Cambridge Primary Ready to Go Lessons for
Science Stage 1
Answers to photocopiable pages
Page 23: My body
Unit 1A: 1.1 Ourselves
1.
Page 9: It’s play time!
head
The learners do the activity as explained on page 8
under ‘Main activities’.
neck
Page 10: How do I look?
1–2. Personal response.
3. arms ears feet
knees toes
hands
head
legs
arm
Pages 12–13: We’re all different
The learners do the activity as explained on
page 11 under ‘Main activities’.
Page 15: What colour are our
eyes?
knee
Answers will vary, according to the learners in the
class.
Page 16: Our eye colours
Answers will vary, according to the learners in the
class.
Pages 18–19: Find the tallest
Answers will vary, according to the measurements
of height made.
Page 21: My head
hair
head
nose
mouth
chin
2. Answers will vary.
Page 24: My senses
1. eye – see
ear – hear
nose – smell
tongue – taste
hand – touch
2. 5
eye
ear
toes
neck
Page 27: I can touch
Answers will vary, according to the objects
identified.
Page 29: I can hear
Answers will vary, for example: When I turn
towards the sound it gets louder. When I turn
away from the sound it gets quieter / softer.
Page 31: I can see
Station 1: A disappearing trick
One of the shapes disappears.
Station 2: Spoon drawings
2. The drawing should be upside down.
3. The drawing should be the right way up, but
may be squat or elongated, depending on how
the spoon is held.
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Cambridge Primary Ready to Go Lessons for Science Stage 1: Answers to photocopiable pages
Station 3: Optical illusions
Question
5. Can you find
something
transparent (see
through)?
6. Can you find
something
waterproof?
1. They are both the same length.
2. Two faces or a vase / candlestick.
Page 33: I can smell
Personal response.
Page 35: I can taste
1.
Liquid
Taste
sugar water
sweet
coffee
bitter
lemon juice
sour
salty water
salty
2. Personal response.
Page 39: Materials I found
indoors
Object
person
Material
skin and
bones
1–2. The learners do the activity as explained on
the photocopiable page; see the photocopiable
page for an example.
4. Answers will vary, for example: doors,
window frames, floors.
5. Metals get hot, which helps to cook the food.
Page 49: Testing materials
Answers will vary, according to the materials
tested.
rock
coin
metal
Page 51: Will it keep dry?
jumper
wool
Answers will vary, according to the materials
tested.
window
pane
sole of a
shoe
glass
Check that the prediction response (yes / no)
agrees with the original prediction made.
rubber
Page 53: Common materials we
found
Answers will vary, for example:
Wood
Answers will vary, for example:
4.
Page 47: Investigating materials
chalk
Page 41: Materials I found
outdoors
3.
The learners do the activity as explained on the
photocopiable page; see the photocopiable page for
an example.
3. Windows.
Answers will vary, for example:
2.
terracotta /
slate
Page 45: What materials are like
Unit 1B: 1.2 What is it made
of?
1.
roof tile
The learners do the activity as explained on the
photocopiable page; see the photocopiable page for
an example.
Personal response.
Question
Can you find
something that is not
alive?
Can you find
something shiny?
Can you find
something green?
Can you find
something natural?
Material
glass
Page 43: Exploring materials
Page 37: Your sense of touch
Question
1. Can you find
something that is
alive?
2. Can you find
something that has
never been alive?
3. Can you find
something hard?
4. Can you find
something soft?
5. Can you find
something smooth?
6. Can you find
something rough?
Object
window
Object
stone
Material
rock
litter
metal / foil
moss
small plants
feather
hair / fur
Metal
ruler
tap / fawcett
tree
paperclip
door
Plastic
coin
Fabric
ruler
trousers
chair
jumper
cup
curtains
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Cambridge Primary Ready to Go Lessons for Science Stage 1: Answers to photocopiable pages
Page 54: Common materials we
found
Page 65: Matching objects to
materials
Answers will vary, for example:
spoon – wood
bottle – glass
key – metal
pot – stone
Glass
Metal
window
chair legs
drinking glass
jewellery
spectacles
Wood
door handles
Fabric
ruler
cushions
door
cloth
floor
Rubber
tie
rubber (eraser)
ruler
rubber band
lunch box
rubber duck
toys
ruler – plastic
Unit 2A: 1.3 Living and
growing
Page 67: Animal and plant
pictures
Pictures for photocopiable page 67.
Page 68: Animals or plants?
Plants
Plastic
Page 56: Investigating liquids
Oil floats on water.
Page 58: Blowing bubbles
1–4. Personal response.
5. They are full of air.
Page 60: Let’s get sorted
Animals
Pictures for photocopiable page 61.
Page 61: Sorting objects
Personal response.
Page 63: Sorting by characteristic
Shiny
Rough
Page 70: Is it a plant or an
animal?
Soft
Hard
Transparent
Smooth
Plants
Animals
Are not green.
1. Are green.
2. Do not move around. Move around.
3. Make their own food. Do not make their
own food.
Do not need light to
4. Need light to grow.
grow.
Have babies.
5. Make flowers, fruits
and seeds.
Have senses.
6. Do not have senses.
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Cambridge Primary Ready to Go Lessons for Science Stage 1: Answers to photocopiable pages
Note that rice could come under either category as it
is a staple part of some diets around the world, but
excessive amounts of carbohydrates are not healthy.
Page 72: Living things?
1–3.
Page 84: A healthy diet
cup
elephant
water
wooden
spoon
Answers will vary, depending on the pictures of
foods the learners draw or find.
Page 85: Keeping healthy
a) water
b) sleep
bone
4.
person
Once alive
wooden spoon
bone
sandals
baby
c) exercise
Page 87: Water sources
Never alive
cup
water
sandals
1–2.
Note that the sandals come under ‘never alive’ if
we assume they are plastic; ‘once alive’ if leather.
tap
pump
spring
bottle
well
Page 74: Never been alive
1. a) raindrop
cloud
b) river
c) sea
d) air
2. air
cloud
raindrop
river
sand
sea
Page 76: We found animals here
Personal response.
Page 78: We found plants here
Personal response.
Page 80: Around the world
cactus – desert
parrot – rainforest
polar bear – arctic
river
3. River
4. The water is cleaned in the process of being
put into the bottle or tap.
Page 89: Find my baby
lion – lion cub elephant – baby elephant
chimpanzee – baby chimpanzee
penguin – baby penguin horse – foal
Page 91: Growing up
1.
Page 82: Is it healthy or not?
1.
2.
2. Answers will vary, for example: catch a ball,
hop, run fast.
3. Answers will vary, for example: drive a car,
stay up late, choose their own clothes or what
to eat.
Page 93: Growing up
a) baby
b) toddler
c) child
d) teenager
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Cambridge Primary Ready to Go Lessons for Science Stage 1: Answers to photocopiable pages
e) adult
Object
Push or pull?
f) elderly person
Unit 2B: 1.4 Pushes and pulls
push
Page 95: I can move
1–2. swim
run
jump
3. Answers will vary, for example: walk, hop,
run, jump.
Page 97: How toys move
pull
1–3. Answers will vary, for example: A toy car can
be pushed to make the wheels go round.
4. Answers will vary, for example: Some toys
can be pushed.
5. Answers will vary, for example: Some toys need
to be pulled, wound up or run on batteries.
Page 99: Make it move!
1–2.
Toy
ball
toy car
kite
Answers will vary, according to the objects found.
How would you make it
move?
Let the ball go and it will roll
down the slope.
Push it.
Let the wind take it up in the
air.
3. frog – jump
bird – fly
leopard – run
Page 106: Let’s make a paper
windmill
Follow the instructions to make the paper
windmill.
Pages 108–10: Make it move
Personal response.
Page 112: Magnetic or not?
Page 101: Push or pull?
Object
Pages 103–04: Pushes and pulls
I found
Push or pull?
push
Object
paperclip
wooden ruler
book
coin
Magnetic? ✔ or ✘
✔
✘
✘
✔
Pages 114–15: Made for speed
push
2. Answers will vary, for example: push it
harder.
3. Answers will vary, for example: ramp, blocks,
smooth surface.
All other answers will vary, according to the test
carried out.
pull
Page 117: Will it slow down?
Answers will vary, according to the types of
surface chosen.
Page 119: Marble maze
Answers will vary, according to the mazes
designed.
push
Page 121: Pushes and pulls
1. Plastic
2. 50 cm
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Cambridge Primary Ready to Go Lessons for Science Stage 1: Answers to photocopiable pages
3. Carpet
2. Answers will vary, for example:
4. Plastic: It is slippery so you would slide for a
longer distance on a plastic surface.
Animal
Body part
cricket
wings
3. Answers will vary, for example: sing, shout,
whistle, stamp feet.
Unit 3A: 1.5 Making sounds
Page 123: Where does the sound
come from?
Sound
Source
Page 127: My sound walk
Answers will vary; things inside school that make
a sound may include: school bell, voices, footsteps.
Page 129: Making music
Pictures for colouring and cutting out.
His voice
Propellers / engine
Running water
Page 130: Musical sounds
Stringed
Wind
mandolin
ocarina
violin
Percussion
flute
Brass
drum
trumpet
castanets
trombone
Page 132: Rubber band string band
1. No
2. They make different sounds.
3. The sound is different.
Page 133: Bottle blowing
Knife cutting /
hitting the chopping
board
Strings being
strummed or plucked
1. Blow across the top of the bottle or tap it with
a stick or beater.
2. No.
3. Different sounds are made depending on how
much water is in the bottle.
Page 135: Table 1 – Bang the
drum
1.
2.
3.
4.
Wind blowing
Shaking / movement / vibrations.
The rice dances!
The rice goes higher if you hit the drum harder.
Answers will vary; accept any explanation
that describes sound being made as a result of
movement or vibrations.
Page 136: Table 2 – Sound moves
Page 125: Animal sounds
1.
Animal
lion
horse
frog
bird
donkey
Sound
roar
neigh
croak
song / tweet / warble
bray / hee-haw
1. Moving / shaking / vibrations.
3. Salt dances more the louder the volume is.
4. Sugar behaves in a similar way to the salt.
Sounds are made by movement, shaking or
vibrations.
Page 137: Water movement
1. Splash!
2. A different splash – bigger or smaller,
depending on the fork used.
Sound makes waves.
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Cambridge Primary Ready to Go Lessons for Science Stage 1: Answers to photocopiable pages
Pages 139–40: Our hearing
experiment
Answers will vary, depending on what the learners
decide to do.
Page 142: Can you hear me?
3. Pull the string tight.
Page 144: Near and far
1. Sheet for drawing daily observations.
2. Personal response.
Page 161: Fruit salad game
The learners do the activity as explained on the
photocopiable page.
Page 163: Growing sunflowers
Personal response.
1. a) ears
b) source
c) enters
Page 159: How we grew beans
Page 165: Our watering
experiment
hear
d) further fainter
2. Personal response.
Pages 146–47: Sound and
distance experiment
Personal response.
Page 149: Sound sources
1. Answers will vary, for example: amount of
water, number of seeds, type of seeds, size of
plant pot, position of the plant pot.
2.
Plant 1 – had
Plant 2 – had no
water
water
Look for a picture
Look for a picture
of a healthy plant. showing a withered
plant.
Circle as many sound sources as possible in the
picture, for example: aeroplane, bird, siren, bell,
voices, clapping.
Page 167: Cooking with herbs
Unit 3B: 1.6 Growing plants
Page 168: How to plant seeds
Page 151: My healthy plant
Answers will vary; look for evidence of a pot
and soil being prepared, seeds being planted and
watered and signs of growth emerging.
1. Answers will vary; look for stem, leaves,
flower and perhaps roots.
Personal response.
Page 169: How to plant seeds
2. Personal response.
Page 153: Growing seeds
1–2. Personal response.
3. a) seeds
Page 171: Plant wordsearch
s
e
e
d
p
z
a
f
s
c
s
p
a
l
e
b
c
t
b) cotton wool
pot
e
l
h
s
a
p
d
e
k
c) sprinkled
water
g
e
m
a
n
f
e
o
n
Page 155: Growing plant tops
i
a
t
s
t
e
m
a
f
1–2. Personal response.
l
f
e
g
b
e
u
r
p
v
a
r
o
o
t
s
w
d
x
o
q
f
l
o
w
e
r
3. Plants need water to grow.
Page 157: How we grew mung
beans
Sheet for drawing daily observations.
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Cambridge Primary Ready to Go Lessons for Science Stage 1: Answers to photocopiable pages
Page 173: Comparing plants
2.
Same (✔) or
different (✘)?
roots
✘
stem
✘
leaves
✘
flowers or fruit ✘
3. See the photocopiable page for what each
plant’s leaf looks like.
4. Coconuts.
Page 175: In the dark
Look for pictures and descriptions that include pale /
tall / white / spindly / floppy / elongated plants.
3. a) Alpine or mountain regions.
b) Rocks.
Page 187: Tundra plants
1. a) On rocks.
b) Reindeer.
2. a) Purple.
b) Rocks.
3. a) Small and round.
Page 189: Desert plants
The learners do the activity as explained on
page 188 under ‘Main activities’; see page 188 for
examples.
Page 191: Naming plant parts
Page 177: Insect trap game
The learners follow the instructions to play the game.
Page 179: Leaf rubbings
Answers will vary, according to the leaves selected.
flower
leaf
Page 181: Our leaf experiment
Look for evidence of small bubbles on the leaf
surface in the learners’ pictures and descriptions.
stem
Page 183: How do plants take up
water?
Look for pictures and descriptions that include
colour in the stem.
Page 184: With or without water?
roots
Look for detail in the learners’ pictures of a flower
without water that is floppy, and a flower with
water that is rigid.
Water supports the stem and helps to keep the
plant upright.
Page 186: Tundra plants
1. a) A fruit.
b) Small and pointed.
c) Round and blue.
2. a) Long with ragged edges.
b) Light.
Page 192: Growing plants
1. Look for a picture like that on photocopiable
page 191, with flower, leaf, stem and roots
labelled.
2. a) They take in water and hold the plant in
the ground (anchor it).
b) The leaves.
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