CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE
Workbook answers
7
Unit 1 Life cycles of
flowering plants
ellow, orange or brown. The anther
Y
contains the pollen which is yellow/
orange/brown.
b
Green. It is a sepal, which is a small green
leaf on the outside of the flower.
1.2 Pollination, fruits and seeds
Focus
Focus
1
A: non-flowering; B: non-flowering;
C: flowering; D: non-flowering; E: flowering;
F: flowering
1
2
Correct order: seeds→ new plant → flower →
fruit (positions in the cycle are not important).
blue
(petal)
orange
(anther)
b
Pollination happens when pollen moves
from the anther to the stigma of a flower
of the same type.
c
Some plants use wind to blow the pollen
far away.
d
Insects visit flowers to feed on nectar.
They get pollen on their bodies at the
same time.
e
The pollen and the egg join together.
This happens inside the ovary during
fertilisation. This is how seeds form.
f
The ovary becomes the fruit.
yellow
(stigma)
black
(filament)
brown
(ovary)
green
(sepals)
4
a
The anthers of flowers make a yellow
powder. This is called pollen.
The petals often have bright colours to
attract insects. The male parts of the flower
are the stamens. They make pollen in their
tips, which are called anthers.
The female part of the flower is the carpel.
It is made up of the stigma, which collects
pollen, and the ovary, which contains
the eggs.
Challenge
5
A: anther; B: ovary; C: stigma; D: sepal
6
a
The petals
b
Learners to draw and label the petals
on flower.
Practice
2
a
Which colour flowers do insect pollinators
visit most often? Or similar question.
b
3
Observing over time
14
12
Number of insects
3
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1.1 Flowering and non-flowering
plants
Practice
1
a
10
8
6
4
2
0
Red
Yellow
White
Flower colour
Blue
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4
5
a
Yellow
b
Red. Insects do not see red very well: they see light colours such as white and
yellow best.
a
Insects visit yellow flowers most/red flowers least.
b
Repeat the investigation a few times or observe for a longer period of time.
Challenge
Flower A is the male flower – it has stamens/anthers.
Flower B is the female flower – it has a stigma and an ovary.
7
A pollinator will visit the male flower and collect pollen. It will then move to the female flower
and leave pollen on the stigma.
8
Arrows should show pollen being transferred from anthers of flower A to the stigma of flower B.
1.3 How seeds are spread
Focus
1
Seed dispersal
2
Eaten
Stick on
Fly away
Float
Explode
plum
blackjack
dandelion
coconut
impatiens
sycamore
mangrove
acacia
lantana
jacaranda
Practice
3
By water – seed has spongy covering that helps it float.
By air – seed is very light with thin papery wings.
By animals – seed has spines and hooks.
By explosion – seed pods dry out and burst open.
4
Some plants have fruits that animals like to eat. The animals eat the fruit which contain
the seeds. The seeds are spread in the animals’ droppings.
5
So they grow away from the parent plant and have enough space, light and water to grow into new
plants.
Challenge
6
By wind. The seeds have wings or a parachute of hairs to help them blow away in the wind.
7
Time (seconds)
25
Graph of average time seeds stayed in the air
20
15
10
5
0
2
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6
sycamore (1) dandelion (2) helicopter (3)
Seeds dropped
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a
Dandelion (seed 2)
Challenge
b
Learners may give variety of answers,
such as it is lighter than other seeds, or it
has bigger wings.
7
Day Height of seedling (mm)
The mass of the seed is not a factor.
Like a parachute, seeds with a larger
surface area will stay in the air longer. Air
pushing upwards from below also helps
keep the seeds airborne.
9
a
To make their results more reliable.
b
Reading 3 for seed 3. They did not start
measuring the time as soon as the seed
was dropped; they dropped the seed from
a lower height than for the other readings;
or any other suitable answer.
10 They dropped all the seeds from the same
height; they started measuring the time as
soon as each seed was dropped.
9
Focus
First root – the first part that grows
First shoot – grows upwards
The first root grows – 2
Leaves get bigger and seeds shrivel – 5
The first leaves grow – 4
6
25
8
35
10
40
Graph of growth of seedlings
45
40
35
30
25
20
15
10
5
0
0
2
4
6
Time (days)
The first shoot grows – 3
From the food store in the seed
b
The first root
c
Downwards
d
To get water from the soil/to anchor the
new plant in the soil.
Most seeds germinated in the drawer and on
top of the desk.
4
None
5
The seeds in both places had enough warmth
and water./The seeds had all the factors they
needed for germination.
6
Seeds don’t need light for germination, but
they do need moisture (water) and warmth.
10
10 Any two seeds that we eat, such as peas, beans,
groundnuts (peanuts), chickpeas, lentils,
sunflower seeds, pumpkin seeds, almonds.
Unit 2 Sound
2.1 How are sounds made?
1
a
2
a
When you tap the jar it makes the rice
grains vibrate a little. (But you may not be
able to see them move).
Practice
3
8
a
Focus
The seed coat splits – 1
3
15
Germination – when a seed starts to grow
Water – makes the seed swell
2
4
8
1.4 Seed germination
1
10
Height of seedling (mm)
Do not expect learners to give a
scientifically accurate answer at this
stage, unless they have already studied air
resistance and upthrust in Unit 5.3.
2
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8
b
b
Vibrations travel through the jar and the
plastic wrap to the rice.
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c
The rice grains move less when you tap
the jar gently.
Practice
d
The rice grains move more when you tap
the jar hard.
Loudness of sounds
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5
6
3
A solid
4
a
Bar must be drawn to a height midway
between 3 and 4 dB.
b
5
3
2
1
0
talking
A solid
laughing shouting
music
Source of sounds
school
bell
Solids
6
They could have used a sound level meter.
Challenge
7
The control variable is the rating system of
ticks they used to describe the volume of
sounds. The independent variable is the source
of sound they measured. The dependent
variable is the volume of the sound.
8
Talking
9
The vibrations become smaller.
The sound from the clock is the control
variable. (The distance between the clock
and the material should also be a control);
the material that they listen through is the
independent variable; the loudness of the
sound is the dependent variable.
7
Wood
8
Water and air
9
No. They did not keep the distance between
the clock and the material the same, so this
was not a fair test.
10 Pitch vibrations are fast or slow, whereas
volume vibrations are big or small.
10 Make sure the distance between the clock
and the material is the same each time they
measure the volume of the sound.
2.2 Volume and pitch
11
70
60
50
40
30
20
10
Focus
1
Challenge
Volume in dB
6
Vacuum cleaner: 70 dB; lawnmower: 100 dB;
silence: 0 dB; loud rock concert: 120 dB; baby
crying: 110 dB; children talking: 60 dB
2
Decibel
3
Baby crying has the highest pitch
4
A is quieter than a formula 1 racing car.
B is the same as a formula 1 racing car.
C is louder than a formula 1 racing car.
0
water
metal
wood
glass
Materials
Bar chart must have a suitable heading.
12 a
b
Metal
air
Metal is a solid. Particles are close
together in a solid so they bump into each
other and vibrate more.
13 The control variable was the sound level
meter; the independent variable was the
material; the dependent variable was the
measured sound volume.
14 a
b
4
4
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Practice
5
Sound travels best through solids,
especially metals, and worst through air.
Test more solids, liquids and gases to
get more data.
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Focus
1
Volume is a measure of how loud or quiet
a sound is.
2
Learners’ own responses, such as thunder,
traffic, aircraft taking off.
3
Learners’ own responses, such as whisper,
rustling leaves.
4
Someone must make the bell shake from side
to side, then the clapper will bang against
the side of the bell. Vibrations travel from
the bell through the air to our ears.
5
12 The air particles inside the cone cannot spread
out so they keep bumping into each other and
vibrating. When you speak into the cone, the air
particles vibrate more and the sound gets louder.
13 If the card is rolled into a cone with the end
furthest from the ear as big as possible, it will
trap and direct more sound vibrations into
the ear.
2.4 Changing the pitch of sound
Focus
1
Ideas to make the bell louder:
Shake the bell harder.
Practice
a
Cotton
b
Examples: bubble wrap, newspaper,
plastic foam chips, woollen fabric or
cotton wool
7
A sound level meter.
8
The beep/sound made by the phone and
the distance from which they measure the
loudness of the sound.
These are control variables because they do
not change.
9
The material being tested because it changes
during the investigation.
10 The volume of sound, because this is what
they measure. The volume will depend on
which material they are using to muffle the
sound.
Challenge
11 Something similar to:
When Sofia covers fewer air holes with her
fingers, it makes the column of air in the
recorder shorter. This makes the air vibrate
faster and gives the sound a higher pitch.
When Sofia covers more holes with her fingers,
it makes the column of air in the recorder
become longer. This makes the air vibrate
slower and gives the sound a lower pitch.
Enclose the bell in a solid container so that
you trap the vibrations.
6
The speed of the air vibrations changes the
pitch. The pitch can be high or low.
Practice
2
Pitch describes how high or low a sound is.
3
In drawing A: the distance between X and Y
is shorter than in drawings B, C and D. The
shorter the string, the higher the pitch. This is
because vibrations are faster in a short string.
4
The thicker string will give a lower pitch. This
is because thicker strings vibrate more slowly
than thinner strings.
Challenge
5
A wind instrument
6
B. The lower the level of the water, the longer
the column of air in the bottle.
7
D. The higher the level of the water, the
shorter the column of air in the bottle.
8
Bottle A shows the answer to part a, Bottle E
shows the answer to part b.
A
5
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2.3 Changing the volume of sound
E
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The drum has a skin stretched over the top.
You can make the pitch higher by tightening
the nuts aound the outside of the drum. You
can make the pitch lower by loosening the nuts.
Challenge
6
Unit 3 States and
properties of matter
3.1 Gases
7
Focus
1
solid
gas
3
Syringe A contains water and syringe B
contains air.
b
In syringe A there are many particles
close together but not as tightly packed
as in a solid. In syringe B there are fewer
particles and they are far apart as they are
in a gas.
The plunger of syringe B. There is a lot of
space between the gas particles. When you
push down the plunger, the particle can move
into the empty spaces. This makes gases easier
to compress.
3.2 Properties of water
Focus
Liquid
2
a
1
b
2
c
3
c
a
States
4
b
b
Particles
5
d
c
Oxygen
Practice
d
Rock
6
e
Vinegar
ice cube
Air is a mixture of gases because it is made up
of the gases nitrogen, oxygen, carbon dioxide
and water vapour.
7
Practice
4
8
Solid
Liquid
After 2 minutes
Gas
6
State of
matter
Do particles
move a lot,
quite a lot or
hardly at all?
Do particles
move apart, far
apart or shake
in one place?
Solid
Hardly move
at all
Shake in one
place
Liquid
Move quite
a lot
Move apart
Gas
Move a lot
Move far apart
9
water
a
It has melted.
b
It melted because the solid ice particles
gained enough heat energy to escape from
the solid and change into liquid water.
a
0 °C
b
Melting point
Challenge
5
water
After 10 minutes
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9
Boiling point
10 a
Milk
b
100°C
11 a
No. The tap water, salty water and sugar
water boiled at a different temperature to
pure water.
b
When we add other substances to water,
such as salt, it changes the boiling point of
the water.
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12 On Mount Everest water boils at about 70 °C.
Egg yolks cook hard at 65 °C but egg whites
must reach 85 °C before they become hard. So
the egg yolk will cook on Mount Everest,
but not the egg white.
3.3 Evaporation and
condensation
Evaporation occurs when a liquid changes
into a gas. This happens because the particles
gain heat and move faster and further apart
until some of them escape from the surface
and become a gas. The opposite process to
evaporation is condensation.
a
True
b
False
c
True
d
False
e
True
Container B had a larger open surface
than container A, so more water vapour
particles could escape from it (or similar
explanation).
Focus
1
Aim
We wanted to find out if you can get salt back
from a solution by evaporation.
Method
We dissolved some salt in water in a beaker to
make a salt solution. The salt was the solute
and the water was the solvent. We left the
beaker in a warm place for a few days.
Results
After a few days there was salt in the bottom
of the container. There was no water. It had
evaporated.
3
Water
4
From the cool drink
5
Condensation
6
Some particles of water in the drink
evaporated. When the particles touched the
sides of the bottle and the inside of the lid
they cooled down and became liquid again.
7
a
Evaporation
b
No, the water particles would have stayed
in the solution/cool drink. The particles
needed to evaporate into water vapour
and then cool to form the water droplets
inside the bottle and lid.
Conclusion
We found that we can get salt back from a
solution. We do this by evaporating the water.
Practice
2
solvent
Graph of evaporation
8
a–c
solution
Challenge
Volume of water (ml)
b
3.4 Solutions
Practice
solute
300
250
200
150
100
50
0
0
1
2
3
container A
7
From container B. There was less water
left in the container at the end of the
investigation.
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2
a
10 See graph.
Focus
1
9
4
Days
5
6
container B
7
3
The solute (coffee powder) dissolved in the
solvent (water). The particles of coffee powder
moved in between the particles of water so
you cannot see them in the solution.
4
Sofia can get the coffee powder back by
leaving the solution in a warm place until the
water has evaporated.
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5
2
a
It has dissolved.
b
Taste it/evaporate the water.
c
Water is the solvent.
d
Sugar is the solute.
a
6
water
sugar
b
7
Part
Function
oesophagus
A Pushes food into the
stomach
Stomach
B Mixes food with
digestive juices
Large
intestine
C Absorbs water and
some minerals into the
blood
Mouth
D Chews food and
starts digestion
Anus
E Removes undigested
food from the body
Small
intestine
F Breaks food down
into very tiny particles
D → A → B → F→ C→ E
Practice
sugar
3
Funnel – mouth
Finger of rubber glove – oesophagus
water
Balloon – stomach
Plastic pipe – small intestine
Pantyhose (tights) – large intestine
Open end – anus
Unit 4 The digestive
system
4
4.1 Parts and functions of the
digestive system
5
Does saliva break down starch in the mouth?
(or similar question).
6
a
Focus
Make the small intestine and large intestine
longer.
Challenge
1
mouth
water
beaker
saliva
oesophagus
rice coloured blue-black
stomach
small intestine
b
large intestine
anus
8
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Challenge
The starch in the rice changed the colour
of the iodine solution to blue-black in
both beakers.
7
To test whether saliva breaks down the starch
in the rice.
8
To allow time for the saliva to act on the
starch in the rice and break it down.
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a
8
9
beaker
water
Tuna
b
Tuna
a
The beans. They have more carbohydrates
which give us energy.
b
The tuna. It has more protein which
helps to build up the body.
c
The beans. They have more fibre.
saliva
rice
coloured
blue-black
b
a
rice
coloured
yellowbrown
The saliva in one beaker digested/broke
down the starch in the rice. This made
the iodine solution change colour back
to yellow-brown. There was no digestion/
breakdown of starch in the other beaker
because it did not contain saliva, so the
iodine stayed blue-black.
Unit 5 Forces and
magnetism
4.2 Balanced diets
5.1 Gravity, normal forces and
applied forces
Focus
Focus
1
2
a
True
c
False
1
A force diagram
b
True
d
True
2
Gravity
a
Yellow circles – bread, noodles, brown
rice, cookies, chocolate
3
Pulling force
4
Normal force
b
Red circles – eggs, fish, chicken
5
Pushing force
c
Green circles – tomato, green beans,
watermelon
6
Marcus hits the cricket ball. This is an
applied force.
d
Black circles – fried chips, cooking oil
e
Brown rice, green beans or tomato
f
Fried chips, cooking oil, chocolate and
cookies
Practice
7
gravity
Practice
3
No. There are too many carbohydrates, sugars
and fats in his lunch. There are no vegetables
or fruits, proteins or dairy foods.
4
a
b
The foods drawn should make a balanced,
healthy meal, such as rice, chicken and
vegetables with fresh fruit juice or water.
All food groups should be labelled.
Challenge
9
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9
5
Protein, carbohydrate, fat, fibre
6
For growth and building up the body
7
a
4.4 g
b
16 g
c
100 g contains 16 g, therefore
400 g contains 16 × 4 = 64 g
normal
force
8
a
Picture A
b
Picture B
c
The person is applying force on the
weights by pulling or pushing.
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CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE
Challenge
8
a–b
gravity
9
earth
satellite
box
9
10 Picture A:
a
The person is pushing a wheelbarrow.
b
A pushing force.
c
The person applies force on the
wheelbarrow by pushing it.
Picture B:
Challenge
10 An artificial satellite
11 A rocket
12 So that it can overcome the force of the
Earth’s gravity.
13 An orbit around the Earth
a
The person is digging up a weed/raking
up leaves.
b
A pulling force
14 The force of gravity of the Earth pulling
on the satellite (and it must maintain a
constant speed).
c
The person applies force on the weed/
leaves by pulling.
15 It will be pulled back to Earth by the Earth’s
gravity.
5.2 Gravity and satellites
Focus
5.3 Friction, air resistance, water
resistance and upthrust
1
A satellite is a body which orbits a larger
body in space.
Focus
2
The Moon is a natural satellite of the Earth.
3
A communications satellite is an artificial
satellite.
4
The Moon and the Earth are attracted
towards each other by the force of gravity.
5
a
b
1
6
7
a
Friction only acts on moving objects.
c
Friction always works in the opposite
direction from the direction the object is
moving.
A
d
Friction slows down the moving object.
The Earth is bigger than the Moon so it
exerts a larger force of gravity.
e
Water resistance slows things down that
are moving through water.
f
Air resistance slows things down that are
moving through air.
g
A is gravity. B is upthrust.
A natural satellite is a body in space that
orbits a larger body.
b
The Moon, for example
a
n artificial satellite is also a body in
A
space that orbits a larger body, but it is
made by people.
b
a
Friction is a force between two surfaces
that are trying to slide past each other.
b
Practice
10
The Earth is bigger than the satellite. This means
the Earth exerts a greater force of gravity on the
satellite than the satellite exerts on the Earth.
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normal
force
International Space Station, weather
satellite, communications satellite
Practice
2
a
B
b
Parachute B is smaller so it will not create
as much air resistance as parachute A.
With less air resistance the parachute will
fall faster.
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3
Each parachute must show these forces:
gravity
2
Air resistance
3
Pedal faster
Practice
4
lift
thrust
gravity
5
Gravity and air resistance (or drag) are
natural forces.
6
The aeroplane’s wings provide lift and the
engine provides thrust.
7
lift
air resistance
4
a
Faster
b
The heavier the person, the greater the
force of gravity.
c
Make two identical parachutes. Attach
a weight to each parachute. One weight
must be heavier than the other. Drop the
parachutes from the same height above the
ground. See which parachute reaches the
ground first.
The dolphin has a streamlined shape; it has a
smooth skin.
6
a
Air resistance
b
This design feature gives the lorry a
more streamlined shape. The lorry can
overcome air resistance and go faster.
c
If air resistance is reduced, the lorry does
not have to use so much fuel to travel at
the same speed.
Focus
1
11
a
A is friction
b
B is gravity
c
C is normal force
gravity
8
Gravity and air resistance are natural forces.
9
The bird flaps its wings to move forward.
Challenge
10
5
5.4 Multiple forces
air resistance
(or drag)
thrust
Challenge
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drag
upthrust
water
resistance
(drag)
thrust
gravity
11 Upthrust, gravity and drag (water resistance)
12 The swimmer uses their arms and legs to
create thrust for moving through the water.
13 The swimmer can wear a wetsuit and a
cap which have smooth surfaces; they should
try to avoid splashing.
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CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE
2
To get more accurate results.
3
A metal paper clip is magnetic, so it is
attracted to a magnet. A plastic paperclip
is non-magnetic, so it is not attracted to
a magnet.
4
Magnet 2.
5
South pole.
6
Magnets have different strengths. The poles
of one magnet can have different strengths.
Focus
1
Yes: cast iron pot, iron nails; steel paperclip
No: rubber gloves, wooden spoon, wool,
plastic bottle, shiny aluminium pot, gold rings,
rubber tyre, plastic bucket, brass candlestick
Practice
2
a
b
3
a
b
c
Hold a magnet above the pins and they
will be attracted to the magnet.
The pins are made of steel which is a
magnetic material. The magnet attracts
the magnetic material.
old a magnet above the nails and wood
H
shavings. The nails will be attracted to
the magnet. The wood shavings will not
be attracted to the magnet.
The nails are made of iron which is a
magnetic material. The magnet attracts
the magnetic material.
Wood is not a magnetic material. So the
magnet does not attract the wood shavings.
Challenge
7
The screw is made of steel which is a magnetic
material.
8
Magnet A, because the screw still stuck to the
back of 3 cards.
9
He used the same size screw made of the same
material for each magnet; he used the same
size and thickness of card for each magnet.
10 No. Cork and plastic are non-magnetic
materials, so they would not be attracted to
the magnet.
Challenge
11 Magnets
4
Steel can be magnetised.
5
To magnetise the steel needle.
6
Paperclips are metal and will be attracted to
a magnet.
7
Cork is a non-magnetic material.
8
Polystyrene is a non-magnetic material.
9
So that it would not be attracted to anything
except the Earth’s magnetic North Pole.
5.6 Magnetic force
Focus
1
Practice
Magnet 1 (N): mean = 31 mm
Magnet 1 (S): mean = 28 mm
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5.5 Magnets and magnetic
materials
12 Magnetic force
13 Maglev trains travel faster; they are quieter;
they use 30% less fuel than normal trains.
14 It is very expensive to build the tracks.
15 In 2020 there were two Maglev trains in use in
China, two in South Korea and one in Japan.
Magnet 2 (N): mean = 50 mm
Magnet 2 (S): mean = 52 mm
12
Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE
6.1 The Earth moves around
the Sun
Focus
Slight ellipse
2
Anticlockwise
3
Eath’s axis
4
Equator
5
365¼ days
6
C: September; B: December; A: March
7
12 hours
Northern
b
The northern hemisphere is tilted
towards the Sun.
a
12 hours
b
Sunrise 06:00 or 6 a.m. and sunset
18:00 or 6 p.m..
b
13
13 See shaded areas on diagram below
14 a
b
Summer
The northern hemisphere is tilted towards
the Sun/the northern hemisphere is having
more hours of daylight than darkness.
Winter
The northern hemisphere is tilted away
from the Sun/the northern hemisphere
is having more hours of darkness than
daylight
16 12 hours
a
10 a
12 365¼ days
b
Practice
9
Challenge
15 a
1
8
11 June
17 See month labels on diagram below
18 Only one day. The Earth is continuously
moving in its orbit around the Sun. (You
can explain that the positions are actually
for one day of each month – 21st June, 23rd
September, 21st December and 21st March.)
B
March
C
A
June
Sun
December
Yes
It is winter near the South Pole with long
hours of darkness.
PDF from sachtienganhhanoi.com
Unit 6 Seasons and
adaptations of plants
and animals
September
D
Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE
6.2 Seasonal changes
Focus
Date
Sunrise
Sunset
Length of day
March 16th
06:40
18:41
12 h 01 m
+ 1 day
06:39
18:42
12 h 03 m
longer
+ 1 week
06:33
18:44
12 h 11 m
longer
+ 2 weeks
06:26
18:47
12 h 21 m
longer
+ 1 month
06:10
18:54
12 h 44 m
longer
+ 2 months
05:48
19:09
13 h 21 m
longer
+ 3 months
05:42
19:22
13 h 40 m
longer
+ 6 months
06:18
18:37
12 h 19 m
shorter
2
The days are getting longer.
3
a
Spring to summer
b
Karachi is in the northern hemisphere.
In June the northern hemisphere is tilted
towards the Sun and gets longer days.
4
5
This will be September. Karachi will be having
autumn and day and night will be similar in
length.
Animal migration is when animals move
from one region to another in search of food.
Animal hibernation describes how an animal’s
body slows down and the animal becomes
inactive for a period of time.
6.3 Plants and animals
are adapted to different
environments
Focus
1
C: Water lily/lotus – wet environment
D: Fir tree – cold environment
2
1 – B; 2 – C; 3 – D; 4 – A
3
E: Wading bird – wet environment
F: Fish: – wet environment
6
The Earth spinning on its axis.
7
The length of day
8
Days are getting longer.
9
June, July and August
H: Monkey – hot, wet environment
1 – H; 2 – E; 3 – G; 4 – F
Practice
Challenge
11 Migrate
12 They migrate to a warm places to have their
chicks and to feed.
June, July and August
This is summer in Greenland.
14 Autumn
15 The Atlantic Ocean
16 Summer in the southern hemisphere –
December to February.
14
G: Polar bear – cold environment
4
10 The Earth orbiting the Sun once a year and
the tilt of the Earth’s axis.
b
A: Cactus – hot, dry environment
B: Tropical plant – hot, wet environment
Practice
13 a
Change – is day getting
longer or shorter?
PDF from sachtienganhhanoi.com
1
5
Keeping warm
Nostrils take in heat to warm up icy air; three
layers of feathers to keep body warm; oily
feathers to keep body dry; a layer of fat under
the skin; a good supply of blood to feet
Getting food
Flippers for swimming; streamlined shape for
swimming fast; strong feet for swimming; layer
of fat to feed off when looking after the egg
Looking after the egg
Special fold of skin to cover egg and keep it
warm; layer of fat to feed off when looking
after the egg
Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
CAMBRIDGE PRIMARY SCIENCE 5 TEACHER’S RESOURCE
2
Challenge
Part of
frog
Adaptation
in water
Adaptation
on land
Breathing
Can breathe
through their
skin
Can breathe
using their
lungs
Nose
Can close to
stop water
getting
in while
swimming
Skin
Legs and
feet
Practice
Can see well in Can see well
muddy water
in the dark
Focus
15
Large eyes that can see and focus on prey a
long way away in the dark.
Sharp, hooked beak is good for tearing prey
apart.
Neck movement allows the owl to watch prey
all around it.
Fringed feathers muffle sound so prey does
not hear the owl flying.
Patterned colouring blends in with woodland
environment.
Sharp claws to grab and hold on to prey.
6.4 Adaptations of predator
and prey
1
3
Strong hind
legs for
leaping
Strong hind
legs for
swimming
Eyesight
Small fish – keep together in groups,
streamlined shape, move fast.
Rabbit – fast runner, camouflage, eyes at side
of head for sideways vision.
Renewed
every week
and covered in
mucus to stop
it drying out
when on land
Webbed feet
to help them
swim
Antelope – keep together in groups,
camouflage, fast runner, sharp pointed horns.
PDF from sachtienganhhanoi.com
6
Learners can choose any two of the following
adaptations:
Lion/ess is predator and antelope is its prey.
Shark is predator and small fish is its prey.
Eagle is predator and rabbit is its prey.
Learners can choose any two of the following
adaptations:
Lion(ess) – hunt in groups, camouflage, speed,
strong sharp claws.
Shark – streamlined shape, fast swimmer,
sharp teeth.
Eagle – fast flier, strong sharp claws to catch
and grip prey, sharp beak, good eyesight.
4
Large owls catch prey, such as rabbits and
squirrels. Smaller owls catch prey, such as mice,
scorpions, lizards, snakes, frogs, toads, birds
and bats.
5
The best adaptation would be to hide
underground in a hole or burrow at night
when owls are hunting. If they are outside
they must also have good night vision to see
the owl and they must be able to run fast.
Challenge
7–10
Learners’ own responses
Cambridge Primary Science 5 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021