufflers because sound travels more
7
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CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE
2
3
4
2
a
i C; ii A; iii B
b
You can cover fewer holes to make
higher-pitched notes.
c
You can tighten the string or you can
pluck a shorter string to make a higherpitched note.
d
A sound level meter
e
Decibel (dB)
a
Quiet
b
High
c
Low
d
Loud
a
B is full of gas, C contains a solid and
A contains a liquid.
b
The control variable is the sound produced
by the clock. The independent variable is
the material being tested. The dependent
variable is the volume of sound measured.
c
To make the test fair.
d
They will listen to the clock ticking through
each of the three containers. They will
compare how loud the sound each time.
e
Activity: Where is the air?
1
2
Sound travels best through solids, then
liquid and then gas.
Learners’ own answers. For example, the solids
have a fixed shape. The liquids have the shape
of their container. The gas makes bubbles. We
can’t see the gas, but it fills the balloons.
3
a
Learners’ own ideas. (The bottle looks
empty, but air is inside the bottle.)
b
Bubbles of air come out of the empty
bottle when we hold the bottle under
water. The water pushes air out of
the bottle.
a
The bag or balloon inflates or blows up
and fills with air when we blow into it.
b
Air is inside the bag or balloon. I know
this because I blew air into it.
Learners’ own answers. They should discover
that air is everywhere, even in empty spaces
and that air takes up space or fills containers.
Learners could also say that air takes the
shape of the container it is in.
Think like a scientist 1: Make a gas
1
a
2
a
Liquid
b
Getting started
a and b
Solids
Liquids
cake
drink inside
air inside
bottle and cups balloons
Gases
candles
melted ice
cream
Gas
liquid
3.1 Gases
Lists should include the following:
c
Solid
gas
Unit 3 States and
properties of matter
1
b
When we mixed the vinegar with the
bicarbonate of soda, lots of bubbles of
gas formed.
Think like a scientist 2: Describe solids,
liquids and gases
1
a–c
gas bubbles in
fizzy drinks
balloon
bottle
cups
bowl
8
water – liquid
2
water vapour – gas
ice – solid
a
Solids
c
Gases
b
Gases
d
Liquids
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CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE
3
The particle model shows us how the particles
are arranged in solids, liquids and gases and
about the space between the particles.
4
We can compress a gas because there are big
spaces between the gas particles so they can be
pushed closer together. In solids there are very
small spaces between particles so they cannot
be pushed closer together and compressed.
The amount of time measured for melting
will depend on the amount of ice used, the
temperature of the ice at the start of the
investigation and the temperature of the
surroundings (room temperature).
Questions
1
Think like a scientist 3: Measure air
pollution
Answers will depend on learners’ predictions
and findings. Dot plots labelled A to E
horizontally with 1, 2, 3, 4 and 5 dots according to
the amounts of pollution.
3.2 Properties of water
Heat makes the water boil.
2
We see steam and the water bubbles.
3
It is a gas/water vapour.
4
steam
The temperature decreased.
b
Heat from the surroundings is transferred
to the ice and makes the temperature
of the ice increase and makes the
temperature of the water decrease.
2
a and b Learners’ own results
3
The ice would melt faster but the temperature
at which it melts would stay the same.
4
Melting and freezing are the reverse of one
another. The starting point of one process
is the ending point of the other. With
water, both melting and freezing happen
at approximately 0°C.
5
Observing over time
Getting started
1
a
Think like a scientist 2: Is the melting
point of ice always the same?
Ice does not always melt at the same temperature.
Dissolved substances such as salt in the ice make
it melt at a lower temperature than ice made from
pure water.
water
Think like a scientist 3: Investigate the
boiling point of water
bubbles
Learners’ graphs should have a similar shape to
the one shown here.
Think like a scientist 1: Investigate
ice melting
Graph should be similar to the one shown with its
highest point at room temperature.
Temperature in °C
Boiling point
Temperature in °C
25
20
Time in minutes
The time required for the water to boil will
depend on the volume of water used, the
initial temperature and the heat supplied.
15
10
1
5
0
9
a
Answers will depend on the heat supplied
and the volume of water used.
Time in minutes
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b
2
a
b
The water would boil faster if less water
was used. There would be fewer particles
of water to heat up so each particle would
get more heat over the same period of time
than if there were more particles, so this
makes the water heat up and boil faster (or
similar answer).
a
he glass in the cool place had the most
T
water. The glass in the warm place had
the least water. Learners will say if their
predictions were correct or not.
b
There was not much heat in the cool
place, so the water particles could not
absorb much heat. As a result, only a few
particles absorbed enough heat to change
them to a gas and evaporate.
he answer will depend on the altitude
T
you are at and the dissolved solutes in the
water. Any temperature from 95 to 100°C
is normal boiling point.
No. The boiling point is not affected by the
volume of water because each particle must
be heated to boiling point in order for it to
boil, so it doesn’t matter how many particles
there are.
3
Water vapour bubbles.
4
No (unless you heated pure water at sea level).
Learners may suggest a number of reasons
of their own. As a hint, you can tell them the
water we use every day has other substances
mixed with it. You can also explain that water
boils at a lower temperature the higher it is
above sea level.
Activity: Observe changes when
water freezes
Learners should observe that the water in the
bottle has expanded and takes up more space
when it is frozen.
3.3 Evaporation and
condensation
Getting started
1
The paper should be dry.
2
They left the paper to dry in the air
3
Possible answers might include: the water does
not exist anymore, the water became invisible,
the water soaked into the paper, or the water
dried up (although this is not only due to
evaporation).\
4
2
In the glass in the warm place, the water
particles were heated and had more energy
than the water particles in the cool place.
More particles absorbed enough heat to
change them to a gas and evaporate, so
more evaporation took place.
3
Learners could suggest that they measure the
amount of water left in each glass after two
days. The difference between the original
100 ml and the volume of water left in each
glass will tell them how much water evaporated
from each glass.
4
The heat energy from the Sun makes the
water evaporate quickly. (Wind also helps
washing to dry.)
Activity 1: Breathing out
1
Warm
2
a
ery small drops of water form on the
V
mirror or window pane.
b
Learners’ own answers. Some learners
may think that the air we breathe out
turns into water. If so, explain that there
is water vapour in the air we breathe out.
This warm gas cools and forms small
drops on the cooler surface of the mirror
or window pane.
Think like scientist 2: Investigate
condensation
Learners’ drawings should be similar to these:
Learners could suggest using evaporation to
dry washing, hair, food, paint or any other
suitable idea.
Think like a scientist 1: Investigate
evaporation
1
10
No
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CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE
1
a
he formation of water droplets on the
T
outside of the glass. Dependent variable.
b
The glasses, the amount of water, wiping
glasses with the same cloth, the place the
glasses were put, the length of time the
glasses were left. Control variables.
c
The state of matter (liquid and solid).
Independent variable.
d
Yes. We changed only one variable and
kept all the other variables the same so
that we knew our observations were due
to the variable we changed.
2
Some of the moving particles of water vapour
gas in the air touched the outside of the glass
with the ice. The cold glass made the particles
of the water vapour lose energy. This made the
particles slow down and move closer together
to become liquid drops of water.
3
In condensation, a gas changes into a liquid.
In evaporation, the opposite happens and a
liquid changes into a gas.
Activity 2: Make a flow chart of change
of state
melting
solid
1
2
gas
condensation
Heating causes melting and evaporation.
Cooling causes freezing and condensation.
It keeps moving water between the air and the
Earth’s surface so that the Earth doesn’t dry
up. It allows us to use the same water over and
over again.
Think like a scientist 3: Make a model
of the water cycle
evaporation
liquid
freezing
a
fter a few hours, learners should see
A
droplets of water on the inside of the
plastic. Some of these droplets will fall
off the plastic into the dish inside
the bowl.
b
The heat from the surroundings made some
of the particles on the surface of the water
in the bowl gain energy and evaporate to
become water vapour. The water vapour
particles moved around inside the bowl.
When the water vapour particles bumped
into the sides of the bowl and the layer of
plastic they cooled down and moved more
slowly. This made them condense and
change back into drops of water.
The bowl of water is the sea or a lake. The
dish is the land. The droplets of water on the
inside of the plastic make a cloud. The drops
of water which fall into the dish are raindrops
or precipitation.
3.4 Solutions
Getting started
Questions
Answers could include hand sorting, filtering,
sieving, using a magnet.
1
a
The Sun
Questions
b
From plants and trees
1
When a substance mixes with another substance
and becomes part of it (or similar answer).
2
a
No
b
When the solid becomes part of the liquid
and we cannot see it anymore.
a
Solute and solvent
b
Learners’ own answers, such as sugar
(solute) and water (solvent). Note that
liquid tea is already a solution.
2
Into the air as water vapour
3
a
It forms drops of water.
b
In clouds
4
It falls as rain or snow or hail.
5
a
When snow forms in clouds.
b
When snow melts to form water.
a
ater on the Earth’s surface evaporates
W
and moves up into the air as water vapour.
6
11
7
b
The water vapour cools and condenses as
it rises into the air.
c
Rain, snow and hail are forms of
precipitation that bring water back to the
Earth’s surface.
3
4
Because it is made of particles of different
substances (the solute and solvent) mixed
together.
5
Because many substances dissolve in water.
6
Because the substances are dissolved in
the water.
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CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE
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8
a
Any two, such as acids, fertilisers and
pesticides
Think like scientist 2: How can we get
back the salt?
b
Any two, such as human body waste, oil
and plastics
Learners’ drawings of their method and
observations should be similar to these.
Pesticides kill insects and can be harmful to
other living things if they wash into rivers,
dams, lakes, the soil and the sea.
Think like scientist 1: Make a solution
•
•
Learners should observe that the colour from
the crystals start spreading into the water.
Drawings should be similar to this:
What we did:
salt
stir salt
into water
beaker
leave
beaker in
warm place
water
Results:
salt
water
colour spreading
out
crystals
•
•
•
After five minutes, no, you cannot see the
crystals anymore.
The crystals are the solute and the water is
the solvent.
Observing over time.
Activity: Is it a solution?
1
12
Coffee and hot water is a solution. The
mixture is uniform because you cannot see the
coffee powder.
Sand and water is not a solution. The mixture
is not uniform because you can see the sand in
the beaker.
Flour and water is not a solution. The mixture
is not uniform because you can see the flour in
the beaker.
Drink powder and water is a solution.
The mixture is uniform because you cannot
see the drink powder.
2
Water
3
The coffee powder and drink powder
are soluble.
4
Learners’ own answers, such as salt and water,
vitamin fizzy tablet and water.
1
Mixtures can be separated. We were able to
separate the salt from the water in the solution.
2
I found out that it was possible to separate
a solid from a liquid by evaporation.
3
Put the beakers or bowl in a warmer place,
use less water in the solution, or any other
suitable answer.
Think like scientist 3: Ask and
investigate a question
In this activity, learners should think of their own
question that they would to find the answer to.
These are some possible ideas:
• Does [learner’s choice of substance] dissolve
in water?
• Which other liquids are solvents?
• How much sugar will dissolve in a cup of
water?
The answers and methods of investigation used
will depend on the questions that learners ask.
They could present their findings in a poster or a
PowerPoint slide show.
Check your progress
1
2
a
Gas
b
The particles are far apart and not in a
regular pattern.
a
Ice, water, steam/water vapour
b
100°C
c
0°C
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3
4
5
a
Evaporation
b
Condensation
c
Melting
d
Freezing or solidification
e
Boiling
a
Water vapour
b
Water
c
Condensation
d
The water vapour cooled down and
became liquid again.
a
Jelly powder
b
Water
c
There are two substances mixed together
in the jelly solution.
d
It has dissolved.
e
jelly powder
particles
water
particles
Unit 4 The digestive
system
4.1 Parts and functions of the
digestive system
Getting started
1–3 Learners’ own drawings with organs labelled.
Activity 1: How does digestion
happen?
1
13
2
There is no chewing of the food by the teeth,
no oesophagus to push the food into the
stomach, no absorption of water back into to
the body from the large intestine.
3
Twisting and squashing the bag to mix the
foods with the liquids matches the action of
the stomach mixing food from the mouth with
the stomach’s digestive juices and breaking it
down into smaller parts.
Squeezing the squashed food material out of
the tights leg matches the digested food being
absorbed into the blood.
Squeezing the bottle matches undigested food
being pushed out of the body through the anus.
Questions
1
In order to grow and have energy for our
bodies to work properly.
2
Food must be digested so that it can be used
by the body.
3
The mouth chews the food into smaller pieces
and makes saliva to soften the food to make it
easy to swallow; digestive juices in saliva start
to digest the food.
4
The oesophagus.
5
The stomach mixes the chewed food with
digestive juices.
6
The anus of the large intestine.
7
It is carried in the blood.
Think like a scientist 1: Make a model
digestive system
Learners’ own models and explanations
Think like a scientist 2: Investigate
digestion in the mouth
1
a
The iodine solution changes colour to
blue-black.
b
There is starch in the bread.
a
Food
b
Saliva
2
The bread starts to taste sweet.
c
Digestive juice
3
a
The iodine solution does not change colour.
d
Stomach
b
There is no starch in the bread.
e
Small intestine
c
f
Body
The starch was digested/broken down in
the mouth.
g
Large intestine
a
h
Anus
asting iodine which is harmful, staining
T
clothes with iodine.
4
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5
Do not taste the iodine solution; do
not drop iodine on your clothes.
a
Starch is broken down/digested in
the mouth.
b
There no was starch in the bread after
we chewed it (or similar reason).
Questions
1
2
Mouth, oesophagus, stomach, small intestine,
large intestine, anus. They may also say
appendix if they have heard of this part.
a
Shorter in rabbit
b
Bigger in cat
c
Longer in rabbit
d
Longer in rabbit
Think like a scientist 1: Draw a bar
chart of food groups
Quantity of food group (grams)
b
70
1
60
50
40
30
20
10
0
2
3
The rabbit because it has a longer digestive
system, so the food takes longer to move
through it and get digested.
4
They eat different foods – the rabbit is a
herbivore, the cat is a carnivore.
Activity 2: Find out about the appendix
An appendix is a tube that is part of the large
intestine. Learners’ research should show that in
humans and cats, the appendix has no function.
In herbivores, such as the rabbit, the appendix helps
to break down tough plant material that is not easy
to digest.
protein
Think like a scientist 2: Ask a question
to investigate
1
Does [learners’ choice of food/s] contain
starch? or similar question.
2
Learners should plan a starch test, as in Think
like a scientist 2 in Topic 4.1, to test the food
or foods they have chosen. This should be a
fair test.
1–5 Learners’ own answers
Questions
2
Carbohydrates and fruits and vegetables
3
Fats and sugar
4
Proteins
5
A banana, boiled egg and bread, or any
suitable foods from three of the same
food groups.
fibre
for Zara. More than half of the meal is
carbohydrate, which is not correct for a
balanced meal. The noodles also have more
fat than protein, very little fibre and lots
of salt.
Getting started
Learners’ own answers
fat
groups
The pot noodles Food
are not
a balanced meal
a
Which foods make iodine solution change
to a blue-black colour – dependent
variable.
b
The test with iodine solution – control
variable.
c
The type of food tested – independent
variable.
4.2 Balanced diets
1
carbohydrate
3
Learners should choose one or more foods to
test, iodine solution, dropper, saucers, spoons
to transfer foods to saucers.
4
Learners could draw their observations
or record them in a table such as the one
shown here.
Food
Colour of iodine solution
Activity: Talk about balanced diets
Learners’ lists and answers will depend on the
foods they usually eat.
14
5
Conclusion will depend on food/s chosen and
the results obtained.
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Project: Vitamins
1
4
Scurvy causes sores on the body, bleeding
gums and makes teeth fall out.
2
They thought it was caused by food that
wasn’t properly digested, bad water, too much
hard work and living in damp conditions.
3
He read medical reports and carried out an
investigation on sailors who had scurvy.
4
Eating oranges and lemons was the best
treatment. The sailors who had this treatment
had no more signs of scurvy.
5
There was some vitamin C in the apple drink,
but not enough to cure the scurvy.
6
a
e could conclude that eating oranges
H
and lemons can cure scurvy.
b
Scientists discovered that the substance in
fruits and vegetables that cures scurvy is
Vitamin C. They did experiments to find
out what the substance is.
Check your progress
1
15
a
Food is pushed down the oesophagus into
the stomach.
b
In the small intestine the food is broken
down into very small particles.
c
The food is mixed with digestive juices in
the stomach.
d
Undigested food is pushed out of the
body through the end of the large
intestine.
e
The food is chewed in the mouth.
2
Correct order of question 1 answers is e, a, c,
b, d.
3
a
True
d
False
b
False
e
True
c
False
f
True
a
Chicken
b
Noodles
c
Orange
d
Noodles can be changed for brown rice
which has more fibre.
The cola which contains a lot of sugar
can be changed for water, which we need
to be healthy.
5
a
Butterbeans
b
Creamed corn
c
Calcium, iron
d
The butterbeans
e
The butterbeans have more protein, fibre
and minerals than the creamed corn. The
butterbeans also have less sugar than the
creamed corn.
Unit 5 Forces and
magnetism
5.1 Gravity, normal forces and
applied forces
Getting started
1
Gravity is a pull force.
When things fall, they fall to Earth; we can
stand on the ground because gravity pulls us
down.
2
A force meter
3
The boys are playing soccer. They are kicking
the ball. They are pushing each other. They
are stopping the ball with their feet.
Think like a scientist: Using force
diagrams
1
Arrows
2
Arrow heads
3
The length or thickness of the arrow
4
A shows gravity, B shows normal force.
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5
5
gravity
The diagram shows the relationship between
the Earth and the Moon.
It shows the Earth as bigger than the Moon.
It shows the Moon’s orbit around the Earth.
It shows the different forces of gravity with
arrows.
Activity: Artificial satellites
normal force
Activity: Identify applied forces
1
2
3
a
A – push, B – pull; D – push and pull.
b
Each picture shows an object being
pushed or pulled by a person.
Zara pushes down on the bike’s pedals. This
is an applied force. This movement pulls the
chain, which is another applied force. This
moves the bike’s wheels.
I push with my legs (and even push or pull
with my arms).
5.2 Gravity and satellites
1
A satellite that is made by people.
2
Powerful rockets are attached to it.
3
It keeps at the same speed to balance the
pull of gravity towards the Earth.
4
Solar power
5
People who live in the path of the cyclone
can be warned in advance that the cyclone is
coming. Local authorities can organise rescue
of people to a place of safety until the cyclone
has passed.
6
Learners’ own research. Examples they may
find are the spread of deserts, deforestation,
flooding, urban populations.
5.3 Friction, air resistance, water
resistance and upthrust
Getting started
Getting started
1
The gravel path and the wheel of the bike
1
A satellite is a body in space that orbits a
bigger body in space.
2
Friction
2
The Moon is smaller than the Earth. The
Moon is a natural satellite of the Earth
because it orbits the Earth in space.
3
It slows him down.
Activity: Identify upthrust and water
resistance
Think like a scientist: Use a model to
understand how gravity keeps the
Moon in orbit
1
Upthrust
2
Gravity
3
Water resistance (or drag)
1
The pull of gravity that the Earth exerts on
the Moon.
4
2
The arrow is thicker.
3
The force of gravity depends on the
mass of the object. The Moon is smaller
than Earth so the Moon’s gravity is less than
the Earth’s gravity.
4
A straight line.
gravity
water
resistance
(or drag)
upthrust
16
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5
Fish have a streamlined shape. This reduces
the drag so the fish can swim faster.
6
People design tight fitting plastic caps for
swimmers to reduce water resistance and allow
them to swim faster.
3
Friction
4
Gravity
5
Air resistance and friction
Activity: Forces at work when you cycle
Think like a scientist: Compare two
parachutes
1
Gravity, friction, air resistance (drag), thrust
2
Thrust
1
Gravity and air resistance
3
2
They wear special helmets and clothes which
make them more streamlined.
4
On a windy day air resistance is stronger.
5
There is much less friction.
gravity
6
gravity
air resistance
friction
thrust
normal force
Think like a scientist: Make and test a
paper aeroplane
1
Gravity and normal forces
2
It will go up for a while and then fall to
the ground.
3
Gravity and air resistance
4
Lift and thrust
lift
5
air resistance
thrust
3–4 L
earners’ own results. To calculate the
average, add the times and divide by the
number of readings.
5
The bigger parachute took longer to fall. The
larger surface area of plastic caused more air
resistance.
6
Make the parachute bigger.
7
The larger the parachute, the more air
resistance and the slower it falls.
5.4 Multiple forces
drag (air
resistance)
gravity
6
To start with the plane rises up into the air
and then turns and falls to the ground.
7
The gravity and air resistance became greater
than the lift and the thrust.
8
Valid suggestions include making the wings
bigger to give more lift; thrust it harder so that it
rises more; or thrust it horizontally more gently.
Getting started
17
1
Upthrust
2
Water resistance
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9
A pilot uses the plane’s engines to apply more
thrust force to overcome the air resistance and
gravity. The aeroplane’s wings are designed to
produce lift when the aeroplane rises into the
air to overcome gravity and air resistance.
10 Aeroplanes have a streamlined shape to help
overcome air resistance. The wings are designed
to produce lift when the aeroplane rises into the
air to overcome gravity.
5.5 Magnets and magnetic
materials
Getting started
2
a
Copper, aluminium, for example
b
They will not be attracted to a magnet.
c
They are not attracted to each other. This
is because magnetic materials do not have
an area around them where there is a
magnetic force, like a magnet does.
3
Brass, for example.
4
a–c Learners’ own responses
5
A strong magnet will attract all the steel cans
to it and leave the aluminium cans behind.
5.6 Magnetic force
Getting started
1
Bar magnets
2
The north and south poles.
3
When two like poles come close to each
other the magnets repel each other.
When two unlike poles come close to each
other the magnets attract each other.
4
Iron
Think like a scientist: Test metals to
classify metals and alloys as magnetic
or non-magnetic
A magnet is a material that has an area around
it where magnetic force is active. In this area a
magnet can attract or repel other magnets and it
can attract a magnetic material.
A magnetic material does not have an area around
it where magnetic force is active. So a magnetic
material cannot attract another magnetic material.
Think like a scientist: Test the strength
of magnets
1
The steel is magnetic, so the magnet would
attract the ruler.
1
Learners’ own responses
2
Steel is a magnetic material.
2
Objects made from iron, steel or any other
alloy containing iron are magnetic.
If learners have an object made from very
high-grade stainless steel it will not be
magnetic because it does not have a high
iron content. A lower quality stainless steel
is magnetic and is also cheaper to make.
3
The magnet attracted the paper clip when it
was some distance from the magnet.
4
Answer depends on Learners’ results, but is
likely to be ‘no’.
5
To get more accurate data.
6
Learners’ own responses. Probably not because
one pole is often stronger than the other.
7
Used the same ruler, the same paperclip and
moved the magnet along the ruler at the same
rate each time. The same person recorded the
distances.
8
The control variable was the object being
attracted to the magnet (it did not change).
The independent variable was the strength
of the magnet (this changed). The dependent
variable was the distance from the magnet to
the paper clip at which it was attracted (this is
what we measured).
9
The stronger the magnet, the bigger the region
of magnetic force it has.
3
Iron and most alloys containing iron are
magnetic. All other metals and their alloys are
non-magnetic.
4
We used the same magnet to test each object;
we held each object the same distance away
from the magnet.
5
Fair testing, pattern seeking and classifying
6
Learners’ own responses
Activity: Magnets and magnetic
materials
1
a
Iron and steel, for example
b
They will be attracted to a magnet.
10 Magnets can have different strengths.
11 Fair testing
18
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Check your progress
Think like a scientist: A model of
Earth’s orbit
1
1–D; 2–C; 3–E; 4–A; 5–B
2
A: magnetic force; B: gravity; C: friction; D:
applied force.
3
4
1
The Earth orbits the Sun; the orbit is slightly
elliptical; the arrows show the direction in
which the Earth moves along its orbit.
Steel and iron are magnetic. Wood, copper,
plastic and aluminium are non-magnetic.
2
The scale is not accurate; the Earth’s rotation
on its axis is not shown.
a and b
3
It is not a perfect circle.
4
Gravity
5
The Earth is turning on its axis.
6
We have 365 days in the year. Every fourth
year we add another day to February so that
we use up the quarter days. The year with an
extra day is called a ‘leap year’.
gravity
thrust
water
resistance
upthrust
5
c
Gravity and upthrust
d
Engines
Activity 1: Find information on a
diagram of Earth in its orbit
e
Streamlined (smooth and sleek)
1
The southern hemisphere
f
To reduce water resistance and make it go
faster through the water.
2
a
Steel is a magnetic material so it will be
attracted to the magnet.
Southern hemisphere, because it is tilted
towards the Sun and having more hours of
daylight than darkness.
3
Neither hemisphere is tilted towards the Sun.
b
Plastic is a non-magnetic material so it
will not be attracted to the magnet.
4
Autumn
c
5
Spring
The object being attracted to the magnet.
d
The distance at which the drawing pin is
attracted to the magnet.
6
The Earth’s orbit around the Sun and the
tilted axis of the Earth.
e
The strength of the magnet
f
The stronger magnet will attract the
drawing pin from a greater distance.
1
The southern hemisphere, because this
hemisphere is tilted towards the Sun.
Unit 6 Seasons and
adaptations of plants
and animals
2
The region near the North Pole.
3
A: close to 24 hours; B: 12 hours; C: about
8 hours.
4
No, because there is 12 hours’ day and 12
hours’ night every day of the year.
6.1 The Earth moves around
the Sun
5
Near the South Pole – Antarctica.
Getting started
19
Activity 2: Use a diagram to find
information about the seasons
6.2 Seasonal changes
Getting started
1
A globe
2
The Earth’s axis
3
The Earth turning on its axis once every
24 hours.
1
The Sun appears to rise in the east.
2
During the day the Sun appears to move
higher and higher in the sky. In the afternoon
the Sun appears to get lower in the sky.
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3
4
In the evening the Sun appears to sink
below the horizon in the west. We call this
sunset. Then there is darkness until sunrise
the next day.
No. The Earth turning on its axis causes day
and night.
(Note: the length of day does not change at
the Equator.)
Activity 1: How plants are adapted to
the seasons
1
The leaves are orange and red.
5
Learners’ own responses
2
They will fall from the trees.
6
It gets cooler. The days get shorter. The leaves
on the trees change colour. Different plants
flower. Birds migrate to warmer regions.
3
Think like a scientist: Record and
present length of day data
During autumn, days become shorter. Leaves
are no longer able to produce food because
there is not enough sunlight. The leaves
change colour and then fall off.
4
Because autumn is the season when the leaves
fall from the trees.
1
Shorter
5
Learners’ own responses
2
a
Summer
b
Autumn
Activity 2: How animals are adapted
to changes in seasons
a
The days will get shorter.
1
b
Record the sunrise and sunset times for
the month of April, calculate the length
of day and see if the days are getting
longer or shorter.
3
ibernation describes how the animal’s
H
body goes into a dormant state for a long
period of time. When an animal hibernates,
its heart and breathing rate slow down.
b
Learners’ own responses
a
here is plenty of food for them in the
T
Arctic Ocean.
4
The Earth is tilted on its axis and it is
orbiting the Sun once a year.
5
Learners can collect data from the internet.
b
The water freezes.
6
Advise learners to label the axes of their
graphs like this:
c
They have their babies in warm water.
d
In spring
Sunrise times
3
a–c Learners’ own research
06:20
06:15
Getting started
06:10
1
A shows a hot, wet environment because there
are lots of trees and plants growing, so there
must be plenty of water and Sun.
2
B shows a cold environment. We can see snow
and very little plant growth.
3
In the hot, wet environment: chimpanzees,
monkeys, snakes, birds, tigers, etc. In the cold
environment: bears, reindeer, foxes, eagles,
mice, etc.
In the hot, wet environment: fruits, nuts and
leaves from the trees. In the cold environment:
grass and other animals.
06:25
Time of day
2
6.3 Plants and animals
are adapted to different
environments
06:30
06:05
06:00
Mon Tue Wed Thu Fri Sat Sun
Day of the week
20
a
7
Learners’ own responses
8
The length of day changes every day, getting
longer until the beginning of summer and
then shorter until the beginning of winter.
4
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Activity 1: How plants and animals are
adapted to hot, dry environments
1
2
21
a
Plants have thorns instead of leaves.
b
Roots go deep under the surface to
find water.
c
Plants store water in fat stems.
d
Plants have waxy coatings to prevent
water loss.
e
Plant-eating animals must be able to
eat thorny plants.
f
Small animals dig burrows to keep cool
during the hot days.
g
Animals must be able to survive without
much water.
Ideas may include animals such as camels,
ostriches, meekats, scorpions, lizards, snakes,
gemsbok (oryx).
Think like a scientist: Research
plants and animals that live in a wet
environment
Learners’ own responses
Activity 2: How plants and animals are
adapted to a cold, dry environment
1
1–D; 2–B; 3–A, 4–C
2
The brown bear and the squirrel
3
The moose
6.4 Adaptations of predators
and prey
Getting started
Cheetah and antelope; spider and fly; polar bear
and seal; hawk and lizard.
1–5 Points of discussion about the adaptations
of the spider, chameleon, cheetah, snake/
cobra, eagle, hunting dog, shark, crocodile
and polar bear can be found in the Teacher’s
Resource Book.
Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE
Think like a scientist: Group predators according to their adaptations
Adaptation
Shark
Teamwork
✔
Streamlined shape
for speed
✔
Falcon Spider Dolphin Scorpion Polar bear Alligator Lion
✔
✔
✔
✔
Eyes in front of head
✔
Trapping
Sharp teeth
✔
✔
Good eyesight
✔
✔
✔
✔
✔
Camouflage
✔
Venom
✔
Good sense of smell
✔
✔
a
1 1 hours 5 minutes; 11 hours 6 minutes;
11 hours 7 minutes 11 hours 9 minutes;
11 hours 10 minutes; 11 hours 13 minutes
b
The days are getting longer.
c
Winter (Jamaica is in the northern
hemisphere and in January the northern
hemisphere will be tilted away from
the Sun).
d
Summer, because the Earth will have
moved in its orbit around the Sun and
will be on the opposite side of the Sun
(Jamaica is in the northern hemisphere
and in July the northern hemisphere will
be tilted towards the Sun).
a
Hot, wet forest
b
Long arms and legs to swing on trees.
Toes and fingers to grip branches.
Jellyfish – has a sting.
c
Strong arms and hands to smack with.
The octopus. It attacks its predator by
spraying ink all over it and then swims away
very fast while the predator is covered in ink.
d
Large eyes that see well in the dark.
e
Snakes, eagles and orang-u-tans.
f
Check your progress
It has a patch of venom under each elbow
which it licks, spreads over its teeth and
then bites the predator.
1
•
•
Interesting facts: apparently two-thirds of a
shark’s brain is dedicated to smell. A polar
bear can smell a dead seal from 32 km away!
The type of scientific enquiry used was
classifying.
2
Activity: Adaptations of prey
1
Tortoise – retreats into hard shell.
Herd of antelope – stay in a group, eyes on
side of head, camouflage.
Lizard – eyes on side of head, camouflage.
Rabbit – eyes on side of head, speed,
camouflage.
2
Buffalo – uses its horns.
3
Hedgehog – uses its quills.
Wasp – has a sting.
3
22
✔
Learners’ own responses
g
It becomes dormant/inactive.
a
he Earth spins on its axis. The Earth
T
orbits the Sun.
h
For short periods during autumn and
winter.
b
One complete turn on its axis takes
24 hours. One complete orbit around the
Sun takes 365¼ days.
i
It is cooler and there is not so much food.
c
Orbiting around the Sun and tilting of the
Earth’s axis.
Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021