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Learner’s Book 4
Fiona Baxter & Liz Dilley

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Fiona Baxter & Liz Dilley
C C Learner’s Book 4 C C
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Primary Science
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Cambridge University Press is part of the University of Cambridge.

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It furthers the University’s mission by disseminating knowledge in the pursuit of

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education, learning and research at the highest international levels of excellence.

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www.cambridge.org
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© Cambridge University Press 2021
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This publication is in copyright. Subject to statutory exception

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and to the provisions of relevant collective licensing agreements,

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no reproduction of any part may take place without the written
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permission of Cambridge University Press.

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First published 2014
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Second edition 2021

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Printed in Malaysia by Vivar Printing

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A catalogue record for this publication is available from the British Library
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978-1-108-97259-8 eBook
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Cambridge University Press has no responsibility for the persistence or accuracy

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Cambridge International copyright material in this publication is reproduced

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NOTICE TO TEACHERS IN THE UK

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It is illegal to reproduce any part of this work in material form (including

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Introduction

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Introduction

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Welcome to Stage 4 of Cambridge Primary Science. We hope this book will show you

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how interesting and exciting Science can be.

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People have always asked questions about things they observed and looked for

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answers to their questions. Have you ever wondered about any of these questions?

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• How do our muscles work?

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• Why can we see ourselves in a mirror?

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• Why do liquids freeze and solids melt?
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• Why do we have day and night?

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• Why do volcanoes erupt?

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• Why does a lamp light up when you switch it on?
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You will work like a scientist to find the answers to some of these questions.
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You will also ask your own questions to investigate.

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You will be able to practise new skills and check

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how you are doing and also challenge yourself

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to find out more. We have included a variety of

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different activities and exercises for you to try.

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We use science in our lives every day. You will

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learn about some of the things that scientists

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in the past discovered and invented. You will

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also find out how some people around you

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use science and how using science can help

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or harm our environment.

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We hope you enjoy thinking and working like

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a scientist.
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Fiona Baxter and Liz Dilley

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Contents

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Contents

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Page Unit Science strand Thinking Science in Context

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and Working

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Scientifically
strand

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viii Working like a scientist
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2 1 Living things Biology: Models and Describe how science is used

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Structure and representations where you live.

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2 1.1 Bones and skeletons
function Scientific enquiry:
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Discuss how science

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6 1.2 Why we need a

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Biology: Life purpose and positively and negatively
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skeleton

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processes planning affects the environment
9 1.3 Skeletons and

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where you live.
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Carrying out
movement
scientific enquiry

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15 1.4 Different kinds of

Scientific
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skeletons
enquiry: analysis,
22 1.5 Medicines and
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evaluation and
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infectious diseases conclusions

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31 2 Energy Physics: Forces Models and Describe how science is used

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and energy representations where you live.

31 2.1 Energy around us
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Biology: Life Scientific enquiry: Discuss how science

35 2.2 Energy transfers
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processes purpose and positively and negatively

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39 2.3 Energy changes planning affects the environment

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Biology:
43 2.4 Energy and living
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Ecosystems Carrying out where you live.
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things scientific enquiry

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49 3 Materials Chemistry: Models and Describe how science is used

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Materials and representations where you live.

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49 3.1 Materials, substances

Scientific enquiry:
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their structure
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and particles
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Chemistry: purpose and

54 3.2 How do solids and
Properties of planning
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liquids behave?
materials Carrying out
58 3.3 Melting and
scientific enquiry
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Chemistry:
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63 solidifying
Changes to Scientific
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3.4 Chemical reactions materials

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enquiry: analysis,
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evaluation and
conclusions
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Contents

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Page Unit Science strand Thinking Science in Context

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and Working

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Scientifically
strand

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70 4 Earth and its habitats Earth and Models and Find out who uses science
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Space: Planet representations where you live and how they
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70 4.1 The structure of the

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Earth use it.
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Earth Carrying out

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Biology: scientific enquiry

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75 4.2 Volcanoes
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Scientific

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Ecosystems
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enquiry: analysis,

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conclusions

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96 5 Light Physics: Light Scientific enquiry: Use evidence to show how

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and sound purpose and our scientific knowledge and
96 5.1 How we see things
planning understanding have changed
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Earth and
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Space: Earth in Carrying out
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straight lines
space scientific enquiry Use science in discussions to
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5.3 Light reflects off

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support your ideas.

different surfaces
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108 5.4 Light in the solar

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system
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113 5.5 Day and night

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116 5.6 Investigating shadow

lengths
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6 Electricity Physics: Scientific enquiry: Use evidence to show how

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our scientific knowledge and

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Electricity and purpose and

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magnetism planning understanding have changed

conduct electricity?
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over time.
128 6.2 Does water conduct
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electricity?
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132 6.3 Using conductors and

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insulators in electrical
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appliances
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137 6.4 Switches

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of components in a circuit
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148 New science skills

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154 Glossary and index

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163 Acknowledgements
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How to use this book

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How to use this book

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In this book you will find lots of different features to help your learning
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What you will learn in the

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topic
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Questions to find out what you

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know already

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Important words
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to learn
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A fun activity
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about the science you

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are learning
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An investigation to
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carry out with a partner

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or in groups
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How to use this book

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Questions to help you

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think about how you

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learn
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This is what you have
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learned in the topic

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At the end of each unit, there is a

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project for you to carry out,

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using what you have learned.

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You might make something or
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solve a problem
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Questions that cover what

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you have learned in the unit.

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If you can answer these, you

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are ready to move onto the

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next unit
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Working like a scientist

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Working like a scientist

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Scientists ask questions about the world around them. They then try to find
answers to the questions. Scientists use different types of scientific enquiry
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to help them find the answers. Young scientists, like you, can do the same

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to find answers to scientific questions.

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Research
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We can speak to people, or use books and

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the internet, to find information to answer

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questions such as:
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• How did vaccinations first start?

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• What are earthquakes and why do

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they happen?
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Fair testing
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When I stir my tea

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with a metal teaspoon, the

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We carry out fair tests to find out how

teaspoon gets hot. If I use a plastic
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changing one thing in an investigation

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teaspoon, the spoon does

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makes another thing change. The things

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not get hot.

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that we change, keep the same and

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measure are called variables. We can use

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a fair test to answer questions such as:

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• Does the type of material affect how

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well heat energy is transferred?

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• Does changing the number of cells in a

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circuit make a lamp brighter or dimmer?

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Working like a scientist

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Observing over time

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We sometimes need to observe living
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things, materials or processes over
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time to find out how they change.

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For example:

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• How does ice change when we (09:00)

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heat it?

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• How do shadows change during

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the day?

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Identifying and classifying
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We make observations and measurements to help

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us look for similarities and differences in objects,

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materials and living things. This helps us to
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organise things into groups. For example:

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• How can we group animals based on what

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they eat?
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• Which materials conduct electricity?

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Pattern seeking
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In this type of scientific enquiry, we try to

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answer questions by identifying patterns in the

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measurements and observations we record.

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For example:
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• Is there a pattern between the size and shape

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of a bird’s beak and the food it will eat?

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• Does particle size change how fast a powder

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solid flows?
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1 Living Things

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1.1 Bones and skeletons
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We are going to…
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• name some of the bones in our body

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• point out where some of the main bones are found in our body
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• make a model of a skeleton

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• think about how a model is different to the real thing. bones rib cage

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frame skeleton
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hip skull

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Getting started jaw spine
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model
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The picture shows a skeleton.
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1 What is a skeleton?
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2 What is the skeleton made of?

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3 What type of animal do you think the skeleton comes from?

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4 Name the parts of the animal’s body you can see in its skeleton.
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1.1 Bones and skeletons

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What is a skeleton?

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People and many animals
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have bones inside their bodies.
These bones are joined together
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to form a skeleton. A skeleton

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is a strong frame that supports

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our body from the inside.

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We know about animals, like

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dinosaurs, that lived very longr

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ago from their skeletons.

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skull
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The human skeleton

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jaw
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Our skeletons are made of 206 bones.
These bones are different sizes and shapes.
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upper
You can feel your bones through your skin. arm bones
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rib cage
Bones are hard and strong. How many bones
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in your body can you name?

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spine
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lower arm
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bones
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hip thigh bones

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lower leg
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bones
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1 Living Things

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Continued

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• Find your arm bones. Can you feel how many there are?
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• Feel your leg bones. Is the bone in your upper leg (thigh bone)
the same size as the bones in your lower leg?
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• Point out the bones you have found to a partner. Name the bones.

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Questions

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1 What are skeletons made of?

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Why must skeletons be hard and strong?
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3 Why do you think the bones of your skeleton are different sizes and shapes?

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4 Bones are not very heavy. How do you think this helps animals?

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Think like a scientist

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Make a model skeleton
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A model helps us understand how something works or see what something

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looks like that we cannot see in real life. Work with a partner to make
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a model of a skeleton.
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You will need:

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drinking straws and bottle tops, modelling clay or different shapes of pasta,
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scissors, black construction paper or stiff card, paper glue, white paper, a pen
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• Look at the picture of the human skeleton.

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Notice the sizes and shapes of the bones and how they are arranged.
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• Plan how you will make a skeleton from drinking straws and
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modelling clay or different pasta shapes. Your skeleton should show

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these bones: skull, jaw, rib cage, spine, arm bones and leg bones.
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• Arrange the parts of your model on the paper to make the skeleton.
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• When you are happy with your skeleton, glue the parts onto the paper.
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• Write labels for the different bones of your skeleton.

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Stick the labels on the paper next to the bones they name.
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1.1 Bones and skeletons

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Continued

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Questions
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1 How is your model of a skeleton the same as a real skeleton?
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How is it different?

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Can you think of any ways you could make your model better?

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What did you learn about skeletons?

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What did you find difficult?

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What did you find fun to learn?

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Look what I can do!
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I can identify the skull, jaw, spine, rib cage, arm bones and leg bones in my body.
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I can make a model of a skeleton.

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I can explain how a model is different to the real thing.

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1 Living Things

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1.2 Why we need a skeleton

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We are going to…
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• describe the main functions of the skeleton

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• measure the length of bones
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• think about why it is better to measure in standard units

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• record data in a table.

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function organs

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Getting started
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2 Think of some reasons why we need a skeleton.

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3 Name any of the parts inside your body that you know of.
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Our skeleton has four main jobs or functions.

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Skeletons protect
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skull
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The parts inside our bodies are called organs. The body
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organs do important jobs that keep us alive and healthy.

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Our skeletons protect the main organs of our bodies.

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Skeletons give shape

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cage
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The bones of our skeleton are strong. The skeleton

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forms a frame that supports or holds up the rest of the

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body and gives the body its shape. Our skeleton makes spine
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our body firm. We cannot squash our body

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easily because we have skeleton.

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lungs

Skeletons allow us to move

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heart
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Our skeleton helps us to walk, run and move in lots of

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different ways. We can move because there are muscles

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ni

joined to bones of the skeleton. Muscles are parts of the

R

body that help us to move.

ge

w
ie
id

ev
br
am

-R

6
-C

s
es

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 s ity
er

y
v
1.2 Why we need a skeleton

op
ni
U

C
e

w
Questions

ie
id

ev
br
1 How does the skeleton protect the brain?
am

-R
2 Which organs does the rib cage protect?
-C

3 Why do we need strong bones?

e ss
4 Explain how our skeleton helps us to move.
y

Pr
op

ty
Skeletons help us grow
C

si
w

r
We grow and get bigger because our
ie

ve

y
skeleton grows. An adult’s skeleton is
ev

op
ni

much bigger than a child’s skeleton.

R

C
An adult’s skeleton has stopped growing.
ge

w
ie
id

Think like a scientist

ev
br
am

-R
Measuring bone lengths
You will need: a tape measure
-C

Work with a partner.

es
y

Use the tape measure to measure the length,

Pr
op

from end to end, of each other’s:

ty
C

• upper arm bone • upper leg bone • lower leg bone.

rs
w
ie

ve

Record the measurements in a table like the one shown here.

y
ev

op
ni

Length in cm
R

Bone
e

Me Partner
w
g

ie
id

Upper arm bone

ev
br
am

Lower arm bone

-R
-C

Lower leg bone

s
es

1 Whose bones are longer?

y

Pr
op

2 Predict what you think the length of a teenager’s

ity
C

bones would be. Say why.

s
w

er

3 Marcus and Arun did not have a measuring tape to

ie

y
v

do their investigation. They counted how many hand

ev

op
ni

lengths long their bones were. Is this a good method

R

to measure bone length? Say why or why not.

ge

w
ie
id

ev
br
am

-R

7
-C

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es

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 s ity
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y
v
1 Living Things

op
ni
U

C
e

w
g
Continued

ie
id

ev
br
How am I doing?
am

-R
Answer ‘Very well’, ‘Quite well’ or ‘I need help’ to these questions:
-C

ss
• How well can I measure the length of bones?

e
y

Pr
• How well can I record data in a table?
op

ty
C

si
w

Look what I can do!

r
ie

ve

y
ev

op
ni

I can describe the main functions of the skeleton as protecting organs, allowing
R

movement, giving shape to the body and supporting organs during activity.

C
ge

w
I can understand that we grow because our skeleton grows.

ie
id

ev
I can measure the length of bones.
br
am

-R
I can say why it is better to measure in standard units.
-C

I can record data in a table.

s
es
y

Pr
op

ty
C

i
rs
w
ie

ve

y
ev

op
ni
R

C
e

w
g

ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

8
-C

s
es

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 s ity
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y
v
1.3 Skeletons and movement

op
ni
U

C
e

w
g
1.3 Skeletons and movement

ie
id

ev
br
am

-R
We are going to…
-C

ss
• explain how muscles work to make us move

e
y

Pr
• observe how muscles change when we move
op

ty
C

• make a model to show how muscles work in pairs

si
w

•
r
explain how the model is the same as and different to real muscles
ie

ve

y
ev

op
ni
• find out that movement is good for our health.
R

C
ge

w
Getting started

ie
id

ev
br

1 Name some of the ways in which our body can move.

am

-R
2 How does our skeleton help our body to move?
-C

s
es
y

Pr
op

contract relax
ty
C

i
rs
w
ie

ve

y
ev

op
ni
R

C
e

w
g

ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

9
-C

s
es

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 s ity
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y
v
1 Living Things

op
ni
U

C
e

w
Muscles make us move

ie
id

ev
br
Bones are strong and hard.
am

-R
They cannot bend, but your
-C

body can move in many ways.

ss
muscle A contracts

e
All animals with skeletons have
y

Pr
op

muscles attached to the bones.

ty
C

Muscles are the parts of the

si
w

body that allow us to sit, stand,

r
ie

ve
walk, run, bend and stretch.

y
arm lifts
ev

op
ni
They make it possible for us to
R

smile, hold a pen, eat and talk.

C
ge

w
Muscles are found under the

ie
id

skin. They cover the skeleton muscle B relaxes

ev
br

and give your body the shape

am

-R
that you have.
-C

s
es
y

Pr
op

How muscles work

ty
C

i
rs
w

Muscles pull on bones to make

ie

ve

them move. Muscles work by

y
ev

op
ni

getting shorter and longer.

R

muscle A relaxes
C

When muscles get shorter they

e

pull on the bones they are

w
g

ie
id

joined to. We say that the

ev
br

muscles contract. The pulling

am

-R

movement allows you to move

and do the action that you want.
-C

s
es

When muscles relax they get

arm drops
y

longer and let you rest.

Pr
op

Muscles always work in pairs.

ity
C

muscle B contracts
One muscle contracts and pulls
s
w

er
ie

on the bone it is joined to. This

y
v
ev

makes the bone move. The other

op
ni
R

muscle relaxes.
C
ge

w
ie
id

ev
br
am

-R

10
-C

s
es

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 R R R
ev ev ev
ie ie ie
w w w
C C C

•
•
•
•
•
•

4
3
1

2
op op op
y y y
-C -C -C -C
am am am am
You will need:
br br br br
id id id id
ge g e ge g e
U U U U
ni ni ni ni
v er ve ve v
s rs r er
s
ity i ty
si
ty ity
Pr Pr Pr
es es es e
s s s ss
something heavy to lift, such as a large book.

-R -R -R -R
ev ev ev ev
ie ie ie ie
w w w w
C C C C
op op op op
y y y y

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1.3 Skeletons and movement

11
 s ity
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y
v
1 Living Things

op
ni
U

C
e

w
g

ie
id

ev
br
am

-R
-C

ss
You will need:

e
y

Pr
op

a piece of thick card, two elastic bands (one longer than the other), scissors,

ty
paper fastener (split pin), stapler and staples, a ruler, a piece of sticky tack or
C

si
modelling clay.
w

r
ie

ve

y
ev

card lengths

op
ni

•
R

C
•
ge

w
ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

split pin
ty
C

•
i
rs
w
ie

ve

y
ev

op
ni

• staple
R

C
e

short elastic long elastic

w
g

• band band
ie
id

ev
br
am

-R
-C

split pin
s
es

1
y

Pr
op

2
ity
C

3
s
w

er
ie

4
y
v
ev

op
ni

b
R

C
ge

w
ie
id

ev
br
am

-R

12
-C

s
es

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 s ity
er

y
v

op
ni
U

C
e

w
g

ie
id

ev
br
am

-R
-C

ss
Movement keeps

e
y

Pr
op

us healthy

ty
C

si
We use our muscles to move in
w

r
ie

ve
different ways. We can walk, run,

y
ev

op
ni
dance, lift things, climb and jump.
R

Movement is good for our bodies.

C
ge

Sitting still for a long time is not good for our bodies.

w
ie
id

Movement helps to keep us healthy in different ways.

ev
br

Movement:
am

-R
• makes your heart and lungs work better
-C

s
es

• makes your muscles and bones stronger

y

Pr

• lets you stretch your body easily

op

• helps to stop you from getting some illnesses

ty
C

i
rs
w

• helps you think better

ie

ve

• puts you in a good mood.

y
ev

op
ni
R

Questions
C
e

w
g

1 Make a list of all the things you did today that made you move.
ie
id

ev

Start from when you woke up.

br
am

-R

2 a Which things did you do today that did not make you move,
or made you move very little?
-C

s
es

b How much time every day do you spend sitting down and not moving?
y

Pr
op

3 Think of five different ways you can do more movement every day.
ity
C

s
w

er
ie

How can I use what I have learnt to be healthier?

y
v
ev

op
ni

Did I learn anything that I can share with other people?

R

C
ge

w
ie
id

ev
br
am

-R

13
-C

s
es

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 s ity
er

y
v
1 Living Things

op
ni
U

C
e

w
Look what I can do!

ie
id

ev
br
I can understand that muscles work in pairs.
am

-R
I can explain how muscles work by pulling on bones.
-C

I can understand that when one muscle in a pair contracts, the other

ss
muscle in the pair relaxes.

e
y

Pr
op

I can observe that muscles get shorter and fatter when they contract.

ty
C

I can observe that muscles get longer and thinner when they relax.

si
w

r
ie

ve
I can use a model to show how muscles work.

y
ev

op
ni

I can say how movement keeps us healthy.

R

C
ge

w
ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ty
C

i
rs
w
ie

ve

y
ev

op
ni
R

C
e

w
g

ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

14
-C

s
es

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 s ity
er

y
v
1.4 Different kinds of skeletons

op
ni
U

C
e

w
g
1.4 Different kinds of skeletons

ie
id

ev
br
am

-R
We are going to…
-C

ss
• learn about different kinds of skeletons

e
y

Pr
• find out the difference between vertebrates and invertebrates
op

ty
C

• learn how to use an identification key

si
w

•
r
use observations to group animals with and without an exoskeleton.
ie

ve

y
ev

op
ni
R

C
ge

w
1

ie
id

ev
br

2
am

-R
-C

3
s
es
y

Pr
op

ty
C

exoskeleton
rs
w
ie

ve

identification key
y
ev

op
ni

invertebrate
R

vertebrate
e

w
g

ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

15
-C

s
es

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 s ity
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y
v
1 Living Things

op
ni
U

C
e

w
Animals with bones

ie
id

ev
br
The animals in the pictures
am

-R
all have bones. They have
-C

a skeleton with a backbone tiger

ss
inside their bodies. We call

e
y

Pr
animals with skeleton inside
op

their bodies vertebrates. The

ty
C

word vertebrate means ‘with

si
w

a backbone’. r
ie

ve

y
ev

op
ni
We can sort vertebrates into five groups.
R

See if you can identify the group that

C
ge

each of the animals in the pictures

w
ie
id

belongs to.

ev
br
am

-R
-C

s
es
y

Pr
op

ty
C

i
rs
w

lizard
ie

ve

y
ev

parrot
op
ni

fish
R

C
e

w
g

ie
id

ev
br

frog
am

-R
-C

s
es
y

Pr
op

dolphin
ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

16
-C

s
es

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 s ity
er

y
v
1.4 Different kinds of skeletons

op
ni
U

C
e
• Fish are vertebrates that live in water. They have fins instead of arms and legs.

w
g

ie
id
Their bodies are covered with scales.

ev
br
• Amphibians, such as frogs, live in water and on land.
am

-R
Their bodies are covered with a smooth, wet skin.
-C

ss
• Reptiles, such as snakes, lizards and tortoises, are covered with dry scales.

e
Most reptiles live on land. Some reptiles live in water, for example crocodiles.
y

Pr
op

• Birds are covered with feathers. Birds have wings instead of arms.

ty
C

Most birds can fly. Some birds, like the ostrich, cannot fly.

si
w

r
ie

ve
• Mammals are covered with hair or fur. Most mammals live on land.

y
ev

Some mammals live in the sea,

op
ni
R

for example whales and dolphins.

C
ge

w
ie
id

Animals without bones

ev
br

locust
am

-R
Some animals have no bones. Animals
-C

with no bones are called invertebrates.

s
es

The word invertebrate means ‘without

y

Pr
op

a backbone’.
ty
C

Some invertebrate animals have hard

i
rs
w

skins or shells on the outside of their

ie

ve

bodies. This hard outer layer is called

y
ev

op
ni

an exoskeleton. The exoskeleton

R

protects the animal and supports

e

the animal’s body. Insects, such as locusts

w
g

ie
id

and beetles, have an exoskeleton.

ev
br

Other invertebrate animals such as

am

-R

worms and jellyfish have soft

-C

bodies. These animals do not

s
es

have an exoskeleton.
y

Pr
op

ity
C

jellyfish
s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

17
-C

s
es

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 R R R
ev ev ev
ie ie ie

18
w w w
C C C

5
4
3
1

eagle
op op op
y y y
-C -C -C -C

spider
am am am am
1 Living Things

Questions

br br br br
id id id id
ge ge ge g e
U U U U
ni ni ni ni
v er ve ve v
s rs r er
s
ity i ty
si
ty ity
Pr Pr Pr
es es es e
s s s ss
-R -R -R -R

goat
ev ev ev ev
ie ie ie ie
w w w w
C C C C
op op op op
y y y y

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earthworm
frog
beetle
crocodile
crab
 s ity
er

y
v
1.4 Different kinds of skeletons

op
ni
U

C
e

w
Identification keys

ie
id

ev
br
am

-R
-C

ss
e
y

Pr
op

ty
C

si
w

r
Types of vertebrates
ie

ve

y
ev

op
ni

Does the animal have fur?

R

C
ge

w
ie
id

ev
br

yes no
am

-R
Does the animal
It is a mammal have feathers?
-C

s
es
y

Pr
op

no
yes
ty
C

i
rs

Does the animal have

w

It is a bird a smooth, wet skin?

ie

ve

y
ev

op
ni
R

C
e

yes no
w
g

a panda is a mammal
ie
id

Does the animal have

ev
br

It is a an amphibian
a dry, scaly skin?
am

-R
-C

a pigeon is a bird
es

yes
y

Pr
op

It is a reptile
ity
C

a frog is an amphibian
s
w

er
ie

y
v
ev

op
ni
R

C
ge

a lizard is a reptile
ie
id

ev
br
am

-R

19
-C

s
es

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 s ity
er

y
v
1 Living Things

op
ni
U

C
e

w
g
Think like a scientist

ie
id

ev
br
Identify vertebrates and invertebrates
am

-R
Look at the pictures of the animals. Some of the animals are vertebrates.
-C

ss
Some of the animals are invertebrates.

e
y

Use the key to identify and name animals in the pictures.

Pr
op

ty
C

si
w

r
ie

ve

y
ev

op
ni
R

C
ge

w
ie
id

a b c d

ev
br
am

-R
-C

s
es
y

Pr
op

ty
C

e f g
i
rs
w
ie

ve

Does the animal have

y
ev

a bony skelelon?
op
ni
R

C
e

yes no
g

ie
id

Does it Does it have

ev
br

have legs? an exoskeleton

am

-R
-C

yes no yes no
es
y

Does it Does it Does it It is a

Pr
op

have wings? have fins have legs? worm

ity
C

s
w

er
ie

yes no yes no yes no

y
v
ev

op
ni

It is an It is a It is a It is a It is a It is a
R

eagle cat fish snake crab snail

U

C
ge

w
ie
id

ev
br
am

-R

20
-C

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es

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 s ity
er

y
v
1.4 Different kinds of skeletons

op
ni
U

C
e

w
g
Continued

ie
id

ev
br
Questions
am

-R
1
-C

ss
2

e
y

Pr
op

ty
C

si
w

How am I doing?
r
ie

ve

y
How well can you use a key?
ev

op
ni

Use different coloured cards to show how confident you feel using a key.
R

C
ge

I get it! I can even explain to others.

w
ie
id

ev
br

I need a little more help.

am

-R
I don’t get it. I need a lot of help.
-C

s
es
y

Pr
op

Look what I can do!

ty
C

I can identify vertebrates as animals with a backbone.

rs
w
ie

ve

I can identify invertebrates as animals without a backbone.

y
ev

op
ni

I can identify invertebrates that have an exoskeleton.

R

I can use an identification key.

e

w
g

ie
id

I can use observations to group animals with and without an exoskeleton.

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

21
-C

s
es

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 s ity
er

y
v
1 Living Things

op
ni
U

C
e

w
g
1.5 Medicines and infectious diseases

ie
id

ev
br
am

-R
We are going to…
-C

ss
• learn why we take medicines

e
y

Pr
• describe how to take medicines safely
op

ty
C

• find out that plants, animals and people can get infectious diseases

si
w

•
r
learn that vaccinations can prevent some diseases in people and animals
ie

ve

y
ev

op
ni
• do research to answer questions about vaccinations.
R

C
ge

w
Getting started

ie
id

ev
br

The girl in the picture is taking medicine.

am

-R
1 Have you ever taken medicine? Why did you take it?
-C

2 The girl is taking a liquid medicine. What other kinds

es

of medicines do you know of?

y

Pr
op

3 Why do you think an adult is giving the medicine

ty
C

to the girl?
i
rs
w
ie

ve

y
ev

op
ni
R

germs
C
e

infect
g

ie
id

infectious disease
ev
br
am

-R

instructions
medicines
-C

s
es

prevent
y

Pr
op

vaccinations
ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

22
-C

s
es

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 s ity
er

y
v
1.5 Medicines and infectious diseases

op
ni
U

C
e

w
Medicines

ie
id

ev
br
We take medicines to help make us better when we have an illness.
am

-R
Some medicines stop us from getting ill. We say that these
-C

medicines prevent us from getting ill.

e ss
y

Pr
op

Taking medicines safely

ty
C

si
Medicines make us better, but we have to take them
w

r
ie

ve
safely and properly. You should only take medicines if

y
ev

op
ni
they are given to you by a doctor, a nurse or an adult
R

who looks after you. All medicines come with instructions.

C
ge

The instructions tell you how much medicine you must

w
ie
take and how often you should take it. We must always
id

ev
br

follow those instructions.

am

-R
Think like a scientist 1
-C

s
es

How to take medicines safely

y

Pr
op

If the instructions tell

Arun and his friends talked about how to take
ty

you to take the medicine with

C

medicines safely. These are their ideas:

i
rs
w

food, you must make sure

ie

ve

that you do.

y
ev

op
ni

It's okay to take

R

someone else's medicine

e

You must always take

g

if they have the same

ie
id

illness as you. the right amount of medicine.

ev
br

If you take too much it

am

-R

If you forget to take your can be harmful.

-C

medicine in the morning just

es
y

take more at lunchtime.

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
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y
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1 Living Things

op
ni
U

C
e

w
g

ie
id

ev
br
1 am

-R
-C

e ss
y

Pr
op

ty
C

si
w

r
ie

ve

y
ev

How we take medicines

op
ni
R

C
We can take medicines in different ways.
ge

w
We take some medicines as injections.

ie
id

ev
br

Some injections can stop or prevent

am

us from getting illnesses such as

-R
measles or flu. These injections are
-C

called vaccinations.
es
y

Pr
op

ty
C

i
rs
w
ie

ve

y
ev

op
ni
R

C
e

w
g

ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

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y
v
1.5 Medicines and infectious diseases

op
ni
U

C
e
We breathe in medicines from inhalers for asthma and other

w
g

ie
id
breathing problems.

ev
br
We use creams and ointments to stop insect bites itching
am

-R
and for skin problems.
-C

ss
People who are very sick in hospital often get their

e
medicine directly into their blood through a drip.
y

Pr
op

ty
C

Questions
si
w

1 Why do we take medicines? r

ie

ve

y
ev

op
ni

2 Predict what you think would

R

happen if you did not take all of

C
ge

the medicine the doctor gave you.

w
ie
id

3 Do you think we can use a

ev
br

cream as a medicine for a

am

-R
sore throat?
-C

Say why or why not.

s
es

4 Why do you think people in

y

Pr
op

hospital often get their

ty
C

medicine through a drip?

i
rs
w
ie

ve

y
ev

op
ni
R

C
e

w
g

ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

•
s
w

er
ie

•
y
v
ev

op
ni

•
R

C
ge

w
ie
id

ev
br
am

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y
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1 Living Things

op
ni
U

C
e

w
g

ie
id

ev
br
am

-R
•
-C

ss
•

e
•
y

Pr
op

ty
C

si
w

r
ie

ve

y
ev

op
ni
R

C
ge

w
Infectious diseases

ie
id

ev
br

An infectious disease is a disease that is caused

am

-R
by very tiny living things we call germs. The germs
-C

infect your body. This means the germs get into

s
es

your body and make you ill. We take medicines

y

Pr
op

to kill the germs that infect our bodies.

ty

leaf blast
C

People, animals and plants can all have infectious

disease
i
rs
w

diseases. Flu, measles and malaria are some infectious

ie

ve

diseases that humans can have.

y
ev

op
ni

Infectious diseases in plants can harm different

R

parts of the plant. For example, leaf blast can

e

w
g

kill young rice plants.

ie
id

ev

Bird flu is an infectious disease that infects birds,

br
am

humans and other animals. Almost all birds that

-R

get bird flu die. Bird flu spreads easily from sick
-C

birds to healthy birds. The farmer in the picture

es

is checking the chicken for signs of bird flu.

y

Pr
op

Many farmers give vaccinations to their

ity
C

chickens, geese and ducks to prevent them

s
w

from getting bird flu.

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

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y
v
1.5 Medicines and infectious diseases

op
ni
U

C
e

w
Questions

ie
id

ev
br
1 Say in your own words what an infectious disease is.
am

-R
2 Why do you think the farmer in the picture wears gloves
-C

when she checks the chicken for signs of bird flu?

e ss
3 How can the farmer prevent the chicken from getting bird flu?
y

Pr
op

ty
C

si
w

How can I use what I have learnt in the future?

r
ie

ve

y
Did I learn anything that can help other people?
ev

op
ni
R

C
ge

w
ie
id

Look what I can do!

ev
br

I can say why we take medicines.

am

-R
I can describe how to take medicines safely.
-C

s
es

I can understand that plants, animals and people can get infectious diseases.
y

Pr
op

I can understand that vaccinations can prevent some diseases in people and
ty
C

animals.
i
rs
w

I can do research to answer questions about vaccinations.

ie

ve

y
ev

op
ni
R

C
e

w
g

ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

er
ie

y
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ev

op
ni
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ge

w
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am

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y
v
1 Living Things

op
ni
U

C
e

w
g
Project: Earthworm farming

ie
id

ev
br
Earthworms are invertebrates. Earthworms live in the earth or soil.
am

-R
People all over the world keep earthworm farms. They grow the
-C

earthworms in containers that are dark and moist inside, like the soil.

e ss
The farmers feed the worms with materials such as vegetable peels
y

Pr
op

and garden waste. Earthworms leave droppings called ‘castings’.

ty
C

The earthworms’ castings form a substance called worm compost.

si
The worm compost contain substances that help plants to grow
w

r
ie

ve
better. The worm farmers sell the worm compost to gardeners

y
ev

op
ni
and other farmers.
R

C
Activity
ge

w
ie
Work in pairs.
id

ev
br

Speak to someone in your local area who farms earthworms.

am

-R
These are some questions you could ask:
-C

• Why did you decide to farm earthworms?

es
y

• Where do the earthworms live?

Pr
op

• What materials do the worms live in?

ty
C

• Which foods do the earthworms like to eat?

rs
w
ie

ve

• Which foods don’t the earthworms like to eat?

y
ev

op
ni

• How much time does it take for the worm compost to form?
R

• How does the earthworm farm affect the environment?

e

w
g

You can also think of your own questions that you would like to ask.
ie
id

ev
br

Take photographs and make a PowerPoint presentation of your

am

-R

findings to show to the class.

-C

s
es
y

Pr
op

What role did I have in this project?

ity
C

Am I happy with the work I did?

s
w

er
ie

What could I do differently next time to work better?

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

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y
v
Check your progress

op
ni
U

C
e

w
Check your progress

ie
id

ev
br
1 Write the word that describes each of the following:
am

-R
a A frame made of bone that supports our body.
-C

ss
b The bones of the head.

e
y

c Something that shows us how another thing looks or works.

Pr
op

d The parts inside our bodies.

ty
C

si
w

e Animals with no backbone.

r
ie

ve
f The parts of the body that allow our bones to move.

y
ev

op
ni
R

g The hard skin or shell on the outside of the body of some animals.
U

C
ge

h An injection that prevents disease.

w
ie
id

2 Look at the drawing and answer the questions.

ev
br
am

a Write down the number of the muscle that gets

-R
shorter to bend the arm.
-C

1
s
es

b Choose the correct words in the sentences to

y

explain how the muscle makes the arm bend

Pr
op

upwards. 2
ty
C

The muscle contracts / relaxes. The muscle

rs
w
ie

gets longer / shorter and pushes / pulls on the

ve

y
ev

arm bone.
op
ni
R

c What happens to the other muscle when the

e

arm bends?
w
g

ie
id

ev
br

3 Look at the picture of a rabbit skeleton. A C

am

-R

a Label parts A, B and C.

-C

b Which part protects the animal’s brain?

s

E
es

c What is the function of part D?

y

Pr

B
op

d Which part allows the animal to walk

ity
C

F
and hop?
s
w

er

D
ie

e Which part is the hip bone?

y
v
ev

op
ni

f The skeleton protects body parts and helps the animal to move.
R

Describe one other function of the skeleton.

ge

w
ie
id

ev
br
am

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U

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e

w
Continued

ie
id

ev
br
4 Arun recorded all the things he did for a day. He drew a graph to show the results.
am

-R
10
-C

ss
9

e
8
y

Pr
Number of hours
op

ty
C

si
w

5
r
ie

ve

y
4
ev

op
ni

3
R

C
2
ge

w
1

ie
id

ev
0
br

Riding Watching Sleeping Playing Sitting Eating Doing Playing

am

bike TV
-R
football in class homework computer
games
-C

Activity
s
es
y

a Which activity did Arun spend most time doing?

Pr
op

b Which activities did Arun do for the shortest amount of time?

ty
C

i
rs
w

c For how many hours did Arun do activities that made him move a lot?
ie

ve

y
d Which activities could Arun do less of? Why?
ev

op
ni
R

e Suggest two other activities that will make him do more movement.
C
e

f Name three reasons why it is good for the body to be active and move.
w
g

ie
id

ev
br

5 Decide whether each of the statements is true.

am

-R

a Germs cause infectious diseases.

-C

b If you take more medicine you will get better faster.

es
y

c Always follow the instructions on the medicine label.

Pr
op

d It is OK to take medicine that a friend gives you.

ity
C

e Plants do have not any infectious diseases.

w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

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v

op
ni
U
2 Energy

C
e

w
g

ie
id

ev
br
am

-R
2.1 Energy around us
-C

e ss
y

We are going to…

Pr
op

ty
C

• learn that energy is in everything around us

si
w

• find out that we need energy for any movement or action to happen
r
ie

ve

y
ev

• predict what will happen in an investigation

op
ni
R

C
• demonstrate and explain how energy causes movement
ge

w
• identify if results support, or do not support, the prediction.

ie
id

ev
br
am

-R
Getting started
-C

s
es

1 Jamal’s mum says that Jamal

y

Pr

is always full of energy.

op

What does she mean by this?

ty
C

2 Where does Jamal get his energy from?

rs
w
ie

ve

3 Think of some other examples of where

y
ev

we can find energy.

op
ni
R

C
e

w
g

ie
id

energy predict
ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

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v
2 Energy

op
ni
U

C
e

w
Energy is all around us

ie
id

ev
br
Energy is everywhere around us.
am

-R
Living things have energy. We get our energy
-C

from the food we eat. We use this energy to

ss
move, grow, breathe and carry out all our

e
y

Pr
other life processes.
op

ty
C

Non-living things also have energy.

si
w

For example, there is energy in

r
ie

ve
moving air that makes a wind turbine turn.

y
ev

op
ni
There is also energy in light, heat and sound.
R

C
Light, heat and sound are forms of energy.
ge

w
Movement is also a form of energy.

ie
id

ev
br

Questions
am

-R
1 Look at the pictures. Where is the energy in each picture?
-C

2 What type of energy does each picture show?

es
y

Pr
op

ty
C

i
rs
w
ie

ve

y
ev

op
ni
R

1 2 3 4 5
U

C
e

w
g

What is energy?
ie
id

ev
br

We know that everything has energy.

am

-R

We can’t always see energy, but we can

-C

observe the things that energy does.

s
es

Energy makes things move. All moving

y

Pr
op

things have energy.

ity
C

Energy also makes things change. For example,

s
w

er

a moving ball can break a window.

ie

y
v
ev

We can think of energy as anything that can

op
ni
R

cause movement or carry out an action.

C
ge

We need energy for everything we do.

w
ie
id

ev
br
am

-R

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v
2.1 Energy around us

op
ni
U

C
e

w
g
Think like a scientist

ie
id

ev
br
Demonstrate what energy does
am

-R
-C

You will need: a ping pong ball or piece of paper crumpled into a ball

e ss
y

Pr
Flick the ping pong ball with your finger.
op

•
What happens?

ty
C

si
w

• Why do you think this happens?

r
ie

ve
Use the word energy in your answer.

y
ev

Predict what will happen if you flick the ball harder.

op
ni

•
R

C
Remember, a prediction is what we think will
ge

w
happen based on our knowledge and experience.

ie
id

Flick the ball.

ev
br

• Was your prediction correct?

am

-R
• Say why you think this happened.
-C

Questions
es
y

Pr

1 Which objects in the activity had energy? Say how you know this.
op

2 a In the activity, which things did energy change?

ty
C

i
rs
w

b How did the things change when you added more energy?
ie

ve

3 Suggest a way in the activity that you could show that moving air has energy.
y
ev

op
ni
R

How am I doing?
U

C
e

w
g

How well can I: Very well Quite well I need help

ie
id

ev
br

name three examples of energy

am

-R

around us?
-C

describe how I use energy to

es
y

make a ball move?

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

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y
v
2 Energy

op
ni
U

C
e

w
g
Look what I can do!

ie
id

ev
br
I can understand that energy is in everything around us.
am

-R
I can understand that we need energy for any movement or action to happen.
-C

I can demonstrate and explain how energy causes movement.

ss
I can make a prediction in an investigation.

e
y

Pr
op

I can identify if results support, or do not support, the prediction.

ty
C

si
w

r
ie

ve

y
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ty
C

i
rs
w
ie

ve

y
ev

op
ni
R

C
e

w
g

ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

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y
v
2.2 Energy transfers

op
ni
U

C
e

w
g
2.2 Energy transfers

ie
id

ev
br
am

-R
We are going to…
-C

ss
• find out that energy can be transferred from one object to another object

e
y

Pr
• learn that energy does not get used up or disappear
op

ty
C

• observe and describe energy transfers

si
w

•
r
identify factors in a fair test
ie

ve

y
ev

op
ni
• think about why it is important to do fair test investigations
R

C
• think about how to work safely in an investigation
ge

w
ie
• think about how we can know
id

ev
br

if results are true

am

-R
• identify energy transfers.
-C

s
es
y

Pr

Getting started
op

ty
C

1 What type of energy

i
rs
w

does a moving ball have?

ie

ve

2 Where does the energy

y
ev

op
ni

come from to make the

R

ball move?
e

w
g

3 Do objects that are not

ie
id

moving have energy?

ev
br

Give an example.
am

-R
-C

s
es

conclusion
y

Pr
op

energy transfer
ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

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y
v
2 Energy

op
ni
U

C
e

w
Energy can move

ie
id

ev
br
Why does a cup get hot when you put hot water into it?
am

-R
Heat energy makes things get hot. The hot water has heat energy.
The heat energy in the hot water moves to the cup. This is an
-C

ss
energy transfer. After a while, the cup and the water get colder.

e
y

The heat energy does not get used up or disappear. The cup and

Pr
op

the water get colder because the heat energy is transferred to

ty
C

other objects or into the surrounding environment.

si
w

r
We can think of the way energy moves from one object to as
ie

ve

y
an energy chain. Here is an example of an energy chain for
ev

op
ni

the transfer of heat energy from the water to the cup and
R

C
surrounding environment.
ge

w
water  cup  surrounding environment

ie
id

ev
br
am

Think like a scientist 1

-R
-C

Observe an energy transfer

s
es
y

Pr
op

You will need: a beaker of hot water, a metal teaspoon, a bead, petroleum jelly
ty
C

i
rs
w

• Put a small bit of petroleum jelly on the handle of the teaspoon.

ie

ve

Push the bead into the petroleum jelly on the spoon.

y
ev

op
ni

• Your teacher will pour hot water into a beaker. Put the
R

spoon in the beaker.

C
e

w
g

Be careful when near hot water. You don’t want it to

ie
id

spill onto you.

ev
br

• Observe what happens to the bead. Why does this happpen?

am

-R

• Draw an energy chain for the energy transfers that

-C

took place.
es

bead
y

• Suggest a question that you have

Pr
op

investigated in this activity.

ity
C

teaspoon
• Use your question to write a
s
w

conclusion to say what you found hot water

er
ie

out about energy transfers from

y
v
ev

op
ni

the experiment. Remember that a

R

conclusion is what you have found

ge

out in an investigation.
ie
id

ev
br
am

-R

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y
v
2.2 Energy transfers

op
ni
U

C
e
Energy can be transferred from any object

w
g

ie
id
that contains energy. Think about the Sun.

ev
br
It gives off heat energy and light energy.
am

-R
That energy is transferred through space
to the Earth so we have heat and light.
-C

e ss
y

When I stir my tea

Pr
Think like a scientist 2
op

with a metal teaspoon, the

ty
C

Plan a fair test on energy transfers teaspoon gets hot. If I use a plastic
si
w

r teaspoon, the spoon does

ie

Zara made an observation.

ve

y
ev

not get hot.

op
ni

• Ask a question to investigate

R

C
Zara’s observation.
ge

w
• Suggest how you could do a fair test investigation

ie
id

to answer your question. Remember to think about

ev
br

which things you will change and which things you

am

-R
will keep the same. What will you measure?
-C

• Why do we need to do fair tests in investigations?

s
es

• Identify any dangers in doing the investigation.

y

Pr
op

• How can you work safely in your investigation?

ty
C

• How can you make sure that you do not make any
i
rs
w

mistakes when measuring?

ie

ve

y
• Suggest a way to present your results.
ev

op
ni
R

C
e

w
g

ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

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br
am

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v
2 Energy

op
ni
U

C
e

w
g
Activity

ie
id

ev
br
Identify energy transfers
am

-R
Copy and fill in the table to identify the energy transfer in each of the pictures.
-C

ss
A B C D

e
y

Pr
op

ty
C

si
w

r
ie

ve

y
ev

op
ni
R

C
Type of energy Where the energy Where the energy is
ge

w
transferred comes from transferred to

ie
id

ev
br
am

B
-R
C
-C

s
es

D
y

Pr
op

ty
C

i
rs
w
ie

How do you feel about today’s lesson?

ve

y
ev

op
ni

How did the practical work help you to learn today?

R

C
e

w
g

ie
id

ev
br

Look what I can do!

am

-R

I can understand that energy is transferred from one object to another object.
-C

I can understand that energy does not get used up or disappear.

s
es

I can observe and describe energy transfers.

y

Pr
op

I can identify factors in a fair test.

ity
C

I can say why it is important to do fair test investigations.

s
w

er
ie

I can suggest how to work safely in an investigation.

y
v
ev

op
ni

I can suggest how we can know if results are true.

R

I can identify energy transfers.

ge

w
ie
id

ev
br
am

-R

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2.3 Energy changes

op
ni
U

C
e

w
g
2.3 Energy changes

ie
id

ev
br
am

-R
We are going to…
-C

ss
• observe that energy can change from one form to a different form

e
y

Pr
op

• find out that some energy is transferred from an object into the
surrounding environment

ty
C

si
w

• describe energy changes

r
ie

ve

y
ev

• learn that we cannot make energy or destroy energy.

op
ni
R

C
ge

w
Getting started

ie
id

ev
br

1 How would you feel if you rode a bicycle fast for half an hour?
am

-R
Why would you feel like this?
-C

2 Describe the energy transfer that makes the bicycle move.

s
es

3 Think about your answer to question 1. Name another form

y

Pr

of energy that riding a bicycle produces.

op

ty
C

i
rs
w
ie

ve

destroy
y
ev

op
ni

electrical appliances
R

C
e

electrical energy
w
g

ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

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ni
R

C
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w
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2 Energy

op
ni
U

C
e

w
Energy can change form

ie
id

ev
br
We have seen that energy moves. Sometimes the energy changes
am

-R
form when it moves.
-C

Think about hitting a drum. We use movement energy to hit the drum.

ss
The energy moves from our hand to the drum.

e
y

Pr
The drum skin moves and the drum makes a sound.
op

This happens because the movement energy changes to sound energy.

ty
C

si
1 movement
w

3 sound energy
r energy in hand
ie

from drum
ve

y
ev

op
ni
R

C
ge

w
ie
id

ev
br

2 movement
am

energy in drum
-R
-C

s
es
y

Pr
op

ty
C

i
rs
w
ie

ve

y
ev

op
ni
R

Electricity is another form of energy.

e

w
g

We call it electrical energy. There are often

ie
id

energy changes when we use electrical

ev
br

appliances such as stoves and fans. These

am

-R

are objects that need electrical energy to

-C

work. For example, a fan changes electrical

s
es

energy into movement energy.

y

Pr
op

Not all the energy in an object moves to another

ity
C

object. In the fan, some of the movement energy

s
w

changes into sound energy. The sound moves

er
ie

into the surrounding environment.

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
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-R

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2.3 Energy changes

op
ni
U

C
e

w
g
Think like a scientist

ie
id

ev
br
Observe energy changes
am

-R
-C

You will need:

ss
a desk lamp, a paper spiral, thin string, a pencil

e
y

Pr
op

• Use the pencil to make hole in one end of the paper spiral.

ty
C

si
• Thread the string through the hole.
w

r
ie

ve
• Tie a knot in the end of the string to hold the spiral in place.

y
ev

op
ni

Tie the free end of string around the pencil.

R

C
• Turn the lamp over so that it shines upwards, towards
ge

the ceiling. Hold the spiral about 10 cm above the lamp.

w
ie
id

Don’t let the paper touch the lamp.

ev
br
am

• Suggest another way you can work safely

-R
in this investigation.
-C

• Observe and describe what happens.

es
y

pencil
Pr

Questions
op

ty

1 A lamp gives off light. What other

C

form of energy does the lamp give off?

rs
w
ie

ve

2 What form of energy did you observe string

y
ev

op
ni

in the spiral when you held it

R

over the lamp?

C

paper
e

3 a Describe the energy

w
g

spiral
ie
id

transfer that happened

ev
br

in the experiment.
am

-R

b Describe the energy

change that happened
-C

s
es

in the experiment.
y

Pr

4 Think of two energy changes

op

desk
that happen in electrical appliances. lamp
ity
C

Say what form of energy from

s
w

er

the appliance moves into the

ie

y
v

surrounding environment.
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

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2 Energy

op
ni
U

C
e

w
Where does the energy go?

ie
id

ev
br
Sometimes we can’t observe any signs that an object
am

-R
has energy. It seems that energy is used up. This is not
so. Energy cannot get used up. We also cannot destroy
-C

ss
energy so that it disappears or no longer exists.

e
y

Pr
Energy can only be transferred and change form.
op

For example, if we leave a cup of hot tea for a while, it

ty
C

gets cold. The heat energy in the tea is not used up or

si
w

r
destroyed. Instead, the heat energy moves from the
ie

ve

y
ev

tea and cup to the surrounding environment.

op
ni
R

In the same way, we cannot make energy. All the energy

C
ge

around us has always been with us and always will be

w
ie
id

with us. It just moves and changes form.

ev
br
am

-R
Questions
-C

s
es

1 Why does it sometimes seem that energy is used up? Give an example.
y

Pr
op

2 If the energy is not used up or destroyed, where does it go?

ty
C

i
rs
w
ie

ve

What did you learn about energy changes?

y
ev

op
ni

What did you find difficult?

R

What would you like to know more about?

e

w
g

ie
id

ev
br
am

-R

Look what I can do!

-C

I can understand that energy can change from one form of energy
es

to a different form of energy.

y

Pr
op

I can understand that energy moves from an object into the

ity
C

surrounding environment.
s
w

er
ie

I can describe energy changes.

y
v
ev

op
ni

I can understand that we cannot make energy or destroy energy.

R

C
ge

w
ie
id

ev
br
am

-R

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2.4 Energy and living things

op
ni
U

C
e

w
g
2.4 Energy and living things

ie
id

ev
br
am

-R
We are going to…
-C

ss
• learn why living things need energy

e
y

Pr
• find out where living things get their energy from
op

ty
C

• describe food chains

si
w

•
r
make drawings of food chains to show energy transfers between living things.
ie

ve

y
ev

op
ni
R

C
Getting started carnivore omnivore
ge

w
1 Why do our bodies need energy? consumer predator

ie
id

ev
br

2 Do all living things need energy? food chain prey

am

-R
3 Where do living things get their energy from? herbivore producer
-C

s
es

Living things need energy

y

Pr
op

All living things need energy. They need

ty
C

energy to move, to grow, to reproduce and

i
rs
w

to carry out other life processes. Plants

ie

ve

y
ev

and animals will not be healthy if they

op
ni

don’t have enough energy.

R

C
e

We get our energy from the food we eat.

w
g

ie

The energy moves from the food into

id

ev
br

our bodies. We use that energy to live

am

-R

and be healthy.
-C

Plants do not eat food to get their

s
es

energy. Plants use light energy from

y

Pr

the Sun to make or produce their food.

op

We call plants producers. Plants are

ity
C

the only living things that can make

s
w

er

their own food.

ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
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-R

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2 Energy

op
ni
U

C
e

w
Animals need plants for energy

ie
id

ev
br
Animals including humans cannot make their food.
am

-R
They must eat, or consume, plants or other
animals to get their food and energy. Animals
-C

ss
including humans are called consumers.

e
y

Some animals eat plants only. We call animals that

Pr
op

eat only plants herbivores. Zebras and snails are

ty
C

examples of herbivores.

si
w

r
Some animals eat other animals that eat plants.
ie

ve

y
ev

We call these animals carnivores. Carnivores

op
ni

eat herbivores. They also sometimes eat other

R

C
carnivores. Tigers and owls are examples
ge

w
of carnivores.

ie
id

ev
br

Sometimes carnivores are called predators. The

am

-R
animals that carnivores kill and eat are called prey.
For example, an owl that kills and eats a mouse is
-C

a predator. The mouse is the prey.

es
y

Animals that eat both plants and animals are called

Pr
op

omnivores. For example, monkeys mostly eat plant

ty
C

leaves, fruits and seeds, but they also eat insects and
i
rs
w

other small animals.

ie

ve

y
ev

Questions
op
ni
R

1 Why are plants called producers?

e

w
g

2 Why are animals called consumers?

ie
id

ev
br

3 a What is the difference between predators and prey?

am

-R

Give an example in your answer.

-C

b In what way are predators and prey similar?

s
es

c Can a herbivore be a predator? Say why or why not.

y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
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w
ie
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br
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2.4 Energy and living things

op
ni
U

C
e
1

w
Food chains

ie
id

ev
br
A food chain shows the order in which animals
am

-R
eat plants and other animals to get energy.
Food chains always contain a producer and
-C

ss
at least one consumer. Energy is always

e
transferred from the producer to the consumer
y

Pr
op

because the consumer eats the producer.

ty
C

Look at the examples.

si
w

In food chain 1, the corn is the producer

r
ie

ve
and the hen is the consumer.

y
ev

op
ni

2
Identify the producer and the consumer
R

C
in food chain 2.
ge

w
ie
We can show a food chain as a drawing.
id

ev
br

When we draw a food chain, we show

am

the order in which food, and the energy it

-R
contains, are transferred from one living
-C

thing to the next. The order of living things

es

in a food chain is always:

y

Pr
op

producer  consumer
ty
C

The arrows in the food chain show the direction in which the
rs
w

energy in the food is transferred.

ie

ve

y
ev

op
ni

This is the drawing of food chain 1:

R

corn  hen
e

w
g

If a boy eats the hen in food chain 1, he is another consumer.

ie
id

So now the food chain is:

ev
br
am

-R

corn  hen  boy

-C

Questions
es
y

Pr
op

Here is a list of living things: tiger, palm tree, snail, crocodile, rice plant, cow, person.
ity
C

1 Which of the living things are:

s
w

er

a producers? b consumers?
ie

y
v
ev

2 Which living things in the list are:

op
ni
R

a herbivores? b carnivores?
ge

3 Which consumer do you think is an omnivore? Say why.

ie
id

ev
br
am

-R

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2 Energy

op
ni
U

C
e

w
g
Think like a scientist

ie
id

ev
br
Draw food chains
am

-R
1 Put the living things in the right order to make food chains.
-C

ss
Draw the food chains.

e
a tomato, cat, bird
y

Pr
op

b frog, grasshopper, snake, rice plant

ty
C

2 Draw a food chain of your own that includes a person as the

si
w

second consumer.
r
ie

ve

y
ev

3 Describe the energy transfers in your food chain.

op
ni
R

C
ge

w
ie
id

How will you learn the different types of consumers?

ev
br
am

-R
Can you think of a way to help you remember them?
-C

s
es
y

Pr
op

Look what I can do!

ty
C

I can say why living things need energy.

i
rs
w
ie

I can say where living things get their energy from.

ve

y
ev

op
ni

I can describe food chains.

R

I can make drawings of food chains to show energy transfers between

e

w
g

living things.
ie
id

ev
br

I can classify consumers as herbivores, omnivores, carnivores, predators

am

and/or prey.
-R

I can explain how food chains show the order in which animals eat plants
-C

s
es

or other animals.
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
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2.4 Energy and living things

op
ni
U

C
e

w
g
Project: Find out how electricity is made

ie
id

ev
br
Most of the electricity that we use in our homes comes from
am

-R
power stations. A power station needs a source of energy to
make electricity. In many countries, the energy used in power
-C

ss
stations comes from burning coal. Coal is a fuel that stores energy.

e
y

Other sources of energy for power stations can be fast-moving

Pr
op

water, sunlight, nuclear material or natural gas.

ty
C

Activity

si
w

r
Work in pairs. Speak to people, or do some research, to find
ie

ve
1

y
ev

op
ni
out the following information about how electricity is made
R

in your area:

C
ge

• What source of energy is used to make the electricity?

w
ie
id

• How does the form of energy change to make the electricity?

ev
br

• What are the different steps in making the electricity?

am

-R
• How does the electricity get into our homes?
-C

Make a poster or information sheet with drawings or photos

es

to present your findings.

y

Pr
op

2 As a class, discuss how making electricity affects your local

ty
C

environment. How does it help the environment or harm

i
rs
w

the environment?
ie

ve

y
ev

op
ni
R

C
e

w
g

ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
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-C

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2 Energy

op
ni
U

C
e

w
Check your progress

ie
id

ev
br
1 Write a list of the words in Column A. Choose the correct meaning for
am

-R
each word from column B. Write the correct meanings beside each word.
-C

ss
A B

e
y

Energy a living thing that gets its energy from eating other

Pr
op

living things

ty
C

si
w

Transfer a living thing that gets its energy from the food it
r
ie

ve
makes itself

y
ev

op
ni
R

Food chain anything that can cause movement or carry out

C
an action
ge

w
ie
id

Producer a drawing that shows how energy moves from one

ev
br

living thing to another

am

-R
Consumer when something moves from one thing or place
-C

to another
es
y

Pr
op

2 Identify the energy changes in each of the pictures.

ty
C

i
rs
w
ie

ve

y
ev

op
ni
R

C
e

w
g

ie
id

ev
br
am

-R
-C

3 a Write these food chains so that the living things are in the correct order.
es
y

bird  caterpillar  leaf

Pr
op

eagle  grass  rabbit

ity
C

s
w

beetle  lizard  seeds  snake

er
ie

y
v

b What do the arrows in the food chains show?

ev

op
ni
R

4 Name three predators and their prey from the living things in question 3.
C
ge

w
ie
id

ev
br
am

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op
ni
U
3 Materials

C
e

w
g

ie
id

ev
br
am

-R
3.1 Materials, substances and particles
-C

e ss
y

We are going to…

Pr
op

• find out the difference between materials, substances and particles

ty
C

si
w

• show that particles move all the time

r
ie

ve

y
ev

• learn that the particle model of matter describes the differences

op
ni

between substances that are solids, liquids and gases

R

C
ge

• describe the particle model for solids and liquids

w
ie
id

• play a game to demonstrate how solids and liquids are different.

ev
br
am

-R
-C

Getting started
s

compare particle
es

Look around the classroom and find different materials.

y

Pr

material substance
op

1 Which materials are solids?

ty
C

2 Are there materials that are liquids or gases?

rs
w

If there are, name them.

ie

ve

y
ev

3 How did you decide if each material was a solid,

op
ni

a liquid or a gas?
R

C
e

w
g

ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
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v
3 Materials

op
ni
U

C
e

w
Materials, substances and particles

ie
id

ev
br
Objects can be made of different types of materials.
am

-R
For example, a school desk can be made of wood and metal.
-C

ss
Plastic, wood, rubber and glass are also materials. All materials are made
of matter. Matter is everything around us. A material is a certain type of matter.

e
y

Pr
op

Most materials are mixtures of different substances.

ty
C

A substance is a pure type of solid, liquid or gas. It is not a mixture.

si
w

For example:
r
ie

ve

y
ev

• Salt is a solid substance.

op
ni
R

• Pure water is a liquid

C
ge

substance. sand limestone soda

w
ash

ie
id

• Oxygen is a substance that

ev
br

is a gas. liquid glass shaping rollers

am

-R
Glass is a material. To make
-C

glass, people mix sand with

es

substances, such as soda ash

y

Pr
op

and limestone. When they are heating

heated together, they form a
ty
C

i
rs
w

clear liquid glass.

ie

ve

The liquid glass can be made into different shapes.

y
ev

op
ni

The liquid glass goes hard when it cools. People can

R

use glass to make window panes, bottles and light bulbs.

e

w
g

ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

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ie
id

ev
br
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3.1 Materials, substances and particles

op
ni
U

C
e
All matter is made up of particles. A particle is a very small part or bit of

w
g
something. Some particles are big enough for us to see, such as particles

ie
id

ev
br
of dust. Most particles are much too small for us to see.
am

-R
Questions
-C

e ss
4 What is matter?
y

Pr
op

5 Explain the difference between a material and a substance.

ty
C

6 Is glass a material or a substance? Say why.

si
w

7
r
a How are sand and pure water similar?
ie

ve

y
ev

b How are they different?

op
ni
R

C
The particle model of matter
ge

w
ie
id

ev
br

Because most particles of matter are very small, scientists use a model to
am

-R
explain how the particles form substances. The particle model describes
the differences between substances that are solids, liquids and gases.
-C

s
es

Scientists have found out some important things about the particles that
y

Pr
op

make up solids, liquids and gases:

ty

• The particles have spaces between them. When the spaces between
C

i
rs
w

the particles are small, the particles are held close together.
ie

ve

• The particles are always moving, even though we can’t see them
y
ev

op
ni

move. The amount of movement of the particles decides whether

R

the substance is a solid, liquid or gas.

e

w
g

ie
id

Think like a scientist

ev
br
am

-R

Demonstrate that particles of liquids move

-C

s
es

You will need:

y

a beaker or glass jar, water, liquid food dye or colouring, a measuring cylinder
Pr
op

or measuring cup
ity
C

s
w

er

Measure 100 ml of cold water into a beaker.

ie

•
y
v
ev

Shake a few drops of food colouring into the beaker of water.

op
ni

•
R

Do not stir the water or move the beaker. Observe what happens.
U

C
ge

w
ie
id

ev
br
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3 Materials

op
ni
U

C
e

w
g
Continued

ie
id

ev
br
• Make a drawing to record what happens in each beaker.
am

-R
• Label your drawing with these labels: beaker/jar, water, food dye.
-C

Write a sentence to explain what you observed.

ss
•
Say which type of scientific enquiry you used in the activity.

e
•
y

Pr
op

ty
C

The drawings show scientists’ ideas

si
w

r
about the particle model for solids
ie

ve

y
ev

and liquids.

op
ni
R

C
In solids, the particles are packed
ge

w
tightly together in a regular pattern,
with the same amount of space

ie
id

ev
br

between each particle. The spaces

am

-R
between the particles are very small. In a solid, the particles In a liquid, the particles
This means the particles cannot are packed tightly are not packed in a
-C

move around very much and are together regular pattern

es

in a fixed position.
y

Pr
op

In liquids, the particles are also close together, but they are not
ty
C

packed in a regular pattern. There are bigger spaces between

rs
w
ie

the particles. This allows the particles to slide past one another
ve

y
ev

and change places.

op
ni

solid
R

C
e

Activity
w
g

ie
id

Play the particle game

ev
br
am

In your class, divide into groups of four or five.

-R

Imagine that each person is a particle in a

-C

solid or a liquid.
es
y

Pr

Look at the pictures to see what to do.

op

liquid
ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

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3.1 Materials, substances and particles

op
ni
U

C
e

w
g
Continued

ie
id
Try to shake from side to side. What do you notice?

ev
br
• am
Try to move closer together or further apart. What do you notice?

-R
•
Try to change the shape of your group. What do you notice?
-C

ss
• Now change group and do the activity again.

e
y

Pr
op

Questions

ty
C

1 Compare what happened when you tried to shake as ‘solids’

si
w

and ‘liquids’.
r
ie

ve
Compare what happened when you tried to move closer together

y
2
ev

op
ni

or further apart as ‘solids’ and ‘liquids’.

R

C
3 Compare what happened when you tried to change the shape of
ge

w
your group as ‘solids’ and ‘liquids’.

ie
id

4 How does the particle game demonstrate the particle model of matter?

ev
br
am

-R
How am I doing?
-C

Answer ‘Very well’, ‘Quite well’ or ‘I need help’ to these questions:

s
es

• How well can I say how materials, substances and particles

y

Pr
op

are different?
ty
C

• How well can I describe the particle model of matter for

i
rs
w

solids and liquids?

ie

ve

How well can I use a game to show the difference between

y
•
ev

op
ni

solids and liquids?

R

C
e

w
g

ie
id

Look what I can do!

ev
br
am

I can understand the difference between materials,

-R

substances and particles.

-C

I can understand that particles move all the time.

es
y

Pr

I can understand that the particle model of matter describes

op

the differences between solids, liquids and gases.

ity
C

I can describe the particle model for solids and liquids.

s
w

er
ie

I can demonstrate in a game how solids and liquids

y
v
ev

op
ni

are different.
R

C
ge

w
ie
id

ev
br
am

-R

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v
3 Materials

op
ni
U

C
e

w
g
3.2 How do solids and liquids

ie
id

ev
behave? br
am

-R
-C

e ss
We are going to…
y

Pr
op

• use the particle model to explain how solids and liquids behave

ty
C

si
• ask a question to investigate, choose which equipment to use in an
w

r
ie

ve
investigation, measure time, collect and record measurements in a

y
ev

op
ni
table, draw a bar graph of results and describe a pattern in results
R

C
• draw pictures of observations and write a conclusion about observations
ge

w
• describe and explain how some solids can behave like liquids

ie
id

ev
br

• think about how we can use patterns in results in other investigations

am

-R
• say how we can make sure our measurements are reliable
-C

• think about why we use standard units of measurement.

es

pour property
y

Pr
op

powder
Getting started
ty
C

i
rs
w

Say if each of these statements is true or false:

ie

ve

y
All substances are made from particles.
ev

•
op
ni

Materials are not made from particles.

R

•
U

• Particles in solids cannot move.

e

w
g

• Particles in liquids can slide past one another.

ie
id

• There are always space between particles.

ev
br
am

-R

Properties of solids and liquids

-C

s
es
y

Pr
op

A property describes what a substance or material is

like, or how it behaves. We can measure, see or feel the
ity
C

properties of a substance or material. Solids and liquids

s
w

er

have different properties.

ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

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v
3.2 How do solids and liquids behave?

op
ni
U

C
e

w
Solids

ie
id

ev
Try to squeeze your desk, chair or pencil. Can you make it a different shape?

br
am

-R
Solids keep their shape unless a force is exerted on them. The shape of a
-C

solid does not change on its own. We can make some solids change shape

ss
if we squeeze or push on them hard enough. Remember the particle model.

e
y

Particles in a solid are packed closely together. There is no space for the

Pr
op

particles to take on a different shape.

ty
C

si
w

Liquids r
ie

ve

y
ev

op
ni

Solids keep their shape. What about liquids?

R

C
What shape is a liquid inside a drinking glass?
ge

w
Predict what will happen when you pour some water on to a flat surface.

ie
id

ev
br

Think like a scientist 1

am

-R
Zara, I can
-C

Plan an investigation about changing

s

make water change

es

the shape of water

y

its shape.
Pr
op

• Look at the picture. Who is correct,

Sofia or Zara? Ask a question that
ty
C

you can investigate to find out

rs
w
ie

ve

the answer. No you can’t

y
ev

Sofia.
op
ni

• Plan an investigation to answer

R

your question.
e

w
g

• Your teacher will put out some

ie
id

equipment for you to use. Choose the

ev
br

equipment you will need for your investigation.

am

-R

• Carry out the investigation.

-C

Make drawings of your observations.

s

•
es

• Did your investigation answer your question?

y

Pr
op

Write a conclusion for the investigation.

ity
C

• Use the particle model to explain your observations.

s
w

er
ie

y
v
ev

Liquid particles are further apart than solid particles. This lets them move
op
ni
R

around more easily. Since the particles can move, the liquid can flow and
C

take the shape of its container.

ge

w
ie
id

ev
br
am

-R

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v
3 Materials

op
ni
U

C
e
Can solids behave like liquids?

w
g

ie
id

ev
br
We can pour a liquid. Can we pour a solid?
am

-R
Most solids are hard and cannot change their shape because
-C

their particles are packed tightly together. This means that we

ss
cannot pour solids like we can pour liquids.

e
y

Pr
op

Some solids, such as sand, flour, salt and sugar, are similar
to liquids. We can pour them and they take the shape of the

ty
C

si
container they are in. These solids are sometimes called powders.
w

r
ie

ve
Powders are made up of lots of very tiny pieces or grains. There

y
ev

is air between the grains, which means that the grains have

op
ni
R

space to move into. This lets the grains flow past one another

C
ge

like the particles in a liquid. But each grain of the powder is still

w
made up of millions of particles that are too small for us to see.

ie
id

ev
br
am

-R
Think like a scientist 2
-C

Investigate solids that can flow

s
es
y

Pr
op

You will need: a filter funnel, a measuring cup or measuring

ty
C

cylinder, a beaker or jar, salt, sugar, flour and sand, timer,

i
rs

a magnifying glass, paper

w
ie

ve

y
ev

op
ni

• Place a small amount of each solid onto a piece

R

of paper. Feel each solid. Does it feel rough

e

w
g

or smooth?
ie
id

• Observe each solid with a magnifying glass.

ev
br

Does the solid have big grains or small grains?

am

-R

• Measure 100 ml of a solid.

-C

Hold the funnel over the beaker or jar. Pour the

es

•
y

solid into the funnel.

Pr
op

• Time how long it takes for the solid to flow through

ity
C

the funnel into the beaker.

s
w

er
ie

• Repeat the steps with the other solids.

y
v
ev

op
ni

• Draw a graph to present your results.

R

C
ge

w
ie
id

ev
br
am

-R

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v
3.2 How do solids and liquids behave?

op
ni
U

C
e

w
g
Continued

ie
id

ev
br
Questions
am

-R
1 Which solid flowed fastest?
-C

Which solid flowed slowest?

ss
2
Describe any difference you observe in the solids that flowed fastest and slowest.

e
3
y

Pr
op

4 Describe any the pattern you can see in your results.

ty
C

5 How could you use the pattern you observed to predict how fast a different

si
w

powder solid will flow?

r
ie

ve
Results are reliable if we get the same or similar answer each time we

y
6
ev

op
ni

repeat a test or investigation. Do you think your results are reliable?

R

C
How can you find out?
ge

w
7 Which units did you use to measure time? How would this help you to

ie
id

compare your results with other groups’ results?

ev
br
am

-R
How am I doing?
How well can you use the particle model to explain the properties of
-C

s
es

solids and liquids?

y

I get it! I can even explain to others.

Pr
op

ty
C

I need a little more help.

i
rs
w
ie

ve

I don’t get it. I need a lot of help.

y
ev

op
ni
R

C
e

w
g

Look what I can do!

ie
id

ev
br

I can use the particle model to explain how solids and liquids behave.
am

-R

I can ask a question to investigate, choose which equipment to use in an

-C

investigation, measure time, collect and record measurements in a table,

s
es

draw a bar graph of results and describe a pattern in results.

y

Pr
op

I can draw pictures of my observations and write a conclusion about

my observations.
ity
C

I can describe how some solids can behave like liquids.

w

er
ie

I can say how we can use patterns in results in other investigations.

y
v
ev

op
ni

I can say how we can make sure our measurements are reliable.
R

I can say why we use standard units of measurement.

ge

w
ie
id

ev
br
am

-R

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3 Materials

op
ni
U

C
e
3.3 Melting and solidifying

w
g

ie
id

ev
br
am

-R
We are going to…
-C

ss
• describe melting and solidifying

e
y

Pr
• use the particle model to describe change of state
op

ty
C

• learn that change of state is a physical process that does not change

si
w

the type of substance

r
ie

ve

y
ev

• make a prediction for an investigation and identify factors in a fair test.

op
ni
R

C
ge

w
Getting started
change of state physical process

ie
id

1 What different properties do solids

ev
br

melting solidifying
and liquids have?
am

-R
2 Do you think a solid can become
-C

a liquid? Give an example.

es
y

3 Do you think a liquid can become

Pr
op

a solid? Give an example.

ty
C

i
rs
w
ie

ve

Change of state
y
ev

op
ni
R

Most materials and substances

C

can change from one form to

e

w
g

ie
id

another when they are heated

ev
br

or cooled. This is called change

am

-R

of state. Solids, liquids and gases

are different states of matter.
-C

Sabera’s ice-cream started as

es
y

Pr

a solid. When the Sun heated

op

the ice-cream it changed to a

ity
C

liquid. This change of state from

s
w

er

solid to liquid is called melting.

ie

y
v
ev

op
ni

We can show melting in this way:

R

heating causes melting

solid liquid
ge

w
ie
id

ev
br
am

-R

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-C

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v
3.3 Melting and solidifying

op
ni
U

C
e
Solidifying is the opposite of melting. Solidifying

w
g
Solidifying is sometimes called
is when a substance or material changes from a

ie
id
freezing. This is because some liquids,

ev
br
liquid to a solid. Liquid substances solidify when
am like water, must be very cold before

-R
they lose heat.
they can change into solids.
-C

We can show solidifying in this way:

e ss
y

Pr
cooling causes solidifying
op

liquid solid

ty
C

si
w

Think like a scientist 1

r
ie

ve

y
ev

op
ni

What happens to ice when it is heated?

R

C
ge

w
You will need: ice cubes, a saucer

ie
id

ev
br

• Put an ice cube on the saucer. Is the ice liquid or solid? How do you know?
am

-R
• Touch the ice. Does it feel hot or cold?
-C

• Hold the ice cube in your hand over the saucer.

es
y

• Predict what you think will happen to the ice.

Pr
op

• What does happen to the ice? Was your prediction correct?

ty
C

The change of state that happens when you heat the ice is:
i
rs
w
ie

ve

heat
y
solid state (ice) liquid state (water)
ev

op
ni
R

Questions
C
e

w
g

1 What made the ice change state?

ie
id

2 Did the ice change into another substance? Give a reason for your answer.
ev
br
am

3 a Say how you can change the liquid water back into ice.
-R

b What is the process called when a substance changes state from a liquid
-C

to a solid?
es
y

Pr
op

Substances change state when they melt or solidify.

ity
C

Change of state is called a physical process because the

s
w

substance only changes its form. The substance does

er
ie

not change into a different substance.

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

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-C

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v
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op
ni
U

C
e

w
Change of state and the particle model

ie
id

ev
br
We know that the particles in solids and liquids are always moving.
am

-R
The particles in solids cannot move very much because they are tightly
-C

packed together.

e ss
The particles in a substance gain energy when we heat the substance.
y

Pr
op

Some of the heat energy changes to movement energy. This makes the

ty
C

particles move faster. With enough energy, particles move so fast that

si
w

they move away from each other. When this happens in a solid, the solid
r
ie

ve
melts and becomes a liquid.

y
ev

op
ni
R

C
ge

w
ie
heating
id

ev
br

particles move
more energy faster and
am

-R
further apart
-C

s
es

solid
y

Pr
op

When a liquid loses heat energy and cools, its particles slow down
ty

and move closer together. If the particles lose enough energy, the
C

liquid changes state and becomes a solid.

rs
w
ie

ve

y
ev

op
ni
R

particles move
C

slower and
e

cooling
w
g

closer together
ie
id

less energy
ev
br
am

-R
-C

liquid solid
s
es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

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-C

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v
3.3 Melting and solidifying

op
ni
U

C
e

w
g
Think like a scientist 2

ie
id

ev
br
Compare melting in different solids
am

-R
-C

You will need:

ss
an ice cube, a square of chocolate, a cube of butter, three saucers,

e
y

Pr
watch or timer
op

ty
C

si
w

r
ie

ve

y
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R
-C

s
es

• Place an ice cube on a saucer. Do the same with the chocolate

y

Pr

and the butter.

op

• Place the saucers in a warm place, such as on a sunny windowsill.

ty
C

Predict which solid will melt first.

i

•
rs
w
ie

Observe the saucers every five minutes for 15 minutes.

ve

•
y
ev

op
ni

Questions
R

C
e

1 Why did you place the solids in a warm place to make

w
g

them melt?
ie
id

ev

Which solid melted first? Was your prediction correct?

br

2
am

-R

3 Which solid took longest to melt?

Use the particle model to describe the change of state that each
-C

4
s
es

solid went through when you heated it.

y

Pr

Was this investigation a fair test? Say why or why not.

op

5
Write a conclusion for your investigation.
ity
C

6
s

What will happen to the melted ice if you continue heating it?
w

7
er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

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-C

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v
3 Materials

op
ni
U

C
e
Metals like gold and silver will also melt if they are heated enough.

w
g
Metals must be heated to very high temperatures to make them melt.

ie
id

ev
br
When the melted metal cools, it solidifies and forms a solid again.
am

-R
-C

e ss
y

Pr
op

ty
C

si
w

r
ie

ve

y
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R
-C

s
es

What did you learn about change of state?

y

Pr
op

What did you find difficult?

ty
C

What did you find easy?

rs
w
ie

ve

y
ev

op
ni
R

Look what I can do!

e

w
g

ie
id

I can describe melting and solidifying.

ev
br

I can understand that change of state is a physical process that

am

-R

does not change the type of substance.

-C

I can use the particle model to describe change of state.

es
y

Pr

I can make a prediction for an investigation and identify factors

op

in a fair test.
ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

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y
v
3.4 Chemical reactions

op
ni
U

C
e

w
g
3.4 Chemical reactions

ie
id

ev
br
am

-R
We are going to…
-C

ss
• find out that new substances form in chemical reactions

e
y

Pr
• make a prediction for an investigation
op

ty
C

• making drawings of observations

si
w

•
r
make a conclusion for an investigation
ie

ve

y
ev

op
ni

• find out that we can obtain results by observing over time

R

C
• research information to answer a scientific question.
ge

w
ie
id

ev
br

Getting started
am

-R
1 What happens to chocolate when
-C

you heat it?

es
y

2 Does the chocolate change in any

Pr
op

other way? Give a reason for

ty
C

your answer.
i
rs
w

3 Can you change the chocolate back

ie

ve

to the way it was before you heated it?

y
ev

op
ni

Say how.
R

4 a If you mix nuts with the heated

e

w
g

chocolate, does the chocolate change

ie
id

into a new substance? Say why or why not.

ev
br

b Can you take the nuts out of the

am

-R

chocolate? How?
-C

s
es
y

Pr
op

chemical reaction
ity
C

react
w

er
ie

rust
y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

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-C

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v
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op
ni
U

C
e

w
Making new substances

ie
id

ev
br
Change of state is a physical process that changes the form
am

-R
of a substance. The substance does not change. But when some
substances are mixed together, they change and form a new
-C

ss
substance or material. This is called a chemical reaction. 

e
y

Pr
We say that the substances react together.
op

Lots of chemical reactions take place

ty
C

si
around us every day. For example, when
w

r
ie

ve
builders mix cement powder with sand,

y
ev

op
ni
water and limestone, they make a new
R

material called concrete. It is not possible

C
ge

to turn concrete back into the substances

w
that made it. This is true for most

ie
id

ev
br

chemical reactions.
am

-R
Burning wood is also a chemical reaction.
-C

When we heat the wood, it reacts with the

s
es

air. A grey substance called ash and two

y

different gases form. The ash and gases

Pr
op

are new substances.

ty
C

Have you ever noticed that old tin cans and

rs
w

cars turn a reddish-brown colour if they

ie

ve

y
ev

are left outside for a long time? The metal

op
ni
R

in the cans and cars reacts with other

C

substances to form a new substance

e

w
g

called rust. Rusting is a chemical reaction.

ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

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-C

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v
3.4 Chemical reactions

op
ni
U

C
e

w
g
Think like a scientist

ie
id

ev
br
Which substances react to form rust?
am

-R
-C

You will need:

ss
three pieces of wire wool, three glass jars and one lid, water, a marking pen

e
y

Pr
op

lid

ty
C

si
w

r
ie

ve

y
ev

op
ni
R

1 2

C
3
ge

w
water

ie
id

water

ev
br
am

-R
wire wool
-C

Put a piece of wire wool in each jar. Number the jars 1, 2 and 3
es

•
y

Pr

with the marking pen.

op

• Pour enough water into jar 1 to cover some of the wire wool.
ty
C

Cover the wire wool in jar 2 with water. Put a lid on the jar.
i

•
rs
w
ie

Leave jar 3 open.

ve

•
y
ev

op
ni

• Predict what you think will happen in each jar.

R

Observe the jars again after two days. Make drawings of your observations.
C

•
e

w
g

Questions
ie
id

ev
br

1 a In which jar or jars did the wire wool rust?

am

-R

b Was your prediction correct?

Why did you need to wait two days to observe the jars?
-C

2 a
s
es

b What do you think will change if you wait another two days and then
y

observe the jars again?

Pr
op

3 Make a conclusion for this investigation. Say why you made this conclusion.
ity
C

4 Which type of scientific enquiry did you use in the investigation?

s
w

er
ie

y
v
ev

op
ni
R

How did the practical work help you to learn about chemical reactions?
ge

w
ie
id

ev
br
am

-R

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3 Materials

op
ni
U

C
e

w
g
Activity

ie
id

ev
br
How can we prevent rusting?
am

-R
Rusting is a problem almost everywhere in the world. Rust damages cars,
buildings, bridges and many other things made of certain metals. The rust
-C

ss
makes them weak.

e
y

Pr
Do some research to find out about different ways in which people
op

ty
can stop rusting.
C

si
Say how you think preventing rusting can help the environment in
w

•
r
ie

ve
your local area.

y
ev

Present your findings to the class.

op
ni

•
R

C
ge

w
ie
id

Look what I can do!

ev
br

I know that new substances form in chemical reactions.

am

-R
I can make a prediction for an investigation.
-C

I can make drawings of observations.

es
y

Pr

I can make a conclusion for an investigation.

op

I can understand that we can obtain results by observing over time.

ty
C

i
rs
w

I can research information to answer a scientific question.

ie

ve

y
ev

op
ni
R

C
e

w
g

ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

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y
v
Project: Frozen foods

op
ni
U

C
e

w
g
Project: Frozen foods

ie
id
Have you ever eaten ice cream? Ice cream is a frozen food.

ev
br
We can buy many different foods that are frozen.
am

-R
Part 1
-C

ss
Speak to people in your community who use frozen foods,

e
y

or do some research in shops to find out:

Pr
op

why people freeze foods

ty
C

si
which foods are often frozen
w

•
r
ie

ve
• how people prepare the frozen foods for eating.

y
ev

op
ni

Part 2
R

C
Plan an investigation to find out how much
ge

w
time it takes for different foods to freeze.

ie
id

Choose a question to investigate, such as:

ev
br

Which liquids freeze quickest?

am

-R
•
• Do solid foods freeze faster than liquids?
-C

You can think of your own question to

es
y

investigate, if you wish.

Pr
op

2 Choose the materials and equipment you will

ty
C

need. Here are some ideas.

i
rs
w

You should test five or six different foods.

ie

ve

y
ev

op
ni

3 Think about:
R

• the factors you will keep the same and the factors
C

you will change to make your investigation a fair test

e

w
g

ie

how often you need to check if the foods are

id

•
ev
br

frozen, for example every 30 minutes or every hour

am

-R

• how you will test if the food is frozen or not

-C

• how you will record your results.

s
es

4 Carry out your investigation.

y

Pr
op

5 Draw a graph of your results.

ity
C

6 Make a conclusion for your investigation based

on your results and the question you investigated.
s
w

er
ie

y
v

Part 3
ev

op
ni

Prepare a presentation to tell your class about your findings from Part 1 and Part 2
R

of this project. Your presentation should include pictures, graphs or drawings.

ge

w
ie
id

ev
br
am

-R

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3 Materials

op
ni
U

C
e

w
Check your progress

ie
id
Say whether each of these statements describes a solid, a liquid, or both.

ev
br
1 am

-R
a It is made of particles.
-C

b It cannot change shape easily.

ess
c It takes on the shape of its container.
y

Pr
op

d It has very small spaces between particles.

ty
C

e Its particles are always moving.

si
w

f r
It melts if it is heated.
ie

ve

y
ev

g Water is an example.

op
ni
R

2 a Does the drawing represent a solid

C
ge

or a liquid?

w
ie
id

b Give two reasons for your answer.

ev
br

3 Mrs Pather poured some flour into a bowl to

am

-R
make some rotis.
-C

a Is flour a liquid or a solid?

es
y

b Write two or three sentences to explain why she was able to

Pr
op

pour the flour. Use these words:

ty
C

move flow
i

liquid
rs

grains
w

air space
ie

ve

y
ev

op
ni

4 Arun and Marcus want to compare how much time it takes to

R

melt margarine and butter.

e

w
g

a They want to plan a fair test. Which of these actions they should take?
ie
id

You can choose more than one.

ev
br

i Put equal amounts of butter and margarine together in a pan.

am

-R

ii Put equal amounts of butter and margarine in a pan and a pot.

-C

s
es

iii Put equal amounts of butter and margarine in two identical pans.
y

Pr

iv Heat both pans one after the other on the same stove.
op

ity
C

v Heat each pan on an identical stove starting at the same time.

s
w

vi Heat one pan on a gas ring and the other pan on an electric plate
er
ie

starting at the same time.

y
v
ev

op
ni

b Draw diagrams to describe how the butter changes from a solid to a liquid.
R

Use the particle model in your diagrams.

ge

w
ie
id

ev
br
am

-R

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Check your progress

op
ni
U

C
e

w
Continued

ie
id
Sofia put a metal nail into a saucer of water.

ev
br
5
After three days she observed that the nail
am

-R
was covered in a reddish-brown substance.
-C

ss
a What is the reddish-brown substance?

e
y

Pr
op

b What three substances are needed for it to form?

ty
C

c Why can the reddish-brown substance be a problem?

si
w

d r
What do we call the kind of process that forms new substances?
ie

ve

y
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ty
C

i
rs
w
ie

ve

y
ev

op
ni
R

C
e

w
g

ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

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U
4 Earth and its

C
e

w
g

ie
id

ev
br
am
habitats

-R
-C

e ss
y

Pr
op

4.1 The structure of the Earth

ty
C

si
w

r
ie

ve
We are going to…

y
ev

op
ni
R

• describe a model of the structure

U

C
of the Earth
ge

w
ie
id

• discuss how a model can

ev
br

never be a true copy of

am

-R
the real thing.
-C

s
es
y

Getting started
Pr
op

This photograph of Earth

ty
C

was taken from space.

rs
w
ie

ve

1 What shape is
y
ev

op
ni

the Earth?
R

2 What does the surface

e

of the Earth consist of?

g

ie
id

3 What do you think

ev
br

might be underneath
am

-R

the surface?
-C

4 The solid white part at the

es

bottom of the image is ice.

y

Pr
op

Use the particle model to

ity
C

describe how the ice becomes

s

water in the blue parts of the

w

er
ie

image. What do we call this change?

y
v
ev

op
ni

5 What provides the energy that makes

R

core internal structure

C

the ice change into water?

ge

crust magma
w
ie
id

external structure mantle

ev
br
am

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4.1 The structure of the Earth

op
ni
U

C
e

w
What is inside the Earth?

ie
id

ev
br
You already know that the outside part of the Earth is made of rocks and
am

-R
sea water. We call this the Earth’s external structure.
-C

ss
But how can scientists find out about the parts of the Earth that are below
the surface? These parts make up the Earth’s internal structure. They can’t

e
y

Pr
op

cut the Earth in half and look at the structure inside. So they have to use a

ty
C

model to show the internal structure.

si
w

Remember we often use models in science. Sometimes models help us

r
ie

ve
to understand how something works. Or models can help us to see what

y
ev

op
ni

something looks like that we can’t see in real life.

R

C
To look at the internal structure of the Earth, our model needs to show what
ge

w
the Earth would look like if we could cut it open, like we do with a peach.

ie
id

Here is a whole peach and a peach that has been cut open to see the inside.

ev
br
am

-R
-C

s
es
y

Pr
op

ty
C

i
rs
w
ie

ve

y
ev

op
ni
R

C
e

w
g

ie
id

ev
br
am

-R
-C

s
es

Questions
y

Pr
op

1 Describe the external structure of a peach.

ity
C

2 Does the right-hand image show the external structure or the internal
s
w

structure of a peach?
er
ie

y
v
ev

3 Name the two layers which make up the internal structure of a peach.
op
ni
R

C
ge

w
ie
id

ev
br
am

-R

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4 Earth and its habitats

op
ni
U

C
crust

e
Here is a diagram to show the

w
g

ie
id
internal structure of the Earth.

ev
mantle

br
The structure is made up of
am

-R
different layers: the crust,
-C

the mantle and the core.

ss
outer

e
y

core

Pr
Crust
op

ty
C

The crust is the thin outer inner

si
core
w

layer of the Earth where

r
ie

ve
we live. The crust is formed

y
ev

op
ni

of rocks. Under the oceans

R

C
the crust is about 5 km thick.
ge

w
Under the land the crust is

ie
id

about 70 km thick. The

ev
br

temperature of the crust

am

-R
increases from 20 °C at the
-C

surface to 400 °C at its

s
es

deepest part.
y

Pr
op

Mantle
ty
C

i
rs

The mantle is about 3000 km deep. Think of a distance that

w
ie

ve

is 3000 km long. This is a much thicker layer than the crust.

y
ev

op
ni

The rocks in the mantle have been melted by heat.

R

The melted rocks are called magma. The magma can move

C
e

like a liquid. The temperature rises to 1000 °C.

g

ie
id

ev
br

Core
am

-R

The core is about 3400 km thick. The core is made up of the

-C

metals iron and nickel. The metals in the outer core are liquid.
s
es
y

The inner core is solid because of the pressure of all the other
Pr
op

layers. For a long time scientists thought the temperature of

ity
C

the inner core was 5000 °C. In 2014, scientists used new equipment
s
w

in a laboratory. They measured the temperature when iron melted

er
ie

y
v

under pressure. They found it was 6000 °C. This is as hot as the
ev

op
ni

surface of the Sun!

R

C
ge

w
ie
id

ev
br
am

-R

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4.1 The structure of the Earth

op
ni
U

C
e

w
g
Activity

ie
id

ev
br
Summarise the structure of the Earth
am

-R
Copy the table. Some information is filled in already. Use information from the
-C

diagram and information about the structure of the Earth to complete the table.

e ss
y

Name of layer Crust

Pr
op

Thickness 3000 km

ty
C

si
w

Material Iron and nickel

r
ie

ve

y
5000 – 6000 °C
ev

Temperature

op
ni
R

C
Solid or liquid? Solid
ge

w
ie
id

How am I doing?

ev
br
am

Exchange your completed table with a partner. Check any differences with your teacher.
-R
-C

s
es

Think like a scientist

y

Pr
op

Use a model to explain the structure of the Earth

ty
C

i
rs
w

Sofia is trying to explain the structure of the Earth to her friend Zara. She uses
ie

ve

a peach as a model of the Earth. Discuss the answers to these questions.

y
ev

op
ni

1 Do you think the whole peach is a good model of the whole Earth?
R

How is it a good or a bad model?

e

w
g

2 Sofia cuts the peach in half. The cut surface shows the layers in the
ie
id

internal structure of the peach. As a model of the Earth, which parts

ev
br

of the peach represent the crust, the mantle and the inner core?

am

-R

3 Discuss ways in which the diagram of the inside of the peach is a

-C

good model or a bad model of the Earth’s internal structure.

s
es
y

4 Read about the internal structure of the Earth again. Find an example of how
Pr
op

information we have about the structure of the Earth changes over time.
ity
C

5 Why is it very hot working in a deep mine?

s
w

er
ie

How am I doing?
y
v
ev

op
ni

Explain the internal structure of the Earth to a younger person,

R

such as a brother or sister. Use a model such as a round fruit.

ge

w
ie
id

ev
br
am

-R

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4 Earth and its habitats

op
ni
U

C
e

w
Look what I can do!

ie
id

ev
br
I can use a model to describe the internal structure of the Earth.
am

-R
I know that a model can never be a true copy of the real thing.
-C

I can name and describe the layers of the interior of the Earth.

e ss
y

Pr
op

ty
C

si
w

r
ie

ve

y
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ty
C

i
rs
w
ie

ve

y
ev

op
ni
R

C
e

w
g

ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

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4.2 Volcanoes

op
ni
U

C
e

w
g
4.2 Volcanoes

ie
id

ev
br
am

-R
We are going to…
-C

ss
• identify features of volcanoes from pictures and diagrams

e
y

Pr
• draw a diagram to represent a volcano
op

• describe where volcanoes erupt at breaks in the Earth’s crust.

ty
C

si
w

r
ie

ve

y
Getting started
ev

op
ni
R

1 What is the layer below the Earth’s crust called?

C
ge

w
2 What material does this layer consist of?

ie
id

3 Describe this material.

ev
br
am

-R
-C

ash erupt risk

s
es

composite volcano lava secondary cone

y

Pr
op

crater plateau vent

ty
C

i
rs
w

How do volcanoes happen?

ie

ve

y
ev

op
ni

Sometimes a big crack develops in the Earth’s crust.

R

Magma from the mantle travels up the crack and

e

w
g

shoots out or erupts on the surface of the Earth.

ie
id

This is called a volcano. Once the magma erupts

ev
br

on to the surface, the magma is called lava.

am

-R
-C

Different types of volcano

s
es
y

Lava can be very hot, sometimes 1000°C. When it

Pr
op

is very hot, the lava flows quickly over the surface

ity
C

of the Earth. Eventually the lava will stop flowing,

s
w

and then it cools and hardens into rocks. The islands

er
ie

of Hawaii in the Pacific Ocean are made of layers

y
v
ev

op
ni

of lava. The lava has flowed, cooled and hardened

R

into rocks. The layers of lava form a flat surface

ge

called a volcanic plateau.

ie
id

ev
br
am

-R

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ni
U

C
e
Besides lava, some volcanoes send out rocks, volcanic

w
g
ash and gases. All these materials flow up a central pipe,

ie
id

ev
br
or vent. During the eruptions, the vent widens at the surface
am

-R
to form a crater.
-C

The most common type of volcano is a composite volcano.

ss
It has layers of ash and lava. The ash is burnt lava. The ash

e
y

Pr
op

and lava build up a cone-shaped mountain with smooth

sides. Some of the magma forces its way through cracks

ty
C

si
in the sides of the volcano. When this magma erupts it
w

r
ie

forms baby volcanoes called secondary cones.

ve

y
ev

op
ni
R

C
Questions
ge

w
ie
id

Look at the photograph of flowing lava.

ev
br

1 Point to the lava that is still flowing.

am

-R
2 Point to the lava that has cooled down and
-C

hardened into rocks.

s
es

Look at the diagram of a volcano and the photograph

y

Pr
op

of a volcano. The diagram is a model of the real thing.

ty
C

3 Talk about features of the volcano that you can

i
rs
w

see on the photograph and the diagram.

ie

ve

y
ev

op
ni
R

ash cloud
crater
e

lava
w
g

flow
ie
id

ev

ash layer
br

secondary
am

-R

cone
lava layer
-C

s
es

vent/pipe
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

Earth’s crust
op
ni

magma
R

C
ge

w
ie
id

ev
br
am

-R

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v
4.2 Volcanoes

op
ni
U

C
e

w
g
Activity 1

ie
id

ev
br
Describe the features of a volcano
am

-R
1 Using the diagram to help you, name the features of a volcano that
-C

ss
match these descriptions.

e
a The path which magma takes to travel up to the surface.
y

Pr
op

b The hole in the ground where magma erupts.

ty
C

c A small volcanic hill on the side of the main volcano.

si
w

d
r
Liquid rock which comes out of the volcano.
ie

ve

y
ev

2 Not all these features appear on the photograph of the volcano.

op
ni
R

Which of these features can you see on the photograph?

C
ge

3 The diagram shows a model of a volcano.

w
ie
How does the model help you to understand how volcanoes form?
id

ev
br
am

-R
Think like a scientist
-C

s
es

Draw a diagram of a volcano

y

Pr
op

Draw a diagram to show the internal structure of the volcano shown

ty
C

in the photograph. Label the parts.

i
rs
w
ie

ve

How am I doing?
y
ev

op
ni

• Did I show the photograph of a volcano as a diagram?

R

• Did I add features to show the internal structure of the volcano?

e

w
g

• Did I label the features correctly?

ie
id

ev
br
am

-R
-C

How did you decide what to include on your diagram?

es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

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v
4 Earth and its habitats

op
ni
U

C
e

w
Which parts of the world have volcanoes?

ie
id

ev
br
Some areas of the world have a high risk of a volcanic eruption.
am

-R
This is because there are many cracks in the Earth’s crust in these
-C

areas. Magma can move up these cracks and erupt at the surface.

ess
Other areas of the world have no cracks in the crust.
y

Pr
op

These areas have a low risk of a volcanic eruption.

ty
C

si
w

r
ie

ve

y
ev

op
ni
Atlandic ASIA
R

Ocean

C
NORTH AMERICA
ge

Ring of F
cific

w
EUROPE Pa ire

ie
id

Japan

ev
Mexico
br

SICILY
Nepal
Pacific Ocean
am

-R
Philippines Hawaii
AFRICA
-C

s
es

Atlantic DRC* Indian Ocean Indonesia Pacific Ocean SOUTH

y

Pr

Ocean AMERICA
op

AUSTRALIA Chile
ty
C

i
rs
w

New Zealand
ie

ve

y
ev

* Democratic Republic of Congo

op
ni
R

Activity 2
e

w
g

ie
id

Describe where volcanoes erupt

ev
br
am

Look at the map of the world, which shows where the

-R

main volcanoes are.

-C

s
es

Questions
y

Pr
op

1 Around which ocean are there many volcanoes?

ity
C

2 Trace with your finger along the volcanoes around this ocean.
s
w

Name the countries as you go.

er
ie

Why do you think this is called the Pacific Ring of Fire?

y
v

3
ev

op
ni

4 Find areas on the map that are unlikely to have volcanoes.

R

Why are there no volcanoes here?

ge

w
ie
id

ev
br
am

-R

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4.2 Volcanoes

op
ni
U

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Continued

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5 The country most at risk of having deadly volcanic eruptions
am

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is Indonesia. Look at the photograph of the damage left after
a recent eruption there. The largest volcanic eruption was
-C

ss
Mount Tamboura in Indonesia in 1812. This eruption

e
killed 92 000 people. The Philippines and Japan also
y

Pr
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have a high risk of volcanoes.

ty
C

Find Indonesia, the Philippines and Japan on the map.

si
w

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Why do they have such a high risk of volcanoes?
ie

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y
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C
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es
y

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s
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Did you enjoy finding places on a map?

er
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y
v

Did the map help you to see where most of the

ev

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world’s volcanoes are?

R

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How do volcanoes affect people?

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id

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You probably think that volcanoes only cause death and destruction!
am

-R
But millions of people live in volcanic regions. They know the risks.
-C

Volcanoes have positive as well as negative effects. Look at the drawing.

e ss
y

Pr
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People can be injured or killed Lava burns and

ty
C

by ash and hard lumps of lava. buries crops and

si
w

buildings.
r
ie

ve

y
ev

op
ni
R

C
ge

w
ie
Underground water is heated by
id

magma. This water comes to the

ev
br

surface as hot as springs. These

am

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are tourist attractions.
-C

s
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Ash covers buildings

y

Pr
op

and crops. People

become ill when they
ty
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breathe in ash and

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poisonous gases.
ie

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y
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R

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e

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am

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Lava makes good soil.

-C

Ash fertilises the soil.

s

Tourists come to watch volcanoes Underground water in volcanic regions

es

Crops grow very well.

erupting. This provides employment is hot enough to heat people's houses
y

Pr

for many people in volcanic regions. and make electricity.

op

ity
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s
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Question
ie

y
v
ev

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Discuss which of the seven results of a volcanic eruption

R

are positive effects and which are negative effects.

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Activity 3

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What have I learnt about volcanoes?
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Read about these two volcanoes.
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ss
Volcano A: Mount Etna, island of Sicily

e
y

Pr
Huge clouds of ash came out of Mount Etna’s crater. Then jets of lava shot
op

100–200 metres into the air. The lava flowed down the sides of Mount Etna.

ty
C

si
It destroyed buildings and power lines in its path. Thousands of people had to
w

r
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ve
leave their homes.

y
ev

op
ni

Volcano B: Goma, Democratic Republic of Congo

R

C
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For three days lava poured out of a 500-metre-long crack and flowed through

w
the town of Goma on the shore of Lake Kivu. Ash and gases poisoned the water

ie
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in the lake. Forty-five people died from the poisonous gas. 500 000 people lost

ev
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their homes. Lava spread halfway up their houses in a huge, flat layer.
-C

Questions
s
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1 Which volcano (A or B) is a composite volcano? How do you know this?

y

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2 Which volcano is a volcanic plateau? How do you know this?

ty
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3 List the damage these two volcanoes caused.

i
rs
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4 Find Sicily on the world map. Why does Sicily often have volcanic eruptions?
ie

ve

y
ev

op
ni
R

Look what I can do!

e

w
g

ie
id

I can describe common features of volcanoes.

ev
br

I can use a model to help me understand how a volcano forms.

am

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I can draw a diagram to represent a real volcano.

-C

I can use a map to describe where volcanoes occur at breaks in the Earth’s crust.
es
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ity
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4 Earth and its habitats

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4.3 Earthquakes

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We are going to…
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ss
• find out that sudden movements of the Earth's crust can result in earthquakes

e
y

Pr
• use a model to see how an earthquake happens
op

ty
C

• understand how an earthquake can result in a tsunami.

si
w

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ie

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y
ev

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Getting started
coastal area landslide
R

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Rub your hands together. earthquake transfers
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1 What movement are you making?

ie
id

epicentre tsunami

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2 The movement creates energy. How do

focus wave
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you feel this energy?

-R
-C

s
es
y

Earthquakes can cause terrible damage

Pr
op

ty
C

i
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ie

ve

y
ev

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e

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id

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am

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-C

s
es
y

In 2015 an earthquake hit Nepal. ‘Quake’ means shaking.

Pr
op

So, an earthquake is a shaking of the Earth. More than

ity
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9000 people died and 23 000 people were injured. The first
s
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photograph shows the damage to buildings done by this

ie

y
v
ev

earthquake. The second photograph shows damage to

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ni

railway lines after an earthquake in Mexico in 2017.

R

C
ge

The terrible damage in these photographs is caused by earthquakes.

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There are about 500 000 earthquakes each year around the world.

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Many of these earthquakes are so small that people don’t notice

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them. But about 100 earthquakes a year are so strong that they
am

-R
cause damage like the scenes shown in the photographs. They also
cause landslides, which are when soil and mud slide down slopes.
-C

ss
The soil and mud can cover towns and crops.

e
y

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How do earthquakes happen?

ty
C

si
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Earthquakes happen when there are sudden movements of rocks

r
ie

in the Earth’s crust. The Earth’s crust is made up of huge pieces

ve

y
ev

op
ni
of flat rock. Where two of these pieces meet, they rub together.
R

This movement creates huge amounts of energy. The energy

C
ge

changes, or transfers, into waves. The waves travel through

w
the crust to the Earth's surface. We feel these waves on the

ie
id

Earth’s surface as an earthquake.

ev
br
am

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Look at the model of
how an earthquake
-C

happens. The diagram

es
y

shows a piece of the

Pr
op

epicentre
Earth’s crust. The focus
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C

is where the earthquake fault line

i
rs
w

begins inside the crust.

ie

ve

Waves of energy pass

y
ev

op
ni

through the crust and focus

R

on to the surface. The

e

worst damage at the

w
g

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surface is experienced
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immediately above the

am

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focus at a point called waves

the epicentre.
-C

s
es
y

Pr

Which parts of the world are at risk of

op

ity
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having earthquakes?
s
w

er
ie

The parts of the world at risk of having earthquakes are the same
y
v
ev

op
ni

areas that have a high risk of volcanoes. Both volcanoes and

R

earthquakes happen where the rocks of the crust are broken and
ge

moving. Most earthquakes happen in the Pacific Ring of Fire.

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Activity 1

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Find information about earthquakes
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1 Describe the damage in the photograph of the Nepal earthquake.
-C

2 Do you think the damage in the photograph was at the epicentre

ss
or the focus of the earthquake? Why?

e
y

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3 Why do you think so many people died in the Nepal earthquake?

ty
C

4 What has happened to the railway lines in the image of the

si
Mexico City earthquake?
w

r
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5 Find Nepal and Mexico on the world map in Topic 4.2.

y
ev

Which country is in the Pacific Ring of Fire?

op
ni
R

C
6 What are the rocks in the crust below Nepal and Mexico doing to cause earthquakes?
ge

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How am I doing?

ie
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Give yourself
br

or or for how well you can:

am

-R
• Get information from a photograph
-C

• Get information from a map.

s
es
y

Pr
op

Tsunamis
ty
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A tsunami is a huge sea wave. A tsunami happens when there is an

i
rs
w
ie

ve

earthquake or a volcanic eruption under the sea. The energy from the
y
ev

earthquake transfers to the sea to make huge waves. Sea waves

op
ni
R

increase in height when they reach shallow water. So when

C
e

a tsunami reaches a shallow coastal area, the area

w
g

along the border between the land and the sea, the
ie
id

ev
br

wave can reach a height of 50 metres. This huge

am

-R

wave causes flooding of coastal areas.

-C

Questions
s
es
y

Pr

This photograph shows what happened in

op

Japan in 2011 when a tsunami hit the coast.

ity
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1 What is a tsunami?
s
w

er
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2 What causes a tsunami?

y
v
ev

op
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3 Why did the tsunami increase in height

R

when it reached the coast of Japan?

C
ge

4 How do you think the boat got on top of the building?

w
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4.3 Earthquakes

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Activity 2

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PERU
Case study: an earthquake in Chile
BOLIVIA
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PACIFIC
OCEAN BRAZIL
To finish this topic, here is a case
-C

ss
study of an earthquake that happened in PARAGUAY
ANTOFAGASTA
Chile. Read the case study and look at the

e
y

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map and the photographs. Then use your

ty
knowledge about earthquakes and
C

si
tsunamis to help you to answer
w

r VALPARAISO URUGUAY
ie

ve
the questions. SANTIAGO

y
ev

EPICENTRE

op
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A huge earthquake occurred off the coast of CONCEPCIÓN

BUENOS
AIRES
R

ARGENTINA

C
central Chile on Saturday 27 February 2010.
ge

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The epicentre was just off the coast. Strong

ie
id

shaking lasted for about three minutes.

ev
br

Tremors were felt in Peru 2400 km CHILE ATLANTIC

am

OCEAN
-R
further north.
-C

The earthquake started a tsunami which

es

destroyed several coastal towns in Chile.

y

PUNTA
Pr
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Tsunami warnings were sent to 53 countries, ARENAS 400 KM

ty

and the wave caused minor damage in

C

California in the USA, and in Japan.

i
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ie

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The earthquake caused a blackout that

y
ev

op
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affected almost all the Chilean population

R

and which went on for several days.

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The President of Chile sent the army to

ie
id

take ontrol of the most affected areas.

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525 people died, 25 people went

am

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missing and about 9% of the population

-C

lost their homes.

es
y

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C

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4 Earth and its habitats

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Continued

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Questionsam

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1 a What is an epicentre?
-C

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b Where was the epicentre of the earthquake in Chile?

e
y

2 What is the focus of an earthquake?

Pr
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3 Chile has had many earthquakes. Why does Chile have a high risk of

ty
C

earthquakes? (Look at Chile on the world map.)

si
w

4
r
List two types of damage you can see in the photographs.
ie

ve

y
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5 Why do you think so many people died?

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R

6 Why do you think Chile experienced blackouts for several days?

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7 Why was the earthquake felt as far north as Peru?

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8 Why did this earthquake start a tsunami?

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9 Why were the effects of the tsunami felt in California and Japan?
am

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-C

s
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Look what I can do!

y

Pr
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I can understand that an earthquake happens when there are

ty
C

sudden movements of rock in the Earth’s crust.

i
rs
w

I can use a model to understand how an earthquake happens.

ie

ve

y
ev

I can recognise earthquake damage on photographs.

op
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R

C
e

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am

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4.4 Different habitats

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4.4 Different habitats

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am

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We are going to…
-C

ss
• see how different animals are suited to their habitat

e
y

Pr
• observe birds and how they are suited to their habitat
op

ty
C

• see that repeating observations can give us more reliable data

si
w

•
r
understand that animals and plants can survive in places that
ie

ve

y
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are not their normal habitat

op
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R

• observe birds eating and classify them

C
A
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according to the shape of their beak

w
ie
id

• present and interpret results on a dot plot.

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am

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-C

Getting started
s
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Look at the two habitats in the pictures.

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1 Describe each habitat.

ty
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Use the words ‘hot’, ‘cold’, ‘dry’, ‘wet’,

i
rs
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‘lots of plants’, ‘few plants’.

ie

ve

y
ev

2 Which habitat do you think has more

op
ni

animals and plants? Why?

R

C
e

w
g

ie
id

B
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beak gills
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crack open strain

-C

fins
es
y

Pr
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C

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Animals are suited to their habitat

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fins

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Animals live in a habitat which suits them.
am

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For example, fish have an organ called gills.
Fish use gills to breathe underwater.
-C

ss
Fish also have fins which help them to swim.

e
y

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Some types of fish live in warm water and other

ty
C

types of fish live in cold water. Sometimes water

si
becomes warmer or colder because the climate
w

r
ie

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changes. Fish manage to survive small changes

y
ev

like this as long as the changes happen slowly.

op
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R

C
Questions gills
ge

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What do fish use to breathe underwater?
id

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2 Why do fish sometimes have to move very fast?

am

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Which part of their bodies do they use to move fast?
-C

3 Some people keep fish at home in a tank. This is not a normal

s
es

habitat for a fish. Discuss how the fish survive.

y

Pr
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4 If you buy a fish to keep in a tank at home, why is it important

that you keep the fish in a bag of water until you can put it in the tank?
ty
C

i
rs
w
ie

ve

How are birds suited to their habitat?

y
ev

op
ni
R

Birds have wings which allow them to fly. But birds are beak
C

suited to different habitats in other ways.

e

w
g

ie
id

The habitat that a bird lives in affects what the bird eats.
ev
br

Birds which live near a river or sea habitat eat fish.

am

-R

Birds that live in a grassland habitat eat seeds or

-C

insects. Other birds live in a habitat that has lots of

s
es

trees. They eat fruits, seeds and small animals that

y

Pr

live in the trees.

op

Birds have different sizes and shapes of beaks.

ity
C

These different beaks allow them to catch and eat

s
w

er
ie

different foods. Look at these examples:

y
v
ev

• A pigeon eats mainly seeds. Look at its beak –

op
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pigeon
R

it is small and pointed. A pigeon can crack open

C

(break open) seeds with this beak.

ge

w
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id

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4.4 Different habitats

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U

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• Starlings eat insects, worms

w
g
and berries. A starling’s beak is

ie
id

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br
longer than a sparrow’s beak
am

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because a starling eats bigger
food. The pointed shape of the starling
-C

ss
beak helps the starling to dig

e
y

into the surface of the ground

Pr
op

to get insects and worms.

ty
C

• A kingfisher has a large beak

si
w

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ie

with a sharp point. This helps

ve

y
ev

them to catch fish in rivers.

op
ni
R

• A flamingo’s beak is very

C
ge

different to that of other birds.

w
ie
id

Flamingos eat small plants and

ev
br

animals in rivers and dams. A

am

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flamingo has a long, flat beak
that can strain (sieve) these small
-C

s
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plants and animals from the water.

y

Pr
op

ty
C

i
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w
ie

ve

y
ev

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R

C
e

w
g

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id

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kingfisher
-C

s
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y

Pr
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C

s
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ie

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ev

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R

C
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flamingo
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Activity 1

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How birds are suited to different habitats
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1 The table summarises how four different birds have beaks that help them eat
-C

food in their habitat. Copy and complete this table.

e ss
y

Bird Shape of beak How does the bird’s beak help it

Pr
op

to catch and eat food?

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C

si
Pigeon Small and _______ It _______ open seeds.
w

r
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Kingfisher Large with a sharp ______ It catches _______ .

y
ev

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R

Starling _______ and pointed It uses the point to _______

C
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for worms.

w
ie
id

Flamingo Long and _______ It _______ plants and animals

ev
br

from water.
am

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2 In towns and cities we can see birds in parks and gardens. There are often many
-C

different birds sharing a habitat. How do you think all the different birds survive?
es

Seagulls eat small fish and other animals in the sea. But they can survive inland.
y

3
Pr
op

What do you think they eat to survive inland?

ty
C

i
rs
w
ie

ve

Think like a scientist

y
ev

op
ni
R

Bird watching
C
e

Work with a partner or work on your own.

g

ie
id

ev
br

You will need:

am

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a field, a river, a garden or an open space where there are birds,

a notebook and pencil to record your observations
-C

s
es
y

Observe the birds carefully. Don’t frighten them away! Try to observe at
Pr

•
op

least three different birds. If possible, take photographs.

ity
C

• Identify the birds. Ask someone to help you identify the birds or look them
s
w

er

up in a reference book.
ie

Answer these questions about each bird you observe:

y
v
ev

•
op
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– What shape is the beak?

R

–
ge

What is the bird eating?

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Continued

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• Make a drawing of the shape of each bird’s beak.
am

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• Describe the habitat the bird lives in – are there trees, water, grass, flowers?
-C

Is it hot, cold, dry or wet?

ss
• Classify each bird as a seed eater, a fruit eater, a worm and insect eater,

e
y

Pr
a fish eater or a water plant and animal eater.
op

ty
C

• Repeat your observations on different days. Did this give you more

si
reliable data about what the birds were eating?
w

r
ie

ve
• Record your observations in your notebook.

y
ev

op
ni

• Share your observations with the class.

R

C
• Draw a dot plot to present the numbers of each type of bird you saw.
ge

w
Label the x axis with the types of bird, e.g. seed eater, fruit eater. Look at

ie
id

the Skills section at the end of this book to find out how to draw a dot plot.

ev
br
am

-R
How am I doing?
-C

• Were you patient enough when observing birds?

s
es

• Did you keep still and quiet?

y

Pr
op

• How could you have observed better?

ty
C

i
rs
w
ie

ve

Activity 2
y
ev

op
ni

How are tigers suited to their habitat?

R

Use what you have learnt in this topic to

e

w
g

answer questions about how tigers are

ie
id

suited to their habitat. Read the information

ev
br

below and then answer the questions.

am

-R

Tigers live in forests in parts of Asia. The tiger

-C

has a striped coat. The stripes help it blend

es

in well with the sunlight that reaches the

y

Pr
op

forest floor. The stripes also help break up the

tiger’s body shape. This makes it difficult for the smaller
ity
C

animals that tigers eat to see the tiger. There is not very much
w

er
ie

light in the forest but the tiger has very good hearing so it can
y
v
ev

hear other animals moving around.

op
ni
R

C
ge

w
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4 Earth and its habitats

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ni
U

C
e

w
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Continued

ie
id

ev
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Questions
am

-R
1 Describe the habitat the tiger lives in.
-C

Explain two ways the tiger’s coat makes it suited to its habitat.

ss
2

e
3 Describe another way the tiger is suited to its habitat.
y

Pr
op

4 Tigers are kept in zoos. How do they survive in a zoo which

ty
C

is so different to their natural habitat?

si
w

r
ie

ve

y
ev

Plants can also survive in places that

op
ni
R

C
are not their normal habitat
ge

w
ie
id

You have thought about some examples of animals that are surviving

ev
br

in places that are not their normal habitat, such as seagulls in a place
am

-R
far from the sea and fish in tanks.
-C

What about plants? If you have a garden or you visit a park you will
s
es

see many plants that are not in their natural habitat. For example,
y

Pr

some plants may be suited to a wetter habitat. A gardener can

op

water these plants so that they can survive in a habitat that

ty
C

is drier than their natural one.

rs
w
ie

ve

y
ev

Questions
op
ni
R

1 Many people keep orchids in pots in their homes. The natural habitat of
e

orchids is a hot, wet forest. How do orchids survive in pots in the home?
g

ie
id

2 Bamboo is a fast-growing plant. Its natural habitat is a warm, wet climate

ev
br

in South East Asia. People all over the world plant bamboo in their gardens.
am

-R

How does the bamboo survive?

-C

3 Think of plants you have growing at home. How do these plants survive?
es
y

Pr
op

Look what I can do!

ity
C

I can see how different animals are suited to the habitats in which they are found.
s
w

er

I can record observations in tables and drawings.

ie

y
v
ev

I can see that repeating observations can give more reliable data.
op
ni
R

I realise that plants and animals can survive in places other than their habitats.
C
ge

I can present and interpret my bird observations on a dot plot.

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id

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Project: How people use volcanoes and hot springs

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ni
U

C
e

w
g
Project: How people use volcanoes and hot springs

ie
id

ev
br
In this unit you have found out about the structure of the Earth and
am

-R
volcanoes. You know that it gets hotter as you go deeper into the crust.
We see evidence of this when lava erupts at the surface in a volcano.
-C

ss
We also see this when water from deep in the crust reaches the surface

e
y

as a hot spring. People make use of these things. They can use the hot

Pr
op

water in their homes or make the hot springs into a tourist attraction.

ty
C

Volcanoes are also tourist attractions. Many people choose to live on the

si
w

sides of a volcano because the soil is rich and crops grow well.
r
ie

ve

y
ev

• Find out how people make use of a hot spring or a volcano in your country.

op
ni

If there isn’t one in your country choose one in another country.

R

C
• Name the volcano or hot spring and describe where it is.
ge

w
You can draw a map to show this. Describe how it used by people.

ie
id

ev
br

• Present your project as a poster. Illustrate with photographs or drawings

am

or pictures cut out of magazines.

-R
• Use colours and pictures to make your poster eye-catching.
-C

s
es

• Remember to give your poster a heading.

y

Pr
op

ty
C

i
rs
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ie

ve

y
ev

op
ni
R

C
e

w
g

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id

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am

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s
es
y

Pr
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ity
C

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4 Earth and its habitats

op
ni
U

C
e

w
Check your progress

ie
id
Match up the words 1–8 with their meanings A–H.

ev
br
1 am

-R
Word Meaning
-C

ss
1 Crust A A shaking of the Earth

e
y

Pr
B A place where a plant or animal lives
op

2 Crater

ty
C

3 Internal structure C A large hole at the top of a volcano where

si
w

r material erupts
ie

ve

y
ev

op
ni
4 Earthquake D The outer layer of the Earth, formed of rocks
R

C
5 Habitat E A huge sea wave caused by an earthquake that
ge

w
starts under the sea

ie
id

ev
br

6 Core F The layer of the Earth below the crust

am

-R
7 Tsunami G The centre of the Earth
-C

8 Mantle H Materials that make up the inside of the Earth

es
y

2 Look at the diagram.

Pr
op

ty
C

i
rs
w
ie

ve

y
ev

6
op
ni
R

C
e

w
g

ie
id

4
ev
br
am

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3 5
-C

s
es
y

Pr
op

ity
C

2
s
w

er
ie

1
y
v
ev

op
ni

a What does this diagram represent?

R

b Label the parts 1–6 on the diagram beside the numbers.

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Check your progress

op
ni
U

C
e

w
Continued

ie
id

ev
br
3 Look at this photograph of damage
am

-R
caused by an earthquake.
-C

a The town in the photograph was

ss
near the epicentre of the earthquake.

e
y

Pr
What is the epicentre?
op

ty
C

b What causes an earthquake

si
to happen?
w

r
ie

ve
Look at the photograph of an African

y
4
ev

op
ni

sunbird. These birds feed on the sugary

R

C
nectar deep inside flowers.
ge

w
ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ty
C

i
rs
w
ie

ve

y
ev

op
ni
R

C
e

w
g

ie
id

a Describe the sunbird’s beak.

ev
br
am

-R

b Describe how the sunbird’s beak helps it to live in its habitat.

-C

c If the sunbird was forced to live in a habitat without these flowers,

s
es

how could it survive?

y

Pr
op

d The flower in the photograph is on a bush called a protea. The natural

ity
C

habitat of these bushes is in the mountains at the south-western tip

s

of South Africa. The soil is sandy and it is dry and sunny in summer.
w

er
ie

Winters are wet and windy. But people grow proteas in different
y
v
ev

op
ni

habitats. How do you think the proteas survive?

R

C
ge

w
ie
id

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5 Light

C
e

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-R
5.1 How we see things
-C

e ss
y

We are going to…

Pr
op

• investigate how we see things that are not sources of light

ty
C

si
w

• make predictions and see if results support our predictions

r
ie

ve

y
ev

• make a conclusion from our results.

op
ni
R

reflect source

C
ge

w
Getting started

ie
id

ev
br

1 Identify the sources of light in the pictures – where

am

-R
does the light come from?
-C

s
es
y

Pr
op

ty
C

i
rs
w
ie

ve

y
ev

op
ni
R

C
e

w
g

2 What is the source of light in your classroom?

ie
id

3 How do you think you are able to see your teacher?

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
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5.1 How we see things

op
ni
U

C
e

w
How do we see things that are not sources of light?

ie
id

ev
br
Let’s investigate this question.
am

-R
Think like a scientist
-C

e ss
Investigate how we see an object
y

Pr
op

ty
C

You will need:

si
w

a large cardboard box with lid, a flashlight with batteries, a small object
r
ie

ve
such as a coin, a pen knife or craft knife

y
ev

op
ni
R

C
Be careful when you use the knife.
ge

w
• Cut two holes in the lid of the box as shown in the picture.

ie
id

One hole must be big enough for your flashlight to fit through

ev
br
am

-R
and the other hole must be big enough for you to see through.
Place the coin on the bottom of the box. Replace the lid on
-C

the box.
es

Cover the flashlight hole with your hand. Predict whether

y

•
Pr
op

you will be able to see the coin when you look through
ty
C

the other hole.

i
rs
w

• Test your prediction.

ie

ve

y
Shine your flashlight though the flashlight hole.
ev

•
op
ni
R

Predict whether you will be able to see the coin

U

now when you look through the other hole.

e

w
g

• Test your prediction.

ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

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ie

y
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5 Light

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ni
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Continued

ie
id

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Questions
am

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1 Can you see the coin without shining the flashlight?
-C

Can you see the coin when you shine the flashlight?

ss
2

e
3 What conclusion do you reach about the question:
y

Pr
op

How do we see things that are not sources of light?

ty
C

Copy and complete these sentences to help you write your conclusion:

si
w

Light travels from the ____ source (the flashlight) to the object (the ____ ). The light
r
ie

ve
bounces or reflects off the ____ into our ____. This is how I can see the object.

y
ev

op
ni
R

How am I doing?

C
ge

w
How well can I: Very well Quite well I need help

ie
id

ev
br

make a prediction?
am

-R
test a prediction?
-C

s
es

make a conclusion?
y

Pr
op

ty
C

i
rs
w

Activity
ie

ve

y
How can the person see the car?
ev

op
ni

Look at the picture.

R

C
e

Questions
w
g

ie
id

1 Identify the source of light.

ev
br

2 Identify the object.

am

-R

3 Write a sentence to explain

-C

how the person can see the car.

s
es

4 Discuss in class how the person

y

Pr
op

could see the car at night.

ity
C

s
w

Look what I can do!

er
ie

y
v
ev

I can understand that I see an object because light reflects off the object into my eyes.
op
ni
R

I can make a prediction and see if results support my predictions.

C
ge

I can make a conclusion based on an investigation.

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5.2 Light travels in straight lines

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ni
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e

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5.2 Light travels in straight lines

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id

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br
am

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We are going to…
-C

ss
• investigate how light travels

e
y

Pr
• make a prediction and see if results support our prediction
op

ty
C

• make a conclusion from the results

si
w

• draw a ray diagram.

r
ie

ve

y
ev

op
ni
R

C
Getting started
ge

w
1 Name the source of light in the photographs on this page

ie
id

ev
br

and the next page.

am

-R
2 Describe how the light in these photographs travels –
in a curved line or a straight line?
-C

s
es

3 Can light travel round corners?

y

Pr
op

ty
C

proof ray
rs
w
ie

ve

prove ray diagram

y
ev

op
ni
R

C
e

w
g

ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

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ie

y
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ev

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5 Light

op
ni
U

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e

w
g

ie
id

ev
br
am

-R
-C

e ss
y

Pr
op

ty
C

si
w

r
ie

ve

y
ev

op
ni
You can see in pictures that light travels in straight lines. But as a
R

scientist you need to get evidence to prove (show) that this is true.

C
ge

The next investigation will give you proof – evidence that shows

w
ie
id

that something is true.

ev
br
am

-R
Think like a scientist
-C

Prove that light travels in straight lines

es
y

Pr
op

You will need:

ty
C

a flexible plastic tube and a flashlight with batteries

i
rs
w
ie

ve

• Predict whether your partner will see the light if you shine the
y
ev

flashlight down the tube.

op
ni
R

Shine your flashlight down the plastic tube.

C

•
e

• Can your partner see the light when they look down the other
g

ie
id

end of the tube?

ev
br

• Make a bend in the tube.

am

-R

• Predict whether your partner will see the light if you shine the
-C

flashlight down the bent tube.

s
es

• Shine your flashlight down the

y

Pr
op

tube again.
ity
C

• Now can your partner see the

s
w

light when they look down the

er
ie

other end?
y
v
ev

op
ni

• What do you conclude about

R

how light travels?’

ge

w
ie
id

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br
am

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5.2 Light travels in straight lines

op
ni
U

C
e

w
Light rays

ie
id

ev
br
Look again at the photographs of light travelling from
am

-R
the Sun and the film projector.
-C

In both photographs you can see the light is travelling

ss
in straight lines. Each narrow beam of light is called

e
y

Pr
a ray. Light rays travel from the source of light in all
op

directions until they hit something.

ty
C

si
w

Ray diagrams r
ie

ve

y
ev

op
ni

We can show how light travels with a ray diagram.

R

C
On the diagram, we draw straight lines for the
ge

w
rays of light. We draw an arrowhead to show

ie
id

the direction the light ray is moving. Here is

ev
reflected ray
br

an example of a ray diagram with light

am

-R
rays travelling from a lamp.
-C

Imagine a light ray from the lamp hits

s
es

an object such as a book. This light ray

y

Pr
op

is an arriving ray. The light rays will

bounce or reflect off the book. These arriving ray
ty
C

rays are called reflected rays. The

rs
w
ie

ve

reflected rays are also straight lines

y
ev

but they travel in a different

op
ni
R

direction to the rays leaving the

C
e

light source. If the reflected rays

w
g

enter our eyes we will see the book.

ie
id

ev
br

Here is a ray diagram to show this.

am

-R

Let’s revisit the coin in the box.

We can show how light travels using a ray diagram.
-C

s
es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
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5 Light

op
ni
U

C
e

w
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Activity

ie
id

ev
br
Practise drawing ray diagrams
am

-R
1 In the ray diagram of the
-C

ss
coin in the box, which is
the reflected ray, A or B?

e
y

Pr
op

2 Look at the ray diagram

ty
C

of the person seeing the 2

B

si
w

car. Identify the arriving

r A
ie

ve
ray and the reflected ray

y
ev

op
ni

labelled 1 and 2.
R

C
3 Draw a ray diagram to show how you see the person sitting
ge

next to you. Label the arriving ray and the reflected ray.

w
ie
id

ev
br

How am I doing?
am

-R
How well can I: Very well Quite well I need help
-C

s
es

identify the arriving ray and the

y

Pr
op

reflected ray on a ray diagram?

ty
C

draw a ray diagram?

i
rs
w
ie

ve

y
ev

op
ni
R

Look what I can do!

C
e

w
g

I can understand that light travels from a source in straight lines

ie
id

called rays.
ev
br
am

I can predict what will happen before doing an investigation and then
-R

compare results with predictions.

-C

I can label rays on a ray diagram and draw a ray diagram to show how
es
y

light travels.
Pr
op

I can make a conclusion about how light travels.

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
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5.3 Light reflects off different surfaces

op
ni
U

C
e

w
5.3 Light reflects off

ie
id

ev
br
am
different surfaces

-R
-C

e ss
We are going to…
y

Pr
op

• look at examples of how well a mirror reflects light

ty
C

si
w

• Investigate how well light reflects off different surfaces

r
ie

ve

y
• make predictions and see if results support our predictions
ev

op
ni
R

• describe simple patterns in results and make a conclusion.

C
ge

w
ie
id

ev
Getting started
br
am

-R
1 Why can’t we see things in a completely dark room?
-C

2 Discuss how you can see the person sitting next to you.
s
es
y

Pr
op

ty
C

absorb image mirror reflection surface

i
rs
w
ie

ve

y
You know that when light reflects off an object into our eyes we
ev

op
ni

see the object. Some surfaces – the top layer that is next to the air –
R

are much better at reflecting light than other surfaces.

e

w
g

ie
id

Mirrors
ev
br

A smooth, shiny surface is very

am

-R

good at reflecting light. A mirror

-C

has a smooth, shiny surface.

es
y

When you see your face in a

Pr
op

mirror you are seeing light from

ity
C

your face reflecting off the mirror.

s
w

We call the reflection of your

er
ie

face in the mirror your image.

y
v
ev

op
ni
R

C
ge

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5 Light

op
ni
U

C
e
Where have you got mirrors at home?

w
g

ie
id
What do you use the mirrors for?

ev
br
Look at the pictures on this page. The
am

-R
pictures show different ways people use
-C

mirrors. Discuss how these mirrors help

ss
people to see objects they couldn’t see

e
y

Pr
op

without the mirror.

ty
C

si
w

r
ie

ve

y
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ty
C

i
rs
w
ie

ve

y
ev

op
ni
R

C
e

w
g

ie
id

ev
br
am

-R

Activity
-C

s
es

Describe how people use mirrors to see things

y

Pr
op

Discuss the answers to these questions.

ity
C

1 Imagine you are riding the bike in the photo. Describe the way the
s
w

er
ie

light travels when you see a bike behind you in the rear view mirror.
y
v
ev

op
ni

2 How does the mirror in the shop help the shop manager?
R

3 How does the mirror help the dentist to see the patient’s teeth?
ge

w
ie
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br
am

-R

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5.3 Light reflects off different surfaces

op
ni
U

C
e

w
Do some surfaces reflect light better than others?

ie
id

ev
Arun can see himself in the mirror. The mirror reflects his image

br
am

-R
back to him. Marcus can’t see himself in the wooden chopping
board. The wooden surface absorbs light. It takes the light in
-C

ss
and does not reflect it.

e
y

All objects reflect light

Pr
op

or absorb light.

ty
C

A piece of paper,

si
w

for example, is r
ie

ve

y
ev

smooth and flat.

op
ni

However, if you
R

C
looked at a piece
ge

w
of paper under a

ie
id

microscope, you’d see

ev
br

something like the

am

-R
picture below. Notice that
-C

the paper actually contains

es

lots of bumps. The microscope

y

Pr
op

makes everything bigger and you

ty

can see the bumps that you can’t

C

see with your eyes. Because its

rs
w
ie

ve

surface is not completely smooth,

y
ev

paper absorbs a lot more light than it reflects.

op
ni
R

If a surface reflects light very well, you will be able to see your
e

reflection in the surface. If you can’t see your reflection at all

g

ie
id

in a surface it means the surface absorbs light.

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

A piece of paper as seen under a microscope

w
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id

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br
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5 Light

op
ni
U

C
e

w
g
Think like a scientist

ie
id

ev
br
Investigate how well different surfaces reflect light
am

-R
-C

You will need:

ss
At least six objects with different surfaces.

e
y

Pr
Look at the picture to see some examples.
op

ty
C

si
• Your teacher will set up objects you are
w

r
ie

ve
using for your investigation.

y
ev

op
ni

• Predict which surfaces you think will

R

reflect light well. List your surfaces

C
ge

beginning with the surface you think

w
will reflect light best.

ie
id

ev
br

• To test each material ask the question:

am

-R
How well can I see my reflection in the
-C

surface of the material? Use this scale:

s
es

3: Perfect reflection
y

Pr

2: Fairly good reflection

op

1: Poor reflection
ty
C

i
rs
w

0: No reflection
ie

ve

y
• See if your prediction was correct
ev

op
ni
R

Questions
C
e

1 How well did your results support your predictions?

g

ie
id

2 What pattern did you notice in your results?

ev
br

3 What conclusion can you make from your investigation?

am

-R

4 Identify which of the five types of scientific enquiry you have just done.
-C

Choose from
s
es
y

1. Research
Pr
op

2. Fair testing
ity
C

3. Observing over time

s
w

er
ie

4. Identifying and classifying

y
v
ev

op
ni

5. Pattern seeking
R

C
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w
ie
id

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am

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5.3 Light reflects off different surfaces

op
ni
U

C
e

w
g
Continued

ie
id

ev
br
How am I doing?
am

-R
How well can I: Very well Quite well I need help
-C

e ss
make a prediction?
y

Pr
op

test a prediction?

ty
C

si
w

make a conclusion?
r
ie

ve

y
ev

op
ni

Do you think you have improved since the last assessment?

R

C
ge

w
ie
id

ev
br

Did you enjoy this topic?

am

-R
How did the ‘Think like a scientist’ investigation
-C

s
es

help you to learn today?

y

Pr
op

ty
C

i
rs
w

Look what I can do!

ie

ve

y
ev

I can see that a mirror reflects light very well.

op
ni
R

I can investigate how well light reflects off different surfaces.

C
e

I can make predictions and see if results support my predictions.

g

ie
id

I can describe a pattern in results and make a conclusion.

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

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am

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5 Light

op
ni
U

C
e

w
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5.4 Light in the solar system

ie
id

ev
br
am

-R
We are going to…
-C

ss
• discover that solar systems can contain stars, planets, asteroids and comets

e
y

Pr
• name the planets in our solar system
op

ty
C

• draw a diagram of a moon orbiting a planet

si
w

•
r
use a model to show the relationship between bodies in the solar system
ie

ve

y
ev

op
ni
• use reference books and the internet to find out more about the solar system.
R

C
ge

w
Getting started

ie
id

asteroid orbit

ev
br

1 Which is the Sun, the Earth and the Moon in closest solar system
am

-R
this photo?
comet spacecraft
-C

2 Which of these is a star and which is a planet?

s
es

furthest
3 What is the difference between a star and
y

Pr
op

a planet?
ty
C

i
rs
w
ie

ve

y
ev

op
ni
R

C
e

w
g

ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

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C
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5.4 Light in the solar system

op
ni
U

C
e

w
The Sun is our source

ie
id

ev
br
of light am

-R
-C

The spacecraft Galileo took this

ss
photograph of the Earth and the

e
y

Pr
Moon on its way to explore the
op

planet Jupiter. The photograph

ty
C

shows us that the Moon and the

si
w

r
Earth are surrounded by black, empty
ie

ve

y
space. The Sun is way beyond the
ev

op
ni

photograph on the left. The Sun is

R

C
shining because it is a star. The Sun
ge

w
lights up the half of the Earth and the

ie
id

Moon facing it. Earth is a planet. Planets

ev
br

reflect the light of the Sun. The Moon also

am

-R
reflects the light of the Sun.
-C

s
es

Orbits
y

Pr
op

ty
C

Look at the diagram of the Sun, Earth and Moon.

i
rs
w

The Earth and the Moon are constantly moving in space.

ie

ve

y
The Moon orbits – goes around – the Earth and the Earth orbits the Sun.
ev

op
ni

The Moon takes 29 days or one month to complete its orbit around the Earth.
R

The Earth takes 365 __14 days or one year to complete its orbit around the Sun.
e

w
g

In space there are many stars. Each of

ie
id

ev

these stars gives out light.

br
am

That is why we can see

-R

the stars in the night sky.

-C

Light from the stars

es

travels to Earth and

y

Pr
op

enters our eyes. Many

ity
C

of the stars could have

s
w

planets orbiting them

er
ie

in the same way as

y
v
ev

op
ni

planets orbit the Sun.

R

C
ge

w
ie
id

ev
br
am

-R

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5 Light

op
ni
U

C
e

w
Our solar system

ie
id

ev
br
The solar system – which means the Sun and the planets, moons,
am

-R
comets and asteroids which move around it – is enormous. We can
-C

learn about the solar system by using a model. The diagram of the solar

ss
system shown here is a model. All the distances and sizes are much

e
y

Pr
smaller than the real thing.
op

ty
C

The Sun is at the centre of the solar system. There are eight planets

si
w

which orbit the Sun. Earth is one of the planets.

r
ie

ve
Notice that the planets that are closest, or nearest, to the Sun have

y
ev

op
ni

smaller orbits than the planets further from the Sun. Planets that are
R

C
closer to the Sun than Earth take less than an ‘Earth year’ to orbit the
ge

w
Sun. Planets that are further from the Sun than Earth take more than

ie
id

an ‘Earth year’ to orbit the Sun.

ev
br
am

-R
-C

s
es
y

Pr
op

ty
C

i
rs
w
ie

ve

y
ev

op
ni
R

C
e

w
g

ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

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5.4 Light in the solar system

op
ni
U

C
e

w
g
Activity

ie
id

ev
br
Planets in our solar system
am

-R
Use the diagram of the solar system to find the answers to these questions.
-C

ss
1 What body is at the centre of our solar system?

e
Why is this body so important to us?
y

Pr
op

2 List the planets in our solar system in order from the one closest

ty
C

to the Sun to the one furthest – the most far away – from the Sun.

si
w

3 Here are the times it takes two planets to orbit the Sun:
r
ie

ve
A: 88 Earth days. B: 29.5 Earth years.

y
ev

op
ni

a Which planet, A or B, is Saturn? Explain why.

R

C
b Which planet, A or B, is Mercury? Explain why.
ge

w
ie
id

ev
br

There are also many asteroids, moons and

am

-R
comets in the solar system.
-C

Asteroids
es
y

Pr
op

Asteroids are rocky masses that orbit the

ty
C

Sun. They are similar to planets but much

i

smaller. At the moment scientists have

rs
w
ie

ve

identified 781 692 asteroids! Nearly all of

y
ev

op
ni

them are in the asteroid belt between the

R

planets Mars and Jupiter.

C
e

w
g

Moons
ie
id

ev
br

Moons orbit planets and asteroids.

am

-R

Earth has one moon. Mars has two moons.

-C

This photograph shows Titania. It is the

es

largest of the moons of planet Uranus

y

Pr
op

and the eighth largest moon in the

ity

solar system.
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

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5 Light

op
ni
U

C
e

w
Questions

ie
id

ev
br
1 What is an asteroid?
am

-R
2 Where are most of the asteroids in the solar system?
-C

3 What is a moon?

ss
4 In the photograph of Titania, why is half the moon in darkness?

e
y

Pr
op

5 Draw a diagram to show the orbit Titania makes around planet Uranus.

ty
Use a reference book or the internet to find out how many moons the
C

si
w

planet Jupiter has. You will be surprised!

r
ie

ve

y
ev

op
ni

Comets
R

C
ge

Comets are lumps of ice and dirt which move in large orbits around the Sun.

w
ie
id

Many comets are beyond the planets at the edge of the solar system.

ev
br

Comets have long tails behind them.

am

-R
-C

Think like a scientist

s
es
y

Find out what is in our solar system

Pr
op

1 What other bodies orbit a star besides planets?

ty
C

2 Name two types of body that a moon can orbit.

rs
w
ie

ve

3 Draw a ray diagram of the Sun’s rays travelling to Earth

y
ev

op
ni

4 Find out:
R

a how many moons planet Saturn has

e

w
g

b the name of Saturn’s largest moon.

ie
id

ev

5 Find out the name of the biggest asteroid in our solar system.
br
am

-R
-C

Look what I can do!

es
y

I can show that the Sun is the centre of our solar system.
Pr
op

I can name the planets in our solar system.

ity
C

s
w

I can describe the contents of solar systems as stars, planets, asteroids and comets.
er
ie

y
v

I can use a model to show relationships between bodies in the solar system.
ev

op
ni
R

I can draw a diagram of a moon orbiting a planet.

C
ge

I can use reference books and the internet to find out more about the solar system.
ie
id

ev
br
am

-R

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5.5 Day and night

op
ni
U

C
e

w
g
5.5 Day and night

ie
id

ev
br
am

-R
We are going to…
-C

ss
• explain what causes night and day

e
y

Pr
• use a globe as a model to show night and day
op

ty
C

• complete and label a diagram.

si
w

r
ie

ve

y
ev

op
ni
Getting started
R

C
1 Where does the Sun rise in the morning?
ge

anticlockwise spin

w
2 Where does the Sun set in the evening?

ie
id

axis tilted

ev
3 The Sun appears to move across the sky during
br
am

the day. Does the Sun really move? globe

-R
-C

s
es

A model of the Earth

y

Pr
op

ty
C

The globe is a model of the Earth. It is shaped like a ball

i
rs
w

and it has a stick passing through it from the North Pole

ie

ve

to the South Pole. This stick represents the Earth’s axis.

y
ev

op
ni

In space, the Earth is not upright. The Earth leans over, or

R

tilts. The Earth is tilted on an imaginary axis like the globe.

e

w
g

ie
id

ev

The Earth spins

br
am

-R

The Earth turns round and round or spins all the time
-C

on its axis. If you look at the top of the Earth – that is,
es

the North Pole – the Earth spins in an anticlockwise

y

Pr
op

anticlockwise

direction. This is the opposite way to the hands on

clockwise
ity
C

a clock.
s
w

er

The Earth does one complete turn on its axis

ie

y
v

every 24 hours.
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

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5 Light

op
ni
U

C
e
Find your country on the globe. Put a piece of sticky tape on your country.

w
g

ie
id
Now spin the globe on its axis and watch your country go round and round.

ev
br
This movement happens all the time but we do not notice it.
am

-R
Imagine driving very fast. You are travelling at 120 mph, which seems
-C

fast. But Earth is spinning on its axis at least ten times faster than this!

e ss
In the next investigation you will see how spinning causes day and night.
y

Pr
op

ty
C

Think like a scientist

si
w

r
ie

ve
Use a model to show day and night

y
ev

op
ni
R

C
You will need: a globe, a sticker, a flashlight
ge

w
ie
id

• In your model the flashlight

ev
br

represents the Sun and the

am

-R
globe represents the Earth.
-C

Shine the flashlight on the

s
es

globe. This represents the

y

Pr
op

Sun shining on the Earth.

Now spin the globe in an
ty
C

anticlockwise direction.
rs
w
ie

ve

• Observe which part of

y
ev

op
ni

the model Earth is lit up.

R

Can the whole Earth be lit

C
e

up at one time?
w
g

ie
id

• Now stick a sticker on the Earth. Continue to shine the

ev
br

flashlight on the Earth. Spin the Earth and watch the sticker.
am

-R

• Is the sticker lit up by the flashlight all the time? As the Earth
-C

spins, say ‘day’ when the light shines on the sticker and ‘night’
s
es

when no light shines on the sticker.

y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
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-R

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5.5 Day and night

op
ni
U

C
e

w
g
Continued

ie
id

ev
br
Questions
am

-R
1 Copy and complete this sentence:
-C

ss
The Earth on its axis once every 24 hours.

e
y

This movement causes and .

Pr
op

ty
C

si
w

r
ie

ve

y
ev

Sun’s

op
ni

Rays
R

C
ge

w
ie
id

ev
br
am

Copy the diagram. Find the half of the Earth having night and colour it black.
-R
Find the half of the Earth having day and colour it yellow.
-C

Ali lives in Malaysia. Farouk lives in Spain. If Ali wants to contact Farouk he
es

3
y

should phone when it is evening in Malaysia. Why shouldn’t he phone Farouk

Pr
op

when it is lunchtime in Malaysia?

ty
C

4 What would it be like if the Earth completed one rotation every 10 hours?
i
rs
w
ie

ve

y
How am I doing?
ev

op
ni
R

• Explain the idea of night and day to a younger person such as a younger
C
e

brother or sister.
w
g

ie
id

• Plan how you could explain night and day with a model using objects at home.
ev
br
am

-R

Look what I can do!

-C

s
es

I can use a globe as a model to show night and day.

y

Pr
op

I can understand that the Earth’s spinning on its axis causes night and day.
ity
C

I can complete and label a diagram to show day and night.

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

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5 Light

op
ni
U

C
e

w
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5.6 Investigating shadow lengths

ie
id

ev
br
am

-R
We are going to…
-C

ss
• explain changes in shadows in terms of Earth spinning on its axis

e
y

Pr
• make predictions and identify if results support our predictions
op

ty
C

• measure the lengths of shadows and describe simple patterns in results

si
w

•
r
repeat measurements to get more reliable data
ie

ve

y
ev

op
ni
• make a conclusion from results.
R

C
apparent movement
ge

w
Getting started

ie
id

ev
br

1 What is the source of light in this picture?

am

-R
2 What is blocking the light?
-C

3 What results from blocking the light?

es
y

Pr
op

ty
C

i
rs
w
ie

ve

y
ev

op
ni
R

C
e

w
g

ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

s
w

er
ie

y
v
ev

op
ni
R

C
ge

w
ie
id

ev
br
am

-R

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5.6 Investigating shadow lengths

op
ni
U

C
e

w
Shadow lengths

ie
id

ev
br
Look at these two pictures of a golf flag.
am

-R
-C

e ss
y

Pr
op

ty
C

si
w

r
ie

ve

y
ev

op
ni
R

C
ge

w
ie
id

ev
br

Questions
am

-R
1 What causes the shadows?
-C

s
es

2 What is the difference between the two shadows?

y

Pr

3 Which shadow do you think was formed at midday and

op

which shadow was formed in the late afternoon?

ty
C

4 Why do you think the shadows are different at different times of day?
rs
w
ie

ve

In the next task you will investigate how shadows change in length
y
ev

op
ni

and direction throughout the day.

R

C
e

Think like a scientist

g

ie
id

ev
br

Investigate the changing length and position of a shadow

am

-R

You will need:

-C

a sunny day, a stick about 20 cm high, a sheet of white paper,

es
y

some modelling clay, four stones, a ruler, a marker pen

Pr
op

ity
C

• Choose a place in full sunlight (where there are no shadows nearby)

s
w

er

to set up your stick. Push the stick into the ground or position it upright
ie

y
v

with modelling clay.

ev

op
ni
R

• Set up your paper and stick like this at 09:00.

U

C
ge

Make sure you do not look directly at the Sun as you may damage your eyes.
w
ie
id

ev
br
am

-R

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op
ni
U

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w
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Continued

ie
id

ev
br
am

-R
-C

e ss
y

Pr
op

(09:00)

ty
C

si
w

r
ie

ve

y
• You will see that a shadow of the stick falls on the paper. Mark the end of the
ev

op
ni

shadow on the paper with a marker pen. Write the time.

R

C
• Go outside every hour and mark the end of the shadow and then write the time.
ge

w
• Also observe where the Sun is in the sky each time. Does the Sun appear

ie
id

ev
to move from one part of the sky to another?
br
am

•
-R
Think about whether this is really what is happening. Is there another
explanation for the way the Sun seems to move – its apparent movement?
-C

Think back to what you learnt in the last topic.

es

At the end of the afternoon take the stick down and bring the paper inside.
y

•
Pr
op

Here is the shadow stick paper used by Aleisha and her friends:
ty
C

i
rs
w
ie

ve

y
ev

op
ni

stick
R

C
e

w
g

ie
id

ev
br

12:00
am

11:00
-R

10:00 13:00
09:00 14:00
-C

15:00
es
y

Pr

• Join the dots you made for the ends of the shadows to the hole where the stick
op

was. These are your shadow lines. Measure the length of each shadow line
ity
C

with a ruler. Record the lengths of the shadows in a table alongside the times.
s
w

er

• If it was cloudy on the first day, repeat this experiment over several days, using
ie

y
v
ev

a different sheet of paper each day. In this way you will get a more complete
op
ni
R

and, therefore, more reliable set of shadow lengths.

U

C
ge

w
ie
id

ev
br
am

-R

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5.6 Investigating shadow lengths

op
ni
U

C
e

w
g
Continued

ie
id

ev
br
Questions
am

-R
1 Draw a picture of the shadows you recorded. Show how the length
-C

and direction of the shadows changed. Label the times.

e ss
2 What did you notice about the position of the Sun at different times of day?
y

Pr
op

a Was the Sun low in the sky or high in the sky?

ty
C

How did this affect the length of the shadow?

si
w

b Did the Sun appear to move from one side to the other?
r
ie

ve
How did this affect the position of the shadow at different times of day?

y
ev

op
ni

3 What pattern did you notice about the length of the shadow and the time of day?
R

C
4 What pattern did you notice about the position of the shadow at
ge

w
different times of day?

ie
id

5 Did you find that on different days you were able to observe shadows

ev
br

that you had not been able to observe on other days? Why was this?
am

-R
6 Use what you learnt in the previous topic to explain the apparent
-C

movement of the Sun at different times of day.

s
es

How am I doing?
y

Pr
op

Answer ‘Very well’, ‘Quite well’ or ‘I need more practice’ to these questions:
ty
C

• How well can I describe a pattern in results?

i
rs
w

How well can I give a scientific explanation for a pattern in results?

ie

ve

•
y
ev

op
ni
R

C
e

What did you learn about the Sun’s changing shadows?

g

ie
id

What did you find easy? What did you find difficult?
ev
br
am

-R
-C

Look what I can do!

es
y

Pr

I can make predictions before carrying out an investigation and see

op

whether my predictions are correct or not.

ity
C

I can describe patterns in results.

s
w

er
ie

I can see that repeating the measurements on different days gives

y
v
ev

more reliable data.

op
ni
R

I can explain changes in shadows in the shadow stick investigation

C
ge

using science knowledge.

w
ie
id

ev
br
am

-R

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-C

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5 Light

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Project: Research the life and discoveries of an astronomer

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For thousands of years scientists have studied space. Six of these scientists are
am

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mentioned in the information below. Choose one of the scientists mentioned below
or a different scientist. Use library books or the internet to find out more about the
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ss
scientist’s life and discoveries. Find out how the scientist you chose discovered new

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information about the solar system.
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Use these headings to organise your information:

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• Name of scientist
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• Date of birth and death

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• Nationality
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• What did they discover?
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• What equipment did they use?

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• How did they change ideas about the

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solar system?
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Work with a partner to make a short
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presentation to the rest of the class.

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How scientists discovered the solar system

op

ty
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Scientists who study space are called astronomers. Two thousand years ago people
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believed that the Earth was flat and that the Earth was at the centre of the solar
w

system. An Egyptian astronomer called Ptolemy described how the Moon, Sun,
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planets and stars revolved around Earth.

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The Indian astronomers Varahamihira and Bramagupta suggested that the Earth
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and the planets were round and not flat.

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About 1500 years ago, the astronomer Aryabhata agreed that the Earth was round.
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He stated that the apparent rotation of the planets was a result of the actual rotation
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of the Earth.
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Five hundred years ago a Polish astronomer, Copernicus, observed the movements
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of the planets and decided that the previous astronomers were wrong. He wrote a
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book saying that the Earth and all other planets moved around the Sun. For a long
ity

time nobody believed him!

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Four hundred years ago the Italian astronomer Galileo studied the sky. A picture of
er
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Galileo is shown above. He used the newly invented telescope to do this. He noticed
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that the planet Venus had different sides lit up by the Sun at different times. This
R

means that Venus must move around the Sun. Galileo agreed with Copernicus.
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Check your progress

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Check your progress

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Match words A–G with their meanings, 1–7.

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1 am

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A Reflect 1 A line that light travels in
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2 A lump of ice and dirt that travels in a large orbit

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B Ray

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around the Sun

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C Ray

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3 Scientific evidence that something is true
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D Proof

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4 Go round and round very fast
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E Spin

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5 The action of light bouncing off a surface

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F Comet 6 In the opposite direction to a clock’s hands

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G Comet 7 Rocky masses that orbit the Sun

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2 Which surfaces from the list below reflect light and which surfaces absorb light?
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muddy water mirror clear water wood

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3 a Write the labels for the features numbered 1–5 on the diagram.
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b What does the Earth do to cause day and night?

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c List the planets besides Earth that orbit the Sun.

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Continued

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4 Look at the picture showing Rachel
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finding her cat.
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a Identify the light source.

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b Identify the object.
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c Draw a simple ray diagram to show how Rachel sees the cat.
C
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5 Some children did a shadow stick experiment. Read these sentences about
g

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shadow length at different times of the day. Choose and write down the
ev
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correct alternatives.
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a Between 08:00 and midday the shadow becomes shorter / longer.

-C

b Between midday and 16:00 the shadow becomes shorter / longer.

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The shadow is longest / shortest at sunrise and sunset.

Pr

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The shadow is longest / shortest in the middle of the day.

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C

d
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e The changes in shadow length are because the Earth spins on its axis / 
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the Sun moves across the sky.

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Check your progress

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Continued

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6 Emilio and Julio are travelling by car through a tunnel. The tunnel is 10 km long.
At first it is completely dark in the tunnel. Then, after five minutes Julio says,
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‘Look I can see the light at the end of the tunnel!’
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Explain why the boys could not see the light at the end of the tunnel to begin with.
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6 Electricity

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6.1 Which materials conduct
-C

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electricity?

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We are going to…
w

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• use a fair test to group objects into conductors and insulators of electricity

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• identify risks and carry out practical work safely

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• make predictions and identify if results support predictions or do not

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support predictions

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• describe simple patterns in results and make a conclusion from results.

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– 4 + 1
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Getting started
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1 Name the components of the circuit numbered 1, 2, 3 and 4 .

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2 What is the function of the component 4?

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3 Why does the lamp light up in this circuit?

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6.1 Which materials conduct electricity?

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Conductors and insulators

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A material that allows electricity to pass through it is called a conductor.
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A material that does not allow electricity to pass through it is called an insulator.
-C

In the next investigation you are going to test different materials to see whether

ss
they are conductors or insulators.

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Think like a scientist

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Test which materials conduct electricity

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You will need:

R

C
one piece of plastic-covered wire with a crocodile clip on one end,
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a screwdriver, a 1.5 V cell in a cell holder with a crocodile clip on the end of one

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of the wires, a 1.5 V lamp in a lamp holder, objects made of different materials

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Before you begin, make sure you follow safety rules:
-C

• If you have to cut the plastic off the ends of the wires, use a wire stripper.
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Grip the wire in your left hand and strip off the plastic away from you.
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• When the circuit is complete, do not touch any bare electric wires.
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Always hold the plastic covered wire.

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Questions
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1 Why is it important to cut away from you?

R

–
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+
2
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How can you strip the plastic off the wires safely?
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3 Why must you not touch bare wires when the

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circuit is complete?
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Step 1
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• Attach the end of wire from the cell holder which

-C

doesn’t have a crocodile clip to one side of the

es

lamp holder.
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• Use the screwdriver to loosen the screw of lamp

ity
C

holder and then tighten it after you have wound the

s
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wire around. Use tape to attach wires to the cell.

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Attach the separate piece of wire to the other side

ev

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of the lamp holder. Again, attach the end which

R

doesn’t have a crocodile clip to the lamp.

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6 Electricity

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Continued

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Step 2 am

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• Check that your circuit works.
-C

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Hold the wires and clips where
they are covered in plastic. Allow

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the crocodile clips to touch.

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• If the lamp lights up, the circuit

si
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is complete. If the lamp does

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not light up there is a break in

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the circuit. Check that you have

R

connected the wires properly.

C
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• If you separate the crocodile clips, you break the circuit and

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the lamp goes out. This is your testing equipment. You will

ev
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use the same testing equipment to see which materials

am

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allow electricity to pass through.
-C

• Before you begin, predict which materials will allow electricity to

s
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pass through and which will not. Record your predictions in a table
y

like the one below. Place a tick ✓ in the 2nd or 3rd column.
Pr
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ty
C

Prediction Result
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Material conductor insulator conductor insulator

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Step 3
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• Test each material. Hold one crocodile clip at one end of the object.
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Hold the second crocodile clip at the other end of the object.
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• If the lamp does not light up you can try again to make sure.
R

• Record your results by placing ticks ✓ in the last two columns of your table.
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6.1 Which materials conduct electricity?

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Continued

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Questions
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4 How well did your results support your predictions?
-C

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5 How did you make sure that the test was fair?

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6 Identify a pattern of which types of material are

Pr
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conductors and which are insulators.

ty
C

7 Did any materials not fit this pattern? If so,

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identify the material.

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8 What conclusion can you make from your results?

op
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R

Which two types of scientific enquiry have you

C
9
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practised in this activity?

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10 Why are lightning conductors made from copper?

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am

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How am I doing?
-C

How many stars ( , or ) would you give yourself for these skills?
s
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• Can I identify and describe a pattern in results?

y

Pr
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• Can I make a conclusion from results that answer the question?

ty
C

i
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w
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y
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What have you learnt about working safely with electricity?

op
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R

C
e

w
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Look what I can do!

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I can predict which materials will be conductors and insulators of electricity.

am

-R

I can use a circuit to make a fair test to group materials into conductors
-C

and insulators of electricity and test my predictions.

es
y

I can know the risks and work safely doing practical work.
Pr
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I can identify a pattern in results.

ity
C

s
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I can make a conclusion from results.

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6 Electricity

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6.2 Does water conduct electricity?

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am

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We are going to…
-C

ss
• investigate if water conducts electricity

e
y

Pr
• identify and explain risks and carry out practical work safely
op

ty
C

• make predictions and identify if results support predictions or do not support

si
w

predictions
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y
ev

• make a conclusion from results

op
ni
R

• identify the risks and carry out practical work safely. distilled water

C
ge

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pure water

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Getting started
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1 If we put salt into water and stir it, what
-C

happens to the salt?

s
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2 How can we test to see if a material conducts

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electricity or not?
ty
C

i
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Is water pure?
ie

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y
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op
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Water from a river or the tap is not pure water.

R

It has salts dissolved in it. Distilled water is

e

pure water. Distilled water is water that has

g

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been boiled and the steam has

ev
br

been allowed to cool down to

am

-R

form liquid water again. This

-C

water is distilled water and

s
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contains no salts.
y

Pr

All living things contain water.

op

Our bodies are about 65% water!

ity
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This water has salts dissolved

s
w

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in it so it is not pure.
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6.2 Does water conduct electricity?

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Think like a scientist

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Investigate whether water conducts electricity
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-C

You will need:

ss
a circuit with two 1.5 V cells in a cell holder, a piece of plastic-coated wire,

e
y

Pr
distilled water, a beaker, two teaspoons of salt, aluminium foil
op

ty
C

si
Your teacher will show you this investigation.
w

r
ie

ve
• Connect the circuit with the cells,

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the lamp in the lamp holder and

R

C
one length of wire.
ge

w
• Test the circuit by holding the crocodile clips

ie
id

together. Does the lamp light up?

ev
br

• Fold two pieces of aluminium foil and put them

am

-R
into the crocodile clips at the end of each wire.
-C

This gives a larger surface in contact with

es

the water.
y

Pr
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• Pour 250 ml of distilled water into the beaker.

ty
C

Dip the aluminium foil ends into the water.

i
rs
w

• Predict whether the lamp will light up.

ie

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y
• Observe whether the lamp lights up.
ev

op
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• Remove the aluminium foil ends from the water.

R

• Add two teaspoons of salt to the water and stir it.

e

w
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Now dip the aluminium foil ends into the salt Aluminium foil
ie
id

connected to a
ev

water. Predict whether the lamp will light up.

br

crocodile clip
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• Observe whether the lamp lights up.

-C

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6 Electricity

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Continued

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Questions
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1 Did your results support your predictions or not?
-C

ss
2 Compare the results you got with pure water
and with salty water.

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y

Pr
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3 What conclusion can you make about whether

ty
C

water conducts electricity?

si
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4 Would your body be a good or a bad conductor

r
ie

ve
of electricity? Explain why.

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5 Use your answer to question 4 to explain why

R

C
it is not safe to touch the bare wires when the
ge

w
circuit is closed.

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6 Why is it dangerous to swim in the sea when there is a thunderstorm with lightning?

ev
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am

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-C

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6.2 Does water conduct electricity?

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Did you enjoy the demonstration?

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Did it help you to learn about conductors and insulators?
am

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Were you surprised to learn that your body is a conductor of electricity?
-C

e ss
y

Pr
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Look what I can do!

ty
C

si
I can investigate if water conducts electricity.
w

r
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I can make predictions and identify if results support predictions or not.

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ev

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I know the risks and can carry out practical work safely.
R

C
ge

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am

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6 Electricity

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6.3 Using conductors and insulators

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am
in electrical appliances

-R
-C

e ss
We are going to…
y

Pr
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• classify materials used in electrical appliances as electrical

ty
C

conductors or insulators

si
w

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• see how to use electrical appliances safely

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ev

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• predict whether appliances are being used safely or not

R

C
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• present results in a dot plot.

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br
am

Getting started
-R
cable pylon
Identify the electrical appliances 1–4.
-C

1
s

cord volt
es

2 Where in your home do you use most

y

electric shock voltage

Pr
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electrical appliances?
mains electricity wall socket
ty
C

3 Do these appliances use the same electricity

i
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as the circuit we made in class? plug

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1 3
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e

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2 4
-C

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6.3 Using conductors and insulators in electrical appliances

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Conductors and insulators and mains electricity

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br
In class you have made circuits with cells with
am
voltages of 1.5 V or 3 V. ‘V’ stands for volt. A volt

-R
is a unit to measure the strength of electricity.
-C

ss
We describe the strength of a supply of electricity

e
as voltage. Cells with a voltage of 1.5 V or 3 V are
y

Pr
op

safe to use.

ty
C

You may have seen a pylon like the one in the

si
w

r
photograph. Pylons carry electricity in cables
ie

ve

y
ev

(large wires) from where the electricity is made to

op
ni

where it is used in homes, factories and offices.

R

C
The voltage of electricity carried by these cables
ge

w
is many thousands of volts!

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id

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br

Appliances like microwave ovens, electric kettles

am

-R
and power drills use mains electricity. Mains
electricity has a much higher voltage than cells. In
-C

some countries it is 110 V and in other countries it

es

is over 200 V.
y

Pr
op

At these high voltages, safety is very important.

ty
C

The parts of an appliance that you touch must be

i
rs
w

made from insulating material. The parts inside

ie

ve

y
ev

the appliance are made from conducting material

op
ni

so that electricity can pass through.

R

C
e

You know that metals, such as copper, iron and

w
g

ie

steel, are good electrical conductors. The parts of

id

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electrical appliances that let electricity pass

am

-R

through are made of metal. For example, metal

is used for the pins in a plug. The pins allow
-C

electricity to travel from the wall socket, through

es
y

the plug, and into an appliance such as a

Pr
op

kettle or television.
ity
C

When we handle the plug we only touch the

s
w

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cover. This is made of plastic, which is a good

ie

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v
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insulator.
op
ni
R

Remember to never touch a bare electric wire,

C
ge

especially if your fingers are damp or sweaty.

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6 Electricity

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Activity 1

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Classify materials used in electrical appliances as electrical
am

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conductors or insulators
-C

Look at the picture of electric wire.

e ss
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Questions

Pr
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1 Why is the wire covered in plastic?

ty
C

si
2 Why is the wire made of copper?
w

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ie

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Find three examples of appliances at home or at school.

y
ev

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3 Name the appliances.

R

C
ge

4 What voltage of electricity do these appliances use?

w
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5 Choose one of the appliances on your list. Draw a picture of it and label the
id

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br

materials used. Classify the materials as conductors or insulators of electricity.

am

-R
6 Look for electrical appliances at home. List them according
to the room they are in. Draw a dot plot to present your results.
-C

You can find out how to draw a dot plot at the end of this book.
es
y

Pr
op

Electric shocks
ty
C

i
rs
w
ie

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If mains electricity flows through your body you will get an electric shock.
y
ev

You will be badly burnt, your heart could stop beating and you could die.
op
ni
R

Damaged electrical wiring is one of the main causes of accidents

e

with electricity.
g

ie
id

Plastic insulation often wears off the copper wires –

ev
br

you can get a shock if you touch the wires.

am

-R

Never place an electric wire under a carpet. When people

-C

walk on the carpet the plastic wears off the copper wires.
es

When bare copper wires touch each other, electricity

y

Pr
op

flows between them and this can start a fire.

ity
C

Never pull a plug out like this. This damages the cord and
s
w

er

the wires become bare. If you handle the bare wires you
ie

y
v

could get an electric shock. Turn off the switch before

ev

op
ni

you pull out the plug. Grip the plug, which is made of
R

insulating plastic, to pull the plug out of the socket.

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6.3 Using conductors and insulators in electrical appliances

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Be careful not to plug too many electrical devices into the same socket.

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g

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id
This can overload the socket and could give you a shock if you touch the

ev
br
socket or one of the plugs. It could also cause a fire.
am

-R
-C

Activity 2

e ss
y

Predict safe or unsafe use of appliances

Pr
op

1 Predict what could happen to the person in the picture.

ty
C

si
2 Copy and complete these sentences to explain why
w

r
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this could happen.

y
ev

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ni

He is pushing a ________ screwdriver into the

R

C
holes of the ________ when the power is on.
ge

w
The electricity could flow from the ________

ie
in the wall to the screwdriver in his ________ .
id

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The wires and screwdriver are made of ________

am

-R
which is a ________ of electricity.
-C

3 Look at the picture of Mrs Mbatha at the kitchen sink.

s
es

Why should Mrs Mbatha dry her hands before

y

Pr
op

she handles the toaster?

ty
C

i
rs
w
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y
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e

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id

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am

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-C

s
es
y

Pr
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C

s
w

er
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How am I doing?
y
v
ev

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Explain the difference between a 1.5 V cell and mains electricity

R

to a member of your family.

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6 Electricity

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e

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What did you learn about using electricity safely at home?

ev
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Do you think what you learnt today will be useful?
am

-R
-C

e ss
y

Look what I can do!

Pr
op

I can classify materials used to make electrical appliances as

ty
C

si
electrical conductors or insulators.
w

r
ie

ve
I can understand how insulators help us to use mains electricity safely.

y
ev

op
ni

I can make predictions using my knowledge of conductors and insulators.

R

C
ge

I can present my results in a dot plot.

w
ie
id

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am

-R
-C

s
es
y

Pr
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i
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y
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e

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s
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y

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s
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6.4 Switches

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6.4 Switches

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am

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We are going to…
-C

ss
• describe how a simple switch is used to open and close a circuit

e
y

Pr
• make a prediction and test our prediction to see if it is correct
op

ty
C

• see that an electrical device will not work if there is a break in the circuit

si
w

•
r
choose equipment to carry out an investigation and use it appropriately
ie

ve

y
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• identify risks and carry out practical work safely.
R

C
ge

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Getting started

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Look at the picture.

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1 What happens when Sofia turns the switch on?
-C

2 What happens when Sofia turns the switch off?

es
y

Pr
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switch
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6 Electricity

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e

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Putting a switch in a circuit

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id

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A switch is another component in an electrical circuit. The switch
am

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turns the electric current on or off. It is the same idea as turning
-C

a tap on or off.

ss
So far you have made circuits with no switch. To break the circuit

e
y

Pr
you broke the wire. A switch lets you turn a lamp on and off
op

ty
C

when you like, without having to break wires.

si
w

r
ie

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Think like a scientist 1

y
ev

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Make a switch

C
ge

w
ie
id

You will need:

ev
br

a small block of wood, two drawing pins, a wire, a sharp knife or wire trimming
am

-R
tools, a metal paper clip (not plastic coated), a plastic or wooden chopstick
-C

drawing pin
es

Put together the parts as shown. paper clip

y

Strip the plastic off the ends of the two

Pr
op

wood
pieces of wire.
ty
C

i
rs
w

Be careful if using the knife to strip the

ie

ve

plastic from the wires. Wait until your teacher

y
ev

op
ni

is able to help you. You could use wire trimming tools instead.
R

• Wind one end of each piece of wire to the drawing pins

e

w
g

as shown.
ie
id

• Move the paper clip until it touches the other drawing pin.
ev
br

You should use a wooden or plastic stick (such as a chopstick)

am

-R

to do this. This completes the circuit.

-C

• To switch off, lift the paper clip off the drawing pin.
es

This breaks the circuit.

y

Pr
op

Questions
ity
C

1 Why do you use a metal paper clip to make the switch?

s
w

er
ie

2 Why do you use metal drawing pins to make the switch?

y
v
ev

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3 Why is the base of the switch made of wood?

R

4 Suggest other suitable materials for making a switch.

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6.4 Switches

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e

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Think like a scientist 2

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id

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Make a circuit with a switch
am

-R
You will need:
-C

ss
a switch, a cell in a cell holder, a lamp in a lamp holder, 30 cm wire,

e
y

Pr
a sharp knife or wire trimming tools, scissors
op

ty
C

si
• Make a circuit like the one shown.
w

r
ie

ve
Remember to follow the safety rules. Wait until your teacher is able to

y
ev

op
ni

help you if using the knife to strip the plastic from the ends of the wire.
R

C
• Predict what will happen when you close the switch.
ge

w
• Close the switch. Observe the lamp. What happens?

ie
id

ev
• If the lamp does not light up, check all your
br

connections in the circuit. Try again.

am

-R
Questions
-C

s
es

1 Why does the lamp light up when you close the switch?
y

Pr
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2 What must you do with the switch to break the circuit?

ty
C

3 Draw the circuit you made. Label the cell, the wire, the switch and the lamp.
i
rs
w

4 Why did you need to check your connections if the lamp did not light up?
ie

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5 Which safety rules did you follow during this investigation?

y
ev

op
ni
R

How am I doing?
C
e

• How well did your partner do in the investigation?

g

ie
id

• Did your partner connect the components of the circuit confidently

ev
br

on their own, or did they need some help or a lot of help?

am

-R

• Did your partner use the switch to open or break the circuit confidently
-C

on their own, or did they need some help or a lot of help?

s
es
y

Pr
op

Look what I can do!

ity
C

s
w

I can use my knowledge of conductors and insulators to make a simple switch.

er
ie

I know the risks and work safely doing practical work.

y
v
ev

op
ni

I can make a prediction and test my prediction to see if its correct.

R

I can see that a lamp will not light up if there is a break in the circuit.
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6 Electricity

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6.5 Changing the number of

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g

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id

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am
components in a circuit

-R
-C

e ss
We are going to…
y

Pr
op

• investigate how changing the number or type of components in a

ty
C

circuit make a lamp shine more brightly or less brightly

si
w

r
ie

ve
• identify risks and carry out practical work safely

y
ev

op
ni

• make predictions and identify if results support predictions or do

R

C
not support predictions
ge

w
ie
id

• describe simple patterns in results and make a conclusion from results.

ev
br
am

-R
Getting started
-C

s
es

1 What components have you used so far to build

y

Pr

a circuit?
op

2 Where is the electricity in the circuit?

ty
C

i
rs

3 What pushes the electricity around the circuit?

w

battery brightness
ie

ve

4 What opens and closes the circuit?

y
brightly dimly
ev

op
ni
R

C
e

Cells and batteries

g

ie
id

ev
br

So far you have mostly made circuits

am

-R

with one cell. Each cell stores 1.5 V of

-C

electricity. When we have two or more

s
es

of these cells connected together we

y

Pr

call it a battery. The car battery in the

op

picture is 12 V. Your teacher used two

ity
C

cells in the experiment looking at

s
w

er

whether water conducted electricity.

ie

y
v

When the cell or battery is part of a

ev

op
ni

circuit, the stored energy pushes electricity

R

around the circuit. In the next activity you need to use a 3 V battery.
ge

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6.5 Changing the number of components in a circuit

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w
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Think like a scientist

ie
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What happens when we change the number of components in a circuit?
am

-R
-C

You will need:

ss
three 1.5 V cells in cell holders, three lamps in lamp holders, a switch, wire,

e
y

Pr
a sharp knife or wire trimming tools, scissors, a stick
op

ty
C

si
• Make a table to record your results like this:
w

r
ie

ve

y
Circuit Brightness of lamps
ev

op
ni
R

1 3 V battery, three lamps

C
ge

w
2 3 V battery, two lamps

ie
id

ev
br

3 3 V battery, one lamp

am

-R
4 4.5 V battery, three lamps
-C

s
es

5 3 V battery, three lamps

y

Pr
op

• Make circuit 1 by joining two cells together

ty
C

to make a 3 V battery. Make sure the positive

i
rs
w

and negative terminals are next to each other.

ie

ve

y
ev

• Use the scissors to cut the wire into short lengths.

op
ni
R

Complete circuit 1 by adding three lamps in

C
e

lamp holders and a switch.

w
g

ie
id

Be careful if using the knife to strip the plastic

ev
br

from the wires. Wait until your teacher is able

am

-R

to help you. You could use wire trimming

tools instead.
-C

s
es

• Predict what will happen if you close the switch. Circuit 1

y

Pr
op

• Close the switch. Observe the lamps.

ity
C

• Predict what will happen if you open the switch.

s
w

• Open the switch. Observe the lamps.

er
ie

• Make circuit 2 by removing one lamp and a lamp holder so

y
v
ev

op
ni

that only two lamps are left in your circuit.

R

• Predict what will happen when you close the switch.

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6 Electricity

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Continued

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id

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Remember to follow the safety rules!
am

-R
• Close the switch. Observe the lamps. Did you
-C

notice any difference in the brightness or

ss
amount of light from the lamps?

e
y

Pr
op

Record your result.

ty
• Open the switch.
C

si
w

• Predict what would happen if you remove one

r
ie

ve
more lamp in a lamp holder. This means that

y
ev

only one lamp remains in your circuit (circuit 3).

op
ni

Circuit 2
R

Test your prediction. Record your result.

C
ge

• Now change the number of cells in your circuit.

w
Make circuit 4 by using three cells and three lamps in lamp holders.

ie
id

ev
br

• Close the switch. Observe how brightly the lamps are shining.
am

-R
• Now open the switch. Decide how you can change this circuit and ask another
-C

question about how your change to the circuit will affect the brightness of the
s
es

lamps. For example, you could remove one of the cells so that there are two
y

cells left (circuit 5). Predict how bright the lamps will be when you close the
Pr
op

switch.
ty
C

• Close the switch. Test your prediction.

i
rs
w
ie

ve

Questions
y
ev

op
ni

1 Identify two risks when doing this investigation.

R

2 Explain how to stay safe and avoid these risks.

e

w
g

3 Did the lamps shine more brightly or more dimly when you removed
ie
id

one lamp from the circuit? Why do you think this happened?
ev
br
am

4 What happened when you used only one lamp and three cells in
-R

the circuit? Why do you think this happened?

-C

5 Did the lamps shine more brightly or more dimly when you removed
es

one cell from the circuit? Why do you think this happened?
y

Pr
op

6 Identify a pattern in your results. Choose the correct alternatives

ity
C

to complete these sentences:

s
w

er

The lamps shine less / more brightly when you add more lamps to the circuit.
ie

y
v
ev

op
ni

The lamps shine less / more brightly when you add more cells to the circuit.
R

C
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6.5 Changing the number of components in a circuit

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U

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w
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Continued

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id

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br
7 Complete the sentence below to write a conclusion:
am

-R
Changing the number of ________ or ________ in a circuit can make a lamp
-C

ss
________ or ________.

e
Which type of scientific enquiry did you practise in this investigation?
y

Pr
op

ty
C

How am I doing?

si
w

r
How well did your partner do in the investigation?
ie

ve

y
ev

Was your partner better at connecting the components of the circuit

op
ni
R

than in the last activity?

C
ge

w
How well did your partner add or take away components and

ie
id

re-connect the circuit?

ev
br

• Confidently on their own?

am

-R
• Did they need some help?
-C

• Did they need a lot of help?

es
y

Pr

How well did your partner record results?

op

ty
C

i
rs
w

Look what I can do!

ie

ve

y
ev

I can change the number of lamps or cells in a circuit and observe

op
ni
R

how this affects the brightness of the lamps.

C
e

I know the risks and work safely doing practical work.

g

ie
id

I can make predictions and see if results support my prediction.

ev
br
am

-R

I can identify a pattern in results and make a conclusion.

-C

s
es
y

Pr
op

ity
C

s
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6 Electricity

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g
Project: Batteries

ie
id

ev
br
All the circuits you have made included a cell or a battery. These
am

-R
batteries contain chemical substances that react together. This
reaction supplies energy. The energy pushes the electricity around
-C

ss
the circuit. How did scientists make this discovery?

e
y

Pr
op

The Baghdad battery

ty
C

In June 1936 workers were building a new railway near the city of

si
w

Baghdad, in present-day Iraq. They found an ancient tomb (a place

r
ie

ve
where a person was buried when they died).

y
ev

op
ni

Archaeologists (scientists who study ancient remains) identified things

R

C
in the tomb to be 2000 years old.
ge

w
One of the old objects they found in the tomb was a clay jar. The jar

ie
id

ev
br

had an iron rod coming out of the centre, surrounded by a tube made
of copper. Scientists made copies of the object. When they filled the
am

-R
tube with an acid such as vinegar, it produced between 1.5 and 2 volts
-C

of electricity between the iron and copper. Archaeologists think that

es

people who lived 2000 years ago could have used batteries like this!
y

Pr
op

Galvani’s discovery
ty
C

Luigi Galvani was an Italian doctor. In about 1780

rs
w
ie

ve

he discovered current electricity. He hung a frog's

y
ev

op
ni

leg on copper hooks over an iron railing. He

R

observed that the frog’s leg muscles twitched

e

(moved). Galvani was correct when he said that

w
g

ie
id

the twitching was caused by an electrical current.

ev
br

But he thought that the current came from the

am

frog’s legs and called it ‘animal electricity’.

-R
-C

The voltaic pile

es

Alessandro Volta was an Italian university

y

Pr
op

professor. He repeated Galvani's experiments

ity
C

many times with different materials. From these

s
w

experiments he came to the conclusion that it

er
ie

was the two different metals, not the frog’s leg,

y
v
ev

op
ni

that produced the electricity. The frog’s leg

R

showed the presence of the electricity.

ge

w
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id

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br

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Project: Batteries

op
ni
U

C
e

w
g
Continued

ie
id
In 1800, after many experiments, he developed his own battery and

ev
br
named it after himself – the ‘voltaic pile’.
am

-R
-C

Continue the story…

e ss
Find out more about Alessandro Volta’s battery called the voltaic pile.
y

Pr
op

You can use reference books or the internet.

ty
C

• Describe Volta’s battery and

si
w

how it worked.
r
ie

ve

y
ev

• Put your information onto a

op
ni
R

sheet of paper. Illustrate it

C
with diagrams or pictures.
ge

w
ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

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C

i
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y
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R

C
e

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id

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y

Pr
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C

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6 Electricity

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ni
U

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w
Check your progress

ie
id

ev
br
1 Write one word or two words to describe each of the following:
am

-R
a A device for closing or opening a circuit.
-C

ss
b A device in a circuit for holding a lamp in place.

e
Something that pushes electricity around a circuit.
y

Pr
op

2 Which of the following materials are insulators of electricity?

ty
C

si
w

gold cork plastic aluminium

r
ie

ve
3 In the circuit alongside:

y
ev

op
ni
R

a What does the component A do?

U

C
ge

b What must you do to this circuit to turn the

w
ie
id

lamp off? A

ev
br

c If you added a second lamp to the circuit,

am

-R
would the lamps glow more brightly or
-C

more dimly?
s
es

d If you added another 1.5 V cell to the

y

Pr
op

circuit, would the lamps glow more brightly or more dimly?

ty
C

4 Arun’s mother asked him to fix the iron because it was not working.
i
rs
w

Arun got an electric shock!

ie

ve

y
What had Arun forgotten to do?
ev

op
ni
R

C
e

w
g

ie
id

ev
br
am

-R
-C

s
es
y

Pr
op

ity
C

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Check your progress

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U

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e

w
Continued

ie
id

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br
5 Here are four steps, A to D, that you should take to replace
am

-R
a light lamp safely with a new one.
-C

The steps are in the wrong order. Re-arrange the steps so that

ss
they are in the correct order.

e
y

Pr
op

A Unscrew the old light lamp.

ty
C

B Wait for the lamp to cool down.

si
w

C Switch the electricity off.

r
ie

ve

y
ev

D Screw in the new light lamp.

op
ni
R

C
ge

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id

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br
am

-R
-C

s
es
y

Pr
op

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C

i
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y
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e

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New science skills

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Stay safe during practical work
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In Stage 4 there are lots of investigations for you to do in groups in the

e
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classroom. Here are some general safety rules:
op

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• Make sure the floor areas are clear – don’t leave bags and clothes
C

si
on the floor for people to trip over. Walk, don’t run.
w

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• Tie back long hair in case it gets tangled up in your investigation.

y
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• Make sure your clothes can’t get caught up in equipment.

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Wear closed shoes.
ge

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• Wear protective clothing when necessary. For example, you may need

ie
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to wear goggles to protect your eyes. Wear gloves and use tongs when

ev
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picking up hot things. Your teacher will advise you.

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• Handle each piece of equipment with care and put it away carefully
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when you have finished.

es
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• Be careful with sharp objects

op

such as scissors.
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• Never sniff or taste any

rs
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substances you are

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working with as they

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could be harmful.
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e

• Always follow the teacher’s

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instructions. Call your

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teacher immediately if
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someone in your group

gets hurt.
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When building electrical

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circuits you need to take

op

care to:
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• never touch any exposed

s
w

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wires when the circuit is open

y
v
ev

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• use a wire stripper to cut plastic

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coating off the ends of wires;

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this is safer than using a knife.

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Repeating measurements or observations

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can get more reliable data
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Zara and Sofia are investigating how long it takes for different substances

ss
to melt. They test frozen water, milk and orange juice. They pour the same

e
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Pr
amount of each liquid into an ice tray. They put the ice tray in the freezer
op

and wait for the liquid to solidify. They put the ice tray of frozen liquids on

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the window ledge in the hot Sun.

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They use a timer to measure how long it takes each substance to melt.

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Let’s repeat the

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It’s hard to tell when it test again. Then we’ll see whether

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has completely melted. the results are the same each time.

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This will make our data

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more reliable.
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Reliable data means data that are closest to the true answers.
-C

So the girls repeat the test three times. Here are their results:
es
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Time in minutes Water Milk Orange juice

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Time taken to melt in test 1 13 11 10

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Time taken to melt in test 2 13 11 6

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Time taken to melt in test 3 13 12 11

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The girls got the same result each time for water. The results for milk were

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almost the same. But the second result for orange juice was much lower

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than the first and third results. They decided to test orange juice a fourth
am
time. This time the orange juice took 10 minutes to melt. So they decided

-R
the second result was wrong. They were able to make this conclusion
-C

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because they repeated the test.

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Repeating observations

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Marcus is observing birds in
w

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the park. He is collecting

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data on what foods pigeons

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R

and starlings eat.

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On Monday he observes pigeons and starlings eating seeds. He decides

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Pr

to repeat his observations the following day to see if the birds were
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eating seeds again or something different.

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On Tuesday morning he returns to the park and observes the pigeons

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eating the leftover crumbs from someone's lunch and he saw a starling
y
v
ev

eating a grasshopper.
op
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That same afternoon he saw a starling and a pigeon eating a fruit that
ge

had fallen off a tree.

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If Marcus had written his report on Monday he would have said that

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pigeons and starlings eat seeds.

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After repeating his observations Marcus can report that pigeons and
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starlings eat a variety of foods such as seeds, bread crumbs and fruit
-C

and that starlings also eat grasshoppers. So repeating observations

ss
made his data more reliable.

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Measuring in standard and non-standard units

ty
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si
w

We measure things all the time. For example, we measure how much
r
ie

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flour we must put in a cake mix and the time it will take the cake to bake

y
ev

op
ni

in the oven. We also measure things like our height and mass.
R

C
We use different units of measurement to measure different things.
ge

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When we measure our mass, we use kilograms.

ie
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We use hours to measure the length of a day.

ev
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In this book, you will use seconds to measure Why do we use standard
am

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the amount of time it takes a solid
units?
-C

to flow through a funnel. Kilograms,

s
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hours and seconds are standard

y

units of measurement. In science,

Pr
op

we measure using standard units.

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Standard units are used all around the world. We use them because

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they do not change and because other people can understand them.

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Using standard units allows us to compare our measurements with
am

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other people's. Using standard units also makes measuring more
accurate, which is important to scientists.
-C

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Sometimes people use units of measurements that are non-standard.

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For example, we measure the amount of sugar we put in our tea in
op

teaspoonfuls, but teaspoons are not all the same size. In the past, people

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used parts of the human body such as hands, arms, fingers and legs as

si
w

r
the units of measurement for length. Long ago, a cubit was the length of
ie

ve

y
the arm from the elbow to the tip of the middle finger. Because arm and
ev

op
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hand lengths vary, non-standard measurements like the cubit are not
R

C
very accurate. People get different results for the same measurement
ge

w
when they use non-standard units. We now measure length in standard

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units such as millimetres (mm), centimetres (cm) or metres (m). By using

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standard units everyone gets the same or similar results when they
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measure the same things.
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Using non-standard measurements can make other people confused

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if they are not using the same units for measuring or do not understand

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the units you are using.
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How to draw a dot plot
-C

e ss
A dot plot is a good way to show numbers of something. For example,
y

Pr
Arun asks 20 people in his class how many brothers and sisters they
op

ty
have in their families. The numbers they give him are his data.
C

si
w

He records the data like this:

r
ie

ve

y
ev

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ni

Brothers and None One Two Three Four Five or

R

sisters more

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✓✓ ✓✓✓ ✓✓✓✓✓✓ ✓✓✓✓ ✓✓✓ ✓✓

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Arun presents his data on a dot plot.

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He draws a line with a ruler for the x-axis (the line
-C

that goes across the page or horizontal axis). Then he

s
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divides the axis into six equal parts. Each part is for
y

Pr

one of the groups on his table – none, one, and so on.

op

He labels the parts like this:

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C

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0 1 2 3 4 5+
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Number of brothers and sisters

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ev

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Then he draws dots above each number on the x-axis.

R

Each dot represents a ✓ on his table.

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0 1 2 3 4 5+
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Number of brothers and sisters

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The dot plot clearly shows results such as:

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1 Most of the learners have two brothers and sisters.

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2 Only two learners have no brothers and sisters or five or

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more brothers and sisters.

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Glossary and index
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absorb to take in a substance. For example, if you
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spill a liquid you can pat it with a paper
towel. The paper towel absorbs the liquid 105

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anticlockwise the opposite of clockwise which is the

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direction the hands of the clock move 113

si
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apparent movement
r
the movement does not really happen but it
ie

ve

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looks like it happens 118

op
ni

ash burnt material. For example, the grey

R

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powdery material left when wood has burnt 75
ge

w
ie
asteroid a rocky mass that orbits the Sun. These are
id

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similar to planets but much smaller 110

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axis anything that spins or rotates has to turn
-C

around a central line. This line is the axis 113

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battery a source of energy or power for a circuit,

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made up of more than one cell, which

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pushes electricity around a circuit 140

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beak the part of a bird used to catch and hold food 88
ev

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bones hard, strong parts inside our body that give

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our body shape and keep us upright 3

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brightly shines with a stronger light 142

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brightness how strong the light shines 142

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cable a rope of wires 133

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carnivore an animal that eats other animals 43

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change of state when materials and substances change

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from one form to another when they are

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heated or cooled 58
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chemical reaction when we mix together two substances and

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they both change to make a new substance 64

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closest the one that is nearest. For example, The

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closest shop from my home is just down our road 110
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coastal area a low lying area along the border between
-C

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land and sea. The coastline is the outline of

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the border between the land and the sea as

Pr
op

you see it on a map 84

ty
C

si
comet a lump of ice and dirt which moves in a large
w

r
orbit around the Sun. Halley’s comet (named
ie

ve

y
ev

after the astronomer Halley) takes 76 years

op
ni
R

to make one orbit around the Sun 110

U

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ge

compare to look at two or more things and say

w
ie
id

what is the same about them and what is

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br

different about them 52

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composite volcano a volcano that erupts lava and ash which
-C

builds up into a cone-shaped mountain.

s
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‘Composite’ means being made up of more

y

Pr

than one type of material 75

op

ty
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conclusion what you have found out from an investigation 35

i
rs
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conductor a material that allows electricity or heat to

ie

ve

pass through it 125

y
ev

op
ni
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consumer a living thing that cannot make its own food

U

and obtains energy by eating other living

e

w
g

things, usually an animal that eats plants or

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id

other animals 43
ev
br
am

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contract when muscles get shorter and fatter.

Muscles feel hard when they contract 10
-C

s
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cord the plastic-coated wire that connects to a

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Pr

plug at one end and an appliance at the other end 134

op

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core the centre of the Earth. ‘Core’ is a commonly

s
w

used word in English that always means ‘at

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the centre of’. For example, the core of an

y
v
ev

op
ni

apple is at the centre of the apple, the core

R

ideas are the ideas most central to the topic 72

C
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crack open to break something open 88

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crater a large hole at the top of a volcano where

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material erupts 75

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crust the outer layer of the Earth. Note that ‘crust’
is also used in English to describe the hard
-C

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outer layer of bread 72

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destroy to make something not exist anymore, for

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example to destroy a letter by burning it 41
w

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dimly (adverb) shines with a weaker light 142

y
ev

op
ni

distilled water water that has been boiled and the steam
R

C
has been allowed to cool down to form
ge

w
liquid water again. Distilled water has no

ie
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salts dissolved in it and so it is pure water 128

ev
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earthquake a shaking of the Earth 82
-C

s
es

electric appliances machines that need electrical energy to

y

Pr

make them work, for example an electric kettle 39

op

ty
C

electric shock the effect of a sudden flow of electricity

i
rs
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through a person’s body. A person's heart

ie

ve

can be badly affected and the person can

y
ev

op
ni

have a heart attack and die 134

R

electrical energy the form of energy we get from electricity 39

e

w
g

energy anything that can cause movement or carry

ie
id

out an action 32
ev
br
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energy transfer when energy moves from one place to

another place or from one object to another object 35
-C

s
es

epicentre the point on the surface of the Earth

y

Pr

immediately above the focus. The epicentre

op

is where the most damage occurs 83

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C

s
w

erupt to shoot out suddenly. For example, if you

er
ie

boil milk in a saucepan and do not watch it,

y
v
ev

op
ni

the milk can erupt out of the pan and on to the stove 75
R

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exoskeleton the hard skins or shells on the outside of the

w
bodies of some invertebrates 17

ie
id
external structure materials that make up the surface of the

ev
br
Earth and other things. ‘External’ means
am

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‘outside’, so we are referring to materials on
-C

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the surface of the Earth that we can see 71

e
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Pr
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fins small flat organs on a fish’s body which help

ty
C

it to swim 88

si
w

r
ie

ve
focus the point in the crust under the Earth’s

y
ev

op
ni
surface where the earthquake starts; we
R

also use the word ‘focus’ in English to mean

C
ge

the central point – for example, the focus of

w
ie
the lesson was earthquakes 83
id

ev
br

food chain a drawing that shows the order in which

am

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animals eat plants and other animals to
-C

get energy 44
s
es

frame something that gives support and shape

y

Pr
op

from the inside 3

ty
C

function the job or use of something, for example the

i
rs
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function of a pen is to write 6

ie

ve

y
ev

furthest the one that is the most far away 111

op
ni
R

C
e

germs very tiny living things that can cause

g

ie
id

diseases, for example we wash our hands

ev
br

before we eat so we don’t get germs on

am

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our food 26
-C

gills organs that fish have to allow them to

s
es

breathe in water 88
y

Pr
op

globe a model of the Earth. However, in everyday

ity
C

life you often hear people talking about the

s
w

globe meaning the whole world 113

er
ie

y
v
ev

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ni
R

herbivore an animal that eats plants 43

C
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hip the bone that joins the leg to the upper part

w
of the body 3

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id

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identification key a set of questions that allows us to name or
group things 19
-C

ss
image a picture of the object that you see on a

e
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Pr
screen or in a mirror 103
op

ty
C

infect when the germs get into your body and make you ill 26

si
w

infectious disease a disease that is caused by germs 26

r
ie

ve

y
ev

instructions information that tells us how to do

op
ni

something, for example Ali has a set of

R

C
instructions to tell him how to build a model car 23
ge

w
ie
id

insulator a material that does not allow electricity or

ev
br

heat to pass through it 125

am

-R
internal structure materials that make up the inside of the
-C

Earth. ‘Internal’ means ‘inside’ so we are

s
es

referring to materials inside the Earth that

y

Pr

we can’t see 71
op

ty
C

invertebrate an animal that has no backbone or spine 17

i
rs
w
ie

ve

y
jaw the skull bone that moves when we eat or talk 3
ev

op
ni
R

C
e

landslide a mass of rocks and soil that slides down a

g

ie
id

slope. The vibrations from the earthquake

ev
br

cause these to happen 83

am

-R

lava magma that reaches the surface of the Earth 75

-C

length how long something is; for example, the

es

length of a ruler is 30 cm 7
y

Pr
op

ity
C

magma melted rocks 72

s
w

er
ie

mains electricity high voltage electricity that is sent to homes,

y
v
ev

op
ni

schools, factories and offices to provide

R

power for machines, lighting and appliances 133

C
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mantle the layer of the Earth below the crust which

w
consists of magma 72

ie
id
materials kinds of matter that we use, such glass and metal 49

ev
br
am

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medicines substances that we use to help us get better
when we are ill, for example cough mixture
-C

ss
helps us to stop coughing 23

e
y

Pr
melting when a solid changes state to become a liquid 58
op

ty
C

mirror a very smooth, shiny surface that reflects light well 103

si
w

model an object or drawing that helps us understand

r
ie

ve

y
how something works or see what something
ev

op
ni

looks like that we can’t see in real life 4

R

C
muscles parts of the body that are joined to bones
ge

w
and allow us to move 6

ie
id

ev
br
am

-R
omnivore an animal that eats plants and other animals 43
-C

orbit the movement of a body in space around a

es

larger body in space. For example, the Earth

y

Pr
op

moves around the Sun in an orbit. The Moon

ty
C

moves around the Earth in an orbit 109

i
rs
w

organs parts inside the body that do different jobs 6

ie

ve

y
ev

op
ni
R

particles very tiny pieces of something 50

C
e

physical process when a substance changes form, e.g. melts,

g

ie
id

but does not become a new substance 60

ev
br

plateau a flat uplifted area of rock. For example,

am

-R

most of India and Africa consists of a plateau 75

-C

plug a device for connecting an electric wire or

es
y

cable to an electricity supply 133

Pr
op

pour to make a liquid or other substance flow out

ity
C

of or into a container 55
s
w

er
ie

powder a solid with fine grains that have air spaces

y
v
ev

op
ni

between them, such as baby powder or flour 56

R

C
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predator an animal that kills and eats other animals 43

w
g
predict to say what you think will happen based on

ie
id
what you already know or have observed,

ev
br
for example we can predict that we will burn
am

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our hands if we touch a hot stove 33
-C

ss
prevent to stop, for example a raincoat prevents us

e
y

from getting wet when it rains 23

Pr
op

prey an animal that a predator kills and eats 43

ty
C

si
w

producer a plant that makes its own food using

r
ie

ve
energy from the Sun 42

y
ev

op
ni

proof scientific evidence that something is true 100

R

C
property what a substance or material is like, or the
ge

w
way it behaves 54

ie
id

ev
br

protect keep safe from harm, for example, a jacket

am

-R
will protect you from the cold 6
-C

prove to find proof that something is true when

s
es

doing a scientific investigation 100

y

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pure water water with no salts dissolved in it 128

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pylon the structure that carries cables from the

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power station where electricity is made (or

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ray a line that light travels in. We often talk

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about the Sun’s rays 101

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ray diagram a diagram to show how light travels 101

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react this is when a substance changes when it is

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mixed with another substance 64

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reflect the action of light bouncing off a surface 98

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reflection when light bounces off a surface 103

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relax when muscles get longer and thinner.

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Muscles feel soft when they relax 10

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rib cage the bones of the chest 3

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risk the possibility of something happening. For

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example, if you climb a tree, there’s a risk

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you might fall 78

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rust a reddish-brown powder that forms on some
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metals 64
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secondary cone a small volcano that erupts on the side of
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the main volcano 76

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skeleton the bones inside our body that are joined
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together to form a frame 2

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skull the bones of the head 3

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solar system the Sun and the planets, moons, comets and
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asteroids which move around it. ‘Solar’

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means of the Sun 110

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solidifying when a liquid changes state to become a solid 59
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source where something comes from 96

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spacecraft a vehicle for travelling in space. For example,

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a space shuttle is a spacecraft which takes

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scientists to and from the space centre 109

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spin a verb that means to turn very fast. The best

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example of this is a spinning top 113

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spine the bones of the back 3

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strain to separate solids from the liquid they are

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in. For example, you use a strainer in the

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kitchen to separate solid foods from a liquid 89

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substance a particular type of solid, liquid or gas, for

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example water 49
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support to hold up something so that it doesn’t fall down 6

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surface the top layer of something that is next to the air 103
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switch a device for closing or opening a circuit 138

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tilted at an angle, not vertical or horizontal 113

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transfers to move from one place or thing to another.

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For example, the energy of an earthquake

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transfers to waves 83
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tsunami a huge wave which happens when an
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earthquake starts under the sea 84

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vaccinations injections or other medicines that stop us

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from getting a disease 24
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vent a hole. For example, buildings have vents

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built into them to allow air in. The vents are

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grids with holes in 75
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vertebrate an animal that has a backbone or spine 16

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volt a unit to measure the strength of electricity 133

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voltage the measurement of the power of electricity.
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some countries and 220 V in other countries.

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Check what it is in your country. This voltage

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is much higher than the voltage you are

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using in class for science experiments. Then

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you are using 1.5 V cells 133

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wall socket a hole in the wall connecting the plug on an

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appliance with the electric cables in the wall 133

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wave a way in which energy travels. For example

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earthquakes travel through the Earth’s crust

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in waves 83
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Acknowledgements
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The authors and publishers acknowledge the following sources of copyright material and are grateful
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for the permissions granted. While every effort has been made, it has not always been possible to

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identify the sources of all the material used, or to trace all copyright holders. If any omissions are

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brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting.
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Thanks to the following for permission to reproduce images:

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Cover image by Omar Aranda (Beehive Illustration)

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Unit 1: Dorling Kindersley ltd/Alamy Stock Photo; JonathanLesage/GI; Rzdeb/GI; Angkhan/GI; Andresr/GI;
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Chris Nash/GI; Sebastian Kaulitzki/Science Photo Library/GI; Tang Ming Tung/GI; Paul Hurlock/GI; Sarayut/

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GI; Valentinrussanov/GI; Getty Images; Garymilner/GI; Ithinksky/GI; Benedetta Barbanti/GI; Digital Zoo/GI;

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GlobalP/GI; Julichka/GI; Nattanan726; Morne De Klerk/GI; Difydave/GI; Arlindo71/GI; GlobalP/GI; Kerkla/GI;

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Marcouliana/GI; Auscape/Universal Images Group/GI; Antagain/GI; GlobalP/GI; Ithinksky/GI; Nick David/
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GI; KatarzynaBialasiewicz/GI; FatCamera/GI; Robert Brook/GI; ER Productions Limited/GI; Inga Spence/
Alamy; Bill Barksdale/Agstockusa/SPL; Eva-Katalin/GI; Aizar Raldes/GI; Unit 2: Cavan Images/GI; Miguel

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id

Navarro/GI; Fotokostic/GI; Adam Foster/GI; Getty Images; Eugenio Marongiu/GI; Jose A.Bernat Bacete/GI;

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Vgajic/GI; Wavebreakmedia/GI; Jose Luis Pelaez Inc/GI; Olesia Feketa/GI; Don Mason/GI; Kenishirotie/GI;
am

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SorenP/GI; Maki Nakamura/GI; Colin Langford/GI; Robert Muckley/GI; Picture by Tambako the Jaguar/GI;
Bjdlzx/GI; Unit 3: Donald Verry/GI; Markus Guhl/GI; MediaProduction/GI; Studiocasper/GI; Gjohnstonphoto/
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GI; Tetra Images/GI; CinemaHopeDesign/GI; Jongho Shin/GI; Jirkaejc/GI; Geargodz/GI; Getty Images;
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Robert Brook/GI; Maria Marinho/GI; Naturediver/GI; Vidalidali/GI; AlexPro9500/GI; Anton Petrus/GI; Unit
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4: Stocktrek/GI; Tim UR/GI; Rosemary Calvert/GI; Ibraman3012/GI; Alain Barbezat/GI; Justinreznick/GI;

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Shayes17/GI; Fridah/GI; Kampee Patisena/GI; Don Bartletti/Los Angeles Times/GI; Athit Perawongmetha/
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GI; Joe Raedle/GI; Alvaro Santa Ana/Aton Chile/GI; Haje Jan Kamps/GI; Bogdanhoria/GI; Andreveen/GI;
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Visivasnc/GI; MikeLane45/GI; Susan Walker/GI; Andrew Jones/GI; Jamcgraw/GI; Mint Images-Art Wolfe/GI;
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TommL/GI; Getty Images; Sarayuth3390/GI; Westend61/GI; 1001nights/GI; Libor Vaicenbacher/GI; Unit 5:

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Jethuynh/GI; Sahara Prince/Shutterstock; SKrow/GI; Evgeniy Kirillov/GI; Maria Joao Archer/GI; Keith Brofsky/
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GI; Fotofrog/GI; Custom Life Science Images/Alamy; Michael H Spivak/GI; Photovideostock/GI; NASA/JPL;
NASA/JPL/Michael Benson/GI; ©NASA/Roger Ressmeyer/Corbis/VCG/GI; Imagenavi/GI; Grafissimo/GI;
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ClaudioVentrella/GI; Unit 6: CribbVisuals/GI; Jayk7/GI; Heibaihui/GI; Serghei Starus/GI; PKM1/GI; Akova/

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GI; Monkey Business Images/Shutterstock; Rawpixel/GI; Zenstock/GI; Kiankhoon/GI; ZU_09/GI; Ilbusca/GI;

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Cavan Images/GI; Wayne Eastep/GI; Yamtono_Sardi/GI; Peter Adams; Planet Observer/GI.

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Key: GI= Getty Images.

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