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CAMBRIDGE

Second edition Digital access

Dear teacher,

Welcome to the new edition of our Cambridge Primary Science series, supporting the
Cambridge Primary Science curriculum framework (0097) from 2020.

This executive preview gives you a first look at our new resources and shows you how the
key components – learner’s book, workbook and teacher’s resource – work together to
support you and your learners.

In developing the series, we carried out extensive research with teachers around the world to make
sure we understood your needs and challenges and how to best support you and your learners.

We’ve included units to support the new Earth and Space curriculum strands, along
with activities to get your learners thinking and working scientifically, like planning
investigations, gathering data and drawing conclusions.

You’ll find an active learning approach throughout the resources, along with opportunities
for learners to develop 21st-century skills including communication and collaboration.
Alongside this, each unit includes a ‘Getting started’ feature, clear lesson objectives and
activities that offer peer and self-assessment – all supporting assessment for learning.

We understand that each learner has different needs, and that supporting this in the
classroom can be challenging. Our learner’s books and workbooks provide differentiated
activities, while the teacher’s resource offers guidance on how to bring differentiation into
your lessons effectively. For example, we’ve included projects at the end of each unit that
offer learners different ways to complete the activity, along with guidance in the teacher’s
resource on how to support and assess learners’ work.

Scientific vocabulary can be challenging. To support learners we have included key topic
terms for each unit, along with a glossary and further language support suggestions in the
teacher’s resource.

I hope you enjoy discovering the new series and how it can support you.

Priyanka Comar
Commissioning Editor
Cambridge University Press
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CAMBRIDGE PRIMARY SCIENCE 1: TEACHER’S RESOURCE

How to use this series

The Learner’s Book is designed for learners to use in
class with guidance from the teacher. It contains six
units which offer complete coverage of the curriculum
framework. A variety of investigations, activities,
questions and images motivate students and help
them to develop the necessary scientific skills. Each
unit contains opportunities for formative assessment,
differentiation and reflection so you can support your
learners’ needs and help them progress.

The Teacher’s Resource is the foundation

of this series and you’ll find everything
you need to deliver the course in here,
including suggestions for differentiation,
formative assessment and language
support, teaching ideas, answers, unit and
progress tests and extra worksheets. Each
Teacher’s Resource includes:
• A print book with detailed teaching
notes for each topic
• A digital edition with all the material
from the book in digital form plus
editable planning documents, extra
guidance, downloadable worksheets and
more.
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HOW TO USE THIS SERIES

The skills-focused write-in Workbook provides further

practice of all the topics in the Learner’s Book and
is ideal for use in class or as homework. A three-tier,
scaffolded approach to skills development promotes
visible progress and enables independent learning,
ensuring that every learner is supported.

Digital Classroom includes digital versions of the

Learner’s Book and Workbook, complete with pop-up
answers, designed for teachers to use at the front of
class. Easily share the books with the whole class on
your whiteboard, zoom in, highlight and annotate text,
and get your learners talking with videos, images and
interactive activities

A letter to parents, explaining the course, is also available.

7
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4 

FT
A
R
D

v
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Contents

Contents
Page Unit Science strand Thinking Science in Context
and Working
Scientifically
strand
2 1 Living things Biology: Scientific enquiry: Know that everyone
Structure and purpose and uses science and identify
2 1.1 Animals and plants
function planning people who use science
alive!
Biology: Life Carrying out professionally
5 1.2 Parts of a plant
processes scientific enquiry
9 1.3 Plants and light
Scientific enquiry:
12 1.4 Plants need water analysis,

FT
evaluation and
conclusions

20 2 Sound Physics: Light Scientific enquiry: Talk about how science

and sound purpose and explains how objects they
20 2.1 Sound sources
planning use, or know about, work.
26 2.2 Loud and quiet
Carrying out
A
32 2.3 Sound moves scientific enquiry
Scientific enquiry:
analysis,
evaluation and
R
conclusions

41 3 Materials in my world Chemistry: Scientific enquiry: Talk about how science helps
Materials and purpose and us understand our effect on
41 3.1 Different materials
D

their structure planning the world around us.

43 3.2 Properties of materials
Chemistry: Carrying out
48 3.3 Sorting materials Properties of scientific enquiry
53 3.4 Changing materials materials Scientific enquiry:
Chemistry: analysis,
Changes to evaluation and
materials conclusions

vii
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Contents

Page Unit Science strand Thinking Science in Context

and Working
Scientifically
strand
62 4 The Earth Earth and Scientific enquiry: Talk about how science
Space: Planet purpose and explains how objects they
62 4.1 Planet Earth
Earth planning use, or know about, work.
67 4.2 Heat and light from
Earth and Carrying out
the Sun
Space: Earth in scientific enquiry
74 4.3 Rocks space
80 4.4 Soil

89
89
93
97
100
5 Humans
5.1 Our bodies
5.2 Our amazing senses
5.3 Similar and different
5.4 Staying alive
FT
Biology:
Structure and
function
Biology: Life
processes
Scientific enquiry:
purpose and
planning
Carrying out
scientific enquiry
Scientific enquiry:
Know that everyone
uses science and identify
people who use science
professionally
A
analysis,
evaluation and
conclusions
R
109 6 Forces Physics: Forces Scientific enquiry: Talk about how science
and energy purpose and explains how objects they
109 6.1 Moving things
Physics: planning use, or know about, work.
116 6.2 Push and pull forces
Electricity and Carrying out
D

122 6.3 Making things move magnetism scientific enquiry

129 6.4 Floating and sinking Scientific enquiry:
134 6.5 Magnets can pull analysis,
evaluation and
conclusions

Glossary and Index 143

Acknowledgements xxx

viii material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
Original
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How to use this book

How to use this book

In this book you will find lots of different features to help your learning.
We are going to:
• find living things and things that have never been alive
• draw some living things
We are
We going to: to:
are going
• put things into groups.
We
• find areliving
living
• find going
things to:
andand
things things thatthat
things have never
have been
never alive
been alive
What you will learn in • draw some
• draw
find living
living
some things
things
living and things that have never been alive
things
the topic • put
• things
put
draw into
things
some groups.
into groups.
living things
• Getting started
put things into groups.
• Name some living things.
• Look around your classroom. Point to some things that are not alive.
Questions to find out what Getting started
Getting started

you know already. • Name some

• Name living
some things.
living things.

FT
Getting started
• Look around youryour
classroom. Point to some things thatthat
are are
notnot
alive.
• Look around classroom. Point to some things alive.
answer investigation
• Name
asks some living
lightthings.
growaround your
• Look question
classroom. Point to some things that are not alive.
Important words answer
answer investigation
investigation
to learn asksasks lightlight
growgrow question
question
A
answer investigation
asks
Activity light
grow question
Healthy plants?
What could we do to help these plants grow?
R
What do you think will happen to these plants?
A fun activity about the Science Activity
Activity
Tell other people what you predict.
you are learning. Healthy
Healthy plants?
plants?
A B
What
What could
could weto
we do dohelp
to help these
these plants
plants grow?
grow?
D

Activity
What do you think will happen to these plants?
What do you think will happen to these plants?
Tell other
Tell other people
people whatwhat
you you predict.
predict.
Healthy plants?
B If plant
Awe do to help these plants B
What could
A
not have enough
grow?s have too much
If plants do water they can die.
die.
What do you think will can
water they happen to these plants?
Tell other people what you predict.
An investigation to carry out A
Do plants getB
If plants have too much Let's do
s do not have enough
water through
If plant s have too much
with a partner or in groups. Think like plant
aIfscientist enough
s do not 1have can water they a test!
If plant
wate r they
can die.
die. their leaves
wate they can can
r or die.
die.
wate r they
How plants get water roots?

You will need:

two plants, a plastic bag, string, watering can
gh If plants have too much
If plan
Zara pours water onto thenot
ts do have
leaves ofenou
one plant. water they can die.
wate
She waters the roots they
of rthe other die.
canplant.
Predict what will happen.
Now try this science investigation.
Observe what happens.
Draw the plants before and after the investigation.
Make sure you wash your hands after touching the
plants.

vi
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How did the hands-on work help you to learn today?

 Drawwhat
Observe the plants before and after the investigation.
happens.
Draw the plants before
Make sure you wash andyour
after hands
the investigation.
after touching the
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plants.
Make sure you wash your hands after touching the
plants.
How to use this book

Questions to help you think

about how you learn. How diddid
How the the
hands-on work help
hands-on workyou to learn
help you totoday?
learn today?

Look what I can do!

Look what I can do!
I can explain why plants need water.
I can explain why plants need water.
This is what you have I can record observations in tables.
I can
I can record
predict whatobservations
will happen in in tables.investigation.
a science
learned in the topic. I can
I can say predict what willwas
if what happened happen
what Iin a science investigation.
predicted.

I can say if what happened was what I predicted.

Check your progress
Talk about these questions.
1 Look at the picture.
What is alive?

Questions that cover what What is not alive?

you have learned in the unit.

If you can answer these, you
are ready to move on to the
next unit. FT
A
2 Name the parts of the plant in the picture.
R
Project
Use these words.
Gardens and gardeners
We all love to play
rootin
s a garden.
stemand how to care for them.
In a garden we can learn about plants
D

At the end of each unit, there

leaf
is a project for you to do, using flower

what you have learned. You

might make something or
solve a problem.

Part 1
Draw a garden for school, home or the park.

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publication.
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1 Living things
1.1 Animals and plants alive!
We are going to:
• find living things and things that have never been alive
• draw some living things
• put things into groups.
alive look

FT
animal non-living
group plant
living water
A
Getting started
• Name some living things.
R
• Look around your classroom. Point to some things that are not alive.
D

2
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1.1 Animals and plants alive!

Use your eyes to look at the picture. What can you see?
Point to a plant. Most plants are green.
Plants make their own food.
Point to an animal in the picture.
Animals move around and eat other things.
Plants and animals are alive. They are living things.
All living things need food.
Water moves but it is not alive. Point to other things in the picture
that are non-living.

FT
Think like a scientist

What living things can we find?

You will need:

A
paper, a pencil, clipboard or thick card to rest on, a digital camera
R
Go outside to look for living things.
Be careful in case there are plants or animals
that are prickly, sting or bite.
D

Try to find four living things.

Draw and photograph some living things.
What is the largest living thing
you can find?
What is the smallest living thing
you can find?

3
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1 Living things

Activity

Living or non-living?
Zara is putting things into
two groups.
Where should she put the toy?
What other things could she
put in the groups?
Look at the non-living things.
Point to something that used to be alive.
Point to some things that have never been alive.

Use things from your classroom.

How do you know which things are alive?
FT
Make a group of living things and a group of non-living things.
A
How am I doing?
Ask a friend to look at your groups.
R
Have you put things in the right group?
D

How does putting things into groups help

you learn science?

Look what I can do!

I can name four or more things that are living.
I can name four or more things that have never been alive.
I can draw some living things.
I can put things into two groups.

4
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1.2 Parts of a plant

1.2 Parts of a plant

We are going to:
• find out about the parts of plants
• name the parts of plants
• draw parts of a plant.

Getting started
You know that plants are living.
• What parts of plants have you seen?
• Tell a friend about some parts of plants.

Plants are all around us.

FT
A
different observe
Some plants are tall and some are small. flower parts
All plants have parts that we can see. leaf root
R

Some plants have flowers which make seeds. magnifying seeds

glass similar
We are going to learn about these plants and model stem
D

their parts. name

5
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1 Living things

Activity 1

Finding plant parts

Plants have many parts.
Look carefully at the plant in the drawing.
What do you see or observe?
Point to a leaf, a flower, the stem and the roots.

Activity 2

Making a model plant

Loti can tell us what the parts do.
Make a model of a plant with these parts.
Say what each part is for. FT The flower is the
A
part where the seeds
are made.
R

The leaf makes

food for the plant.
D

The roots collect

water. The roots hold the
plant still.

The stem holds

the leaves and
flowers up.

6
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1.2 Parts of a plant

Think like a scientist

Observing plant parts

You will need:

a plant, a magnifying glass, paper, a pencil

Observe a plant.
Look carefully at the plant parts.
Do not eat plants you find and wash
your hands after touching any plants.

FT
Name the plant parts.
Observe three different plants.
Look at the plant parts.
Draw them.
A
Do they all look the same?
Are they similar or different?
R

How am I doing?
D

Play ‘What am I?’ with a friend.

Use the words leaf, stem, flower,
root.
Say what each is for.

7
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1 Living things

Do you find it easy to observe living things?

How does observing help you learn?

Look what I can do!

I can find out about plants.
I can name parts of a plant.
I can draw parts of a plant.

FT
A
R
D

8
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1.3 Plants and light

1.3 Plants and light

We are going to:
• find out if plants need light
• do an investigation and say what we think will happen.

Getting started
• Where do you see plants?
• Do you have plants at home? Tell a friend

FT
where you keep plants at home.

answer investigation
A
asks light
grow question
R

Here are some young plants.

D

When plants get bigger we say

they grow.

Activity

What do plants need to grow?

What do you think plants need to grow?
Talk with a friend. What do they think plants need?
Do plants need food and water like people?
Write or draw what you think plants need.

9
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1 Living things

Marcus asks a question: ‘Why is

this plant bent?’
Here is the answer: ‘It is growing
towards the light.’

Think like a scientist

What happens to a plant with no light?

You will need:

FT
A
two plants, a box
R
Marcus wants to answer this question.
‘What will happen to a plant with
no light?’
D

He covers one plant with a box.

He puts the other plant in the light.
Say or draw what you
think will happen.
Try this investigation yourself to find out the answer.

How am I doing?
What places would be too dark for plants to grow?
Talk about your ideas or draw them.

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1.3 Plants and light

FT
A
R
D

Look at this cave.

Why are no plants growing inside?
Plants use light to make food.
Plants can’t grow in the cave because there is no light.

Look what I can do!

I can say what will happen to a plant with no light.
I can say what I think will happen in an investigation.

11
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1 Living things

1.4 Plants need water

We are going to:
• learn about how plants need water
• record observations in tables
• predict what will happen in an investigation
• see if what happened was what we predicted.

Getting started explain record

• Draw two things you know about plants.
• Show a friend what you have drawn.
FT
What should the children do to keep this plant alive?
predict table
A
R

Look at the This

leaves!
D

plant needs
water!

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Some plants live near water.

Some plants live in water.
Some plants live in dry places.
FT
You may have seen plants growing in places like this.
A
Where do plants get water from?
R
Activity

Healthy plants?
D

What could we do to help these plants grow?

What do you think will happen to these plants?
Tell other people what you predict.

A B

If plants have too much

If plants do not have enough water they can die.
water they can die.

13
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1 Living things
Do plants get Let's do
water through a test!
Think like a scientist 1
their leaves or
How plants get water roots?

You will need:

two plants, a plastic bag, string, watering can

Zara pours water onto the leaves of one plant.

She waters the roots of the other plant.
Predict what will happen.
Now try this science investigation.
Observe what happens.
Draw the plants before and after the investigation.

plants.

Think like a scientist 2

FT
Make sure you wash your hands after touching the
A
How much water do plants need?
R
You will need:
some plants, a watering can
D

Give some plants Give some plants Give some plants

lots of water. a little water. no water.

Predict what will happen to the plants.

Now do the science investigation.
Observe the plants each day.

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1.4 Plants need water

Continued

Record your results in a table like this.

How much water do the plants need? My table of results.

Water every day Water two times Do not water
each week

Day 1

Day 2

Day 3

Day 4

Day 5
FT
A
Draw the plants in the table. Some plants
do not need
R
water
How am I doing?
Read what Hatim says. What would you
D

say to him?
Explain to Hatim why he is wrong.

How did the hands-on work help you to learn today?

15
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1 Living things

Look what I can do!

I can explain why plants need water.
I can record observations in tables.
I can predict what will happen in a science investigation.
I can say if what happened was what I predicted.

Project

Gardens and gardeners

We all love to play in a garden.

FT
In a garden we can learn about plants and how to care for them.
A
R
D

Part 1
Draw a garden for school, home or the park.

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Project

Continued
Draw lots of different plants.
Who will look after the garden?
Draw the gardener.
What does the gardener do?
The gardener will give the plants lots of light and water.
Part 2
Make a tiny garden in a tray or box.
Use your science to help you plan and make a garden.
These are some things you may need.

FT
A
R
D

17
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1 Living things

Check your progress

Talk about these questions.
1 Look at the picture.
What is alive?
What is not alive?

FT
A
R
2 Name the parts of the plant in the picture.
Use these words.
D

roots
stem

leaf
flower

18 material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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Check your progress

Continued
3 What do these plants need?

4 Help Amy.
FT
A
What do the seeds need to grow?
R
D

19
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FT
A
R
D

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CAMBRIDGE PRIMARY SCIENCE 1: TEACHER’S RESOURCE

Contents
Introduction vi
About the authors vii
How to use this series viii
How to use this Teacher’s Resource x
About the curriculum framework xii
About the examination xii
Approaches to teaching and learning xiii

FT
Setting up for success xv

Teaching notes
1 Living things 2
A
2 Sound 25
3 Materials in my world 43
4 The Earth 64
R
5 Humans 84
6 Forces 104
D

Glossary 000
Acknowledgements 000

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ii
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CAMBRIDGE PRIMARY SCIENCE 1: TEACHER’S RESOURCE

1 Living things
Unit plan
Topic Approximate Outline of learning Resources
number of content
learning hours
1.1 Animals 2+ • Living and Learner’s Book:
and plants non-living
Think like a scientist: What living things can
alive!
• Sorting things we find?
into groups – Activity: Living or non-living?
alive, never been
alive Workbook: Topic 1.1

FT
Digital classroom:
Video – Living and non-living things
Activity – Living or non-living?
Teacher’s resource: Worksheet 1.1A, 1.1B, 1.1C
1.2 Parts of a 2+ • Parts of plants Learner’s Book:
A
plant
Activity 1: Finding plant parts
Activity 2: Making a model plant
Think like a scientist: Observing plant parts
R
Workbook: Topic 1.2
Digital classroom:
Song – Down in the garden
D

Slideshow – A world of plants

Teacher’s resource: Worksheet 1.2A, 1.2B, 1.2C
1.3 Plants and 2+ • Investigating Learner’s Book:
light plants and light
Activity: What do plants need to grow?
Think like a scientist: What happens to a plant with
no light?
Workbook: Topic 1.3
Digital classroom:
Slideshow – What do plants need to grow?
Activity – What do plants need?
Video – Do plants need light to grow?

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1 Living things

Topic Approximate Outline of learning Resources

number of content
learning hours
1.4 Plants 4+ • Investigating Learner’s Book:
need water plants and water
Activity: Happy plants?
Think like a scientist 1: How plants get water
Think like a scientist 2: How much water do plants
need?
Workbook: Topic 1.4
Digital classroom:
Manipulative – Get the water and light right!

BACKGROUND KNOWLEDGE

FT
Animals and plants alive! Flowering plants
Some things are alive, some things are dead and The lifecycle of a flowering plant starts with a
some things have never been alive. You work out seed that grows a root, then a stem and leaves.
which of these three groups something belongs to The roots collect water from the soil and hold
by thinking about the characteristics of life. There the plant in the ground. Leaves collect carbon
are seven of these. Living things demonstrate all dioxide from the air then combine it with water
seven characteristics. The characteristics of life are: using light to make food for the plant. Without
A
light, the plant cannot make food (glucose) and
• movement will eventually die. This food-making process
• respiration (using oxygen) is called photosynthesis. Oxygen is a waste
• sensitivity product of photosynthesis and is released by the
R
plant. Learners do not need to be taught about
• growth photosynthesis at this stage. They only need to
• reproduction recognize and name the parts of a plant.
• excretion (producing waste)
D

• nutrition (needing food and water).

Learners will find out about the seven Oxygen
characteristics of life at Stage 7. At Stage 1,
learners should start to think about simple
differences between things that are alive and
things that are not. Some objects, such as Energy
rainbows and fire, may confuse learners because
Glucose
they show some of the characteristics of life such
as moving or growing. However, they are not alive
as they do not have all seven characteristics.
Carbon dioxide
Be aware that some learners may not have
experienced the death of a relative or a pet at
this stage. However, some learners will have had
this experience, perhaps recently. Treat this topic Water
with care.

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CAMBRIDGE PRIMARY SCIENCE 1: TEACHER’S RESOURCE

CONTINUED

Germination is when a seed begins to grow. At are brightly coloured. Once pollinated, the flower
this stage, the plant has no leaves and is usually grows into a fruit which contains seeds. Learners
underground in the dark. Therefore, the plant do not need to be taught the function of a flower
cannot make its own food to grow. The seed itself or plant reproduction at this stage.
contains a store of food that the plant uses until it
reaches the light and grows leaves. Learners do not As this unit progresses, learners should observe a
need to be taught about germination at this stage. wide range of plants so they are aware that flowers,
leaves and stems can vary in shape from plant to
The function of a flower is to allow the plant to plant. For example, leaves can be circular, oval or
reproduce. To produce seeds the flower first has sword shaped. The edge of the leaf can be smooth,
to be pollinated. This means that the flower has lobed or serrated. The leaf surface can be smooth,
to receive pollen from a different flower. For some rough or hairy. The leaf colour can be any shade of
flowers, the transfer of pollen is done by the wind, green, or even red or almost black. There is even
but many flowers use insects to do this job. To more variety in flowers. All these differences show
attract insects, these flowers make nectar and the wonderful variety in the plant world.

TEACHING SKILLS FOCUS

FT
As a Stage 1 teacher, it is essential that you build
the independence of learners whilst you introduce
them to new experiences, new ideas and new
vocabulary in science. Young learners and speakers
of English as a second language may struggle with
example, tell them to look at the picture/
equipment and decide the first thing that they will
do. Involving learners in this way will strengthen
their engagement and learning.
A
Value mistakes
the vocabulary of science. However, with support
It is not a problem if learners make mistakes
through demonstration, repetition, examples and,
because mistakes provide invaluable opportunities
importantly, the oral use of the words themselves,
for learning. Researchers believe that people
most learners will gain confidence.
R
learn most when they realise that they have got
Active learning something wrong. Prompt learners with questions
Use teacher questions to promote learners’ like these. What happened? What could you
thinking change to make it work?
D

The very best approaches involve learners being Misconceptions

involved in active learning. In active learning, Always listen to the learners and be prepared to
the learners’ brains are active as they think about deal with possible misconceptions. For example,
things they do, and talk about these things with some learners may think that a flame is a living
others. The questions you put to groups is a way of thing. A misconception is an idea the learners have
starting this process. Try these question openers: which is not scientifically correct. Often, though,
• Tell me about …? the misconception is part way to the right idea.
Find out more about what the learners think by
• When would you …?
making requests and asking questions like these.
• What are …?
• Draw that for me.
• How would …?
• Show me one.
• Why does …?
• Why do you say that?
Give learners choices
• When have you seen that happen?
Sometimes you will have to tell learners what to
The learner’s answer will then have a big effect on
do, but make sure that you give every opportunity
the direction of the lesson.
to let learners discuss and make choices. For

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1 Living things

CONTINUED

You could challenge a misconception with another Always check the new vocabulary. For example,
example. For example, ‘You say all plants are have the learners heard it correctly? What do
green. What about this part of this plant?’ (Point to learners understand by the word? Do they use it
a white part of a striped leaf.) correctly?
Some learners may see soil as little more than dirt. Reflection
In this case, provide hand lenses and samples of
After the lesson/s, reflect on your teaching and
different soils so they can see the detail and the
the learners’ learning. Did learners enjoy active
different parts of soil.
approaches? Did they learn? How do you know
You could move learners on in their thinking with that they were learning? Did all the learners
more examples or practical activity. Here are some respond in the same way? Were there any
examples. unexpected misconceptions? Were you able to
• Let’s look for even more different leaf shapes. assist learners’ scientific understanding? Does this
• With this bigger set of seeds, let’s make more now give you more confidence as a teacher of
groups. science?

• Observation of different root vegetables.

1.1 Animals and plants alive!

LEARNING PLAN
FT
A
Learning objectives Learning intentions Success criteria

1Bp.01 Identify living things and • To find living things • Learners can name four or more
things that have never been alive. and things that have things that are living.
R
never been alive.

1TWSc.01 Sort and group objects, • To put things into • Learners can name four or more
materials and living things based on groups. things that have never been alive.
D

observations of the similarities and

differences between them. • Learners can put things into two
groups.

1TWSc.05 Collect and record • To draw some living • Learners can draw some living
observations and/or measurements things. things.
by annotating images and
completing simple tables.

LANGUAGE SUPPORT

Most learners will need support with the key word where possible. You could use Language
words. You could display these words on the worksheets 1 and 2. These illustrate some of the
board, on posters in the classroom, or on smaller Key words. Language worksheet 1 contains the
posters on the tables. It will be helpful if you science language required for this unit, Living
display pictures that show the meaning of each things. Language worksheet 2 contains the

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CAMBRIDGE PRIMARY SCIENCE 1: TEACHER’S RESOURCE

CONTINUED

scientific enquiry language that learners will meet look: to use your eyes to find things out.
in this unit and following units. Learners are asked alive: something that is living
to use the given words to complete a simple
plant: a living thing that can make its own food
sentence.
animal: a living thing that eats other living things
The Language worksheets could be completed
in class and used as a ‘title page’ for this unit in living: living things grow, need food, make waste,
the books or folders where learners keep their use air and reproduce
science work. Learners could also use them at water: a liquid substance that exists in seas, rivers
home to prepare for a spelling test on these words and lakes which, when it is treated, we can drink
in class. Completed Language worksheets could non-living: something that is not alive
be enlarged and displayed in the classroom as group: to put things with other things that are
vocabulary posters. similar in some way

Common misconceptions

FT
Misconception How to identify How to overcome
Clouds, water Ask learners whether they think water and Explain that clouds and water do not need
and fire are alive clouds are alive using the Learner’s Book food and they are only moved by the wind.
because they can picture. Include pictures of clouds, water Explain that fire is not alive as it does not
move and grow. and fire in the plenary activity living/ need water.
non-living slideshow.
A
Water and the Sun Ask learners to talk about which things are Explain that food allows humans to stay alive
are alive because alive in the Learner’s Book picture. but not all food is alive. Hold up a biscuit and
plants need water ask learners ‘Is this biscuit alive?’
and light to grow.
R
Just because something helps a living thing
to live does not mean that thing is also alive.
Plants are not Ask learners to identify whether the plants Explain that plants are alive. They need food
alive because they are alive in the Learner’s Book picture. and water to grow. Ask learners if they have
D

do not move. plants at home and how they care for them.

Starter ideas or fire as living things. Ask other learners who

disagree to say why they think these things are not
1 Getting started (10 mins) alive even though they move.
Resources: A selection of classroom objects In this discussion, learners may identify some of
including at least one plant. the seven characteristics of life in simple terms by
Description: To check whether learners understand saying living things need food, water and air or that
the words ‘alive’ and ‘living’ ask ‘Are you alive?’ then living things grow. Some might say that living things
‘What else is alive?’ and ‘What things are living?’ can die, which is appropriate reasoning at this level.
Ask learners to talk in pairs to name living things.
Ask ‘How many living things can you name?’ 2 Spot the living things (15 mins)
Ask ‘What things are not alive?’ Ask learners to point Resources: Opening picture from Learner’s Book 1.1
to some living and non-living things in the classroom. Animals and plants alive!
Identifying misconceptions: Some learners may Description: Ask learners to find as many living
identify non-living things that move such as clouds things in the picture as they can. Choose some

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1 Living things

learners to name some, write the names of these and where they found them. Ask ‘Who can tell me
on the board under the heading ‘Alive’ as they are about something they found that was alive?’ and
identified. Now ask learners to point to some of the ‘What did you see that was not alive/non-living?’.
non-living things. Write the names of some of the Challenge learners by asking ‘Who can tell me
non-living things on the board under the heading about a plant that they found?’ and ‘Who can tell
‘Not alive’. Challenge some learners by asking them me about an animal?’.
to explain how they know that something is not alive. Practical guidance: If learners are collecting some
Identifying misconceptions: Some learners may identify small animals, make sure that you talk about how to
things needed for life such as water or the Sun (light) handle the animals gently and not hurt them when
as ‘living’. Ask these learners whether these things collecting. Also, make sure that there are small holes
need food and whether they can grow or die. Tell them in the lids so that the animals can breathe.
that all living things need food and water and can An alternative to going outside would be to ask
grow. learners to search for living things in photographs
or drawings of outdoor habitats.
Main teaching ideas Differentiation ideas: Allow some learners to
1 Think like a scientist: What living things draw fewer than four living things, others may draw
can we find? (30 mins) more.

FT
Learning intentions: To find living things and things Challenge some learners to look for the largest and
that have never been alive. smallest living things they can find.
To draw some living things. Some learners could use digital photography to
record the living things they find.
Resources: Learner’s Book, outdoor area with plants
and or animals, paper, pencils and clipboards or
thick card to rest on when drawing. Digital cameras
2 Activity: Living or non-living?
(optional). Alternative – colour photographs of (30 mins)
A
outdoor habitats showing animals and plants. Learning intention: To find living things and things
that have never been alive.
Safety: Be careful in case there are plants or animals
that are prickly, sting or bite. Resources: Learner’s Book, Labels reading ‘Living’
and ‘Non-living’ for each group, one to three living
R
Description: You could ask learners to collect
things and two to four non-living things for each
some small animals in suitable clear containers with
group, for example, small pot plants, insects or
lids. These could be used in Activity 1 Living or
invertebrates in clear containers with lids, books,
non-living?
bottles of water, rulers, scissors, erasers, toys
D

Look at the Think like a scientist feature in the including toy animals, Digital Classroom activity –
Learner’s Book and explain to learners that you are Living or non-living? (optional)
going to take them outside to look for living things.
Description: Read the instructions in the Learner’s
Learners will have to try to find and draw four different
Book to the learners and ask ‘Where should Zara
living things. Before going outside, warn learners about
put the toy bear?’ and ‘Is the toy bear alive or
any plants or animals that could be dangerous.
not?’ Give the groups about five minutes to work
While learners are working, assess some learners by in groups to sort their objects in ‘living’ and ‘non-
saying ‘Show me something that is alive/living’ or living’ groups.
‘Show me something that has never been alive’.
Practical guidance: Learners could collect some
Choose a good example of a learner’s drawing and small animals from outside in suitable clear
show it to all learners. Ask learners to look at the containers with lids. These could be done as part
details of the living things and use them in their of ‘Think like a scientist: What living things can we
drawings. This will encourage closer observation. find?’ above. Make sure that you talk about how to
When you return to the classroom, show some handle the animals gently and not hurt them when
more good examples of the learners’ drawings collecting. Also, make sure that there are small holes
and discuss the living things that learners found in the lids so that the animals can breathe.

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CAMBRIDGE PRIMARY SCIENCE 1: TEACHER’S RESOURCE

Differentiation ideas: Some learners may be 3 Workbook 1.1 Animal and plants alive!
confused by non-living things that move, such as (10 to 30 mins)
water. These learners will need support to identify
Learning intention: To find living things and things
living and non-living things. Help them by using
that have never been alive.
very familiar examples such as plants and animals
that are common locally. Resources: Workbook 1.
At the beginning of the activity, do not give toy Description: Learners complete Workbook activity 1.1
animals to any group. You can give a toy animal to Animals and plants alive! The Focus section
a group to challenge them once they have shown asks learners to colour in only the living things
they can sort the simpler objects correctly. Toy in a picture of a pet shop. Make sure learners
animals (or plants) will test learners’ reasoning. understand that they should only colour in the
They could go in either the ‘living’ group if learners living things before they start. The Practice section
use them to represent a real living thing or in the asks learners to sort living and non-living things
‘non-living’ group if learners argue that it is a toy into the correct group. The Challenge section asks
and not a real living thing. Either answer can be learners to choose the correct words in simple
considered correct, as long as learners can give sentences to show their understanding of living
relevant reasons for where they have put them. See and non-living things. In these sections, look out
above. for learners who describe the Sun or water as
living. To explain these misconceptions, work with

FT
Some learners may have a clear understanding of
these learners during the plenary activities. Explain
which things are alive or have never been alive.
that water and light may be needed for living
You can challenge these learners by asking them
things to survive but they are not living things
to consider toy animals and plants, pictures of
themselves.
animals or plants, or by introducing objects that
might be thought of as dying, for example, cut Differentiation ideas: Some learners will be able to
flowers or a freshly picked leaf. Seeds can also progress through the exercises more quickly than
A
provide a challenge because these are living but others. Be ready to support those who need help
appear to be non-living until they are in the right with writing.
conditions.
Assessment: When all groups have finished, ask
4 Worksheet 1.1 Colour in the living things
R
half the groups to go and look at how the other (10 to 30 mins)
groups have sorted their objects. Choose some of Learning intention: To find living things and things
these learners to say whether they agree with how that have never been alive.
they have been sorted. Discuss any disagreements Resources: Worksheet 1.1A, 1.1B, 1.1C.
D

with the whole class and ask ‘Where should this go

and why?’. Then swap the groups over so that all Description: Worksheet 1.1A could be used for
learners get a chance to assess their peers. learners who need more support. It asks learners to
colour in only the living things in a picture of a farm.
If you have given out some toy animals, ask Worksheet 1.1B could be used by most learners. It is
learners to explain which group they put them in the same activity as Worksheet 1.1A, but also asks
and why. Some learners might explain that they learners to match some of the living things with
put a toy animal in the ‘living’ group because an their names.
animal is alive. Others might say that they put it
in the ‘non-living’ group because it is a toy and Worksheet 1.1C could be used to challenge some
toys are not alive. Both of these answers can be learners. Again, it asks learners to colour in the
considered correct at this stage if learners can give living things in the picture, but they then have to
the reasons. name a wider selection of living things and write a
simple sentence.
Digital Classroom: If you have access to the
Digital Classroom component, use the activity to Differentiation ideas: Different learners could be
practise identifying whether objects are living or given different worksheets (see guidance above).
non-living. The i button will explain how to use the Alternatively, learners could be allowed to self-
activity. select the worksheet they would like to use.

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1 Living things

Plenary ideas Assessment: Include some photographs of things

that are no longer alive, such as dead leaves or an
1 Living/Non-living paired discussion animal skeleton. Choose learners who correctly
(10 mins) identify these as ‘non-living’ to explain how they
Description: Ask learners to work with a partner to know.
name at least four living and four non-living things. Ask learners to think about how long living things
Choose learners to tell the class the things they have live for. Ask whether learners know of any animals
named. or plants that live as long as humans. As a rough
Assessment: Display and explain the success criteria guide, the larger a living thing is the longer it lives.
‘I can name four or more things that are living’ and So elephants and whales tend to live longer than
‘I can name four or more things that are non-living’. ants or fish, trees tend to live longer than smaller
Ask learners to self-assess by putting up their hands flowering plants.
if they think they can do these two things. Ask Reflection: Ask learners to say how they know if
‘Who can name some living/non-living things?’ and something is living, non-living or no longer alive.
‘Who can name four living/non-living things?’ and
‘Who can name more than four living/non-living
things?’ Assess some learners who put up their hands CROSS-CURRICULAR LINKS
by asking them to name the living or non-living things.

FT
This topic links to environmental studies because
Finish by asking learners to think about how many
the learners are looking at the range of living
different types of living things there could be in the
things in the world. This should help learners to
world.
appreciate the beauty and wonder of the natural
Reflection: Ask learners to say how they chose world and to realise that it is something that
their four living things. Ask ‘Did you think of a should be cared for.
place and then the things that live in that place?’.
Main teaching idea 1 activity links with observational
A
If learners did not do this, ask them to repeat
drawing in art and with understanding habitats in
the activity using this technique. Ask them to say
geography. This activity links to maths and provides
whether it was easier or harder to choose living
an opportunity for learners to practice counting.
things using this technique.
They could count the number of living things found
R
or the number of leaves or flowers on a plant.
2 Living/non-living slideshow (10 mins)
Resources: Digital Classroom video – Living and Main teaching idea 2 links with sorting and
non-living things (optional), or photographs of grouping in maths. Ask learners to say how many
living and non-living things. things are in each group. Ask ‘Which group is
D

larger?’ and ‘Which group is smaller?’

Description: Show learners a series of photographs,
each showing either a living or non-living thing.
Ask learners to move their shoulders up and down
(to show movement) if the thing is alive and to keep Homework ideas
very still if the thing is not alive. Ask learners to draw four of their favourite living things.
Digital Classroom: If you have access to the Digital These pictures could be used for a wall display for this
Classroom component, use the video to check if the unit. Challenge learners to write the names of the living
learners know how to identify whether something is things on their pictures.
living or non-living. The i button will explain how
to use the video.

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CAMBRIDGE PRIMARY SCIENCE 1: TEACHER’S RESOURCE

1.2 Parts of a plant

LEARNING PLAN

Learning objectives Learning intentions Success criteria

1Bs.01 Recognise and name the • To find out about the • Learners can recognise and
major parts of familiar flowering plants parts of plants. name the roots, leaf, stem
(limited to roots, leaves, stems and and flower of a plant.
flowers). • To name the parts of
plants.

1TWSc.05 Collect and record • To draw parts of a • Learners can observe plant
observations and/or measurements plant. parts and make drawings to
by annotating images and completing record their observations.
simple tables.

LANGUAGE SUPPORT

Support your learners’ language development byFT

featuring vocabulary in wall posters. These could
these new words. It is important that learners use
new words. By doing this, learners will become
A
include labelled diagrams, lists of terms, a glossary, more familiar with the new words and confident to
and sentences using the vocabulary in context. You use these words in sentences.
should carefully model terms. You could introduce part: a piece of a bigger thing
a word in this way. Say ‘Watch my lips as I say the
seeds: what a plant grows from
word “flower”, watch my mouth, lips and teeth. I
R
will say it again while you watch and then repeat it observe: using our senses to find out what is
back to me together’. You could ask the learners around us
questions and then give answers to support leaf: part of a plant which makes food
understanding of vocabulary, such as these. What flower: part of a plant which makes fruit and seeds
D

is a flower? Look here is a flower. (Hold up a flower stem: leaves and flowers grow from the plant stem
or a picture of a flower. Note that, in this context,
a flower is the head of the plant with petals, and root: the part of a plant that grows down into the soil
not the entire plant, as the term is sometimes used model: a way we show how something works by
colloquially.) making a small copy of something or a drawn
Your modelling of language in science is very example
important, but it is important to encourage the name: the word we use for something
learners to say the words themselves, so provide different: something that is not the same
lots of opportunities to talk about the tasks and similar: being the same in some way
activities and praise those who you hear using

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1 Living things

Common misconceptions
Misconception How to identify How to overcome
Applying the word ‘plant’ to Ask learners to observe an Explain and show that the term
flowering plants or shrubs and increasing range of plants and plant includes all the mostly green
using different words to describe check that they describe them as living things that make their own
smaller or larger plants for example plants. food.
‘tree’or ‘grass’.
The roots suck up plant food. Listen to learners talking about the Explain that the food is made in
function of the roots. the leaves (no need to mention
photosynthesis at this stage).
Referring to a plant as a flower, not In discussion with learners, listen to Point out examples of plants which
recognising that the flower is just a the language they use when talking do not presently happen to have
part of a plant. about plants. flowers. The correct word is plant.

Starter ideas and around the shoulders and on the headband

and flowers also on the arms and headband. Twist

FT
1 Talking about plants (5–10 mins) brown or grey paper attached to the feet as roots.
Resources: a potted plant, Learner’s Book, picture Add the labels and ask learners to talk about the
of potted plant parts of this ‘plant’.
Description: Ask learners to tell you what a plant
is. In this way you can find out what their existing
knowledge is at the start of this unit. Show learners Main teaching ideas
A
a real potted plant and the picture in the Learner’s
1 Activity 1: Finding plant parts
Book, which is a labelled diagram of the parts of a
plant. Ask learners to tell you where they have seen (10–15 mins)
plants like this locally. Have learners noticed the Learning intention: To find out about the parts of
plants.
R
plant parts? Ask learners to talk about other plants
they have seen. What is the biggest/smallest plant Resources: Learner’s Book, a picture of a plant and
learners know? ideally a potted plant (with pot which can be removed
Identifying misconceptions: Some learners will call to show the roots). Digital Classroom song – Down
D

the whole plant a flower as this is common usage of in the garden (optional).
the word flower. Description: Introduce the activity with a potted
plant or poster and refer to Finding plant parts
2 Dress up as a plant! (10–15 mins) activity 1 in the Learner’s Book.
Resources: brown, green or grey paper roll, green
Digital Classroom: If you have access to the Digital
card or paper, brightly coloured paper or card
Classroom component, use the song to show
sheets, sticky tape paper labels for leaf, flower, stem
learners how plants grow and to show them the
and root
different plant parts. The i button will explain how
Description: Explain that you are going to decorate to use the animation. You might need to explain
a learner to be a plant and ask for a volunteer. Get the lyrics ‘In autumn, fruit and leaves will fall’ if
learners to help as much as possible and accept learners aren’t familiar with this season and the
as many of their ideas as possible. The following changes that happen in nature during autumn.
ideas should help you to get started. Use a strip
Ask the learners to identify the flower, stem, leaf
of paper to make a headband, draw a flower on it
and root. Looking at the illustration in the Learner’s
or make and stick on a paper flower. Wrap paper
Book, ask learners to count the flowers, leaves and
loosely from feet to neck to signify the stem, repeat
root. Precise answers are not important here: make
on the arms as branches; stick leaves on the arms

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CAMBRIDGE PRIMARY SCIENCE 1: TEACHER’S RESOURCE

sure that the learners have seen several examples of the parts. Some learners could be challenged to also
each part. use Worksheet 1.2C, which requires them to complete
If you have time, ask them to observe the potted simple sentences about the function of the parts and
plant and or poster and think about similarities and then add these as labels to their plant.
differences. Do the plants have these plant parts? In pairs, ask learners to talk about their plant, its
Are they different in size, shape, colour? parts and what they do.
You could ask this question about each example. Differentiation ideas: You may decide to have
Can we see just one stem? (There may be more than learners working in pairs. This gives learners an
one stem, or the stem may split.) opportunity to learn from one another and to use
Safety: Remind learners that while we do eat some their developing science vocabulary in a real activity.
plant parts, for example, spinach leaves, tomatoes, This will aid both confidence and familiarity with
many plant parts are poisonous. Learners should new words. However, at times you could ask learners
not eat plants they find and should wash their hands to work alone as it might better suit some learners.
after touching any plants. It will also allow you to see what they are able to do
and say.
Differentiation ideas: Listen to learners’ responses
and be prepared to reinforce learning, perhaps by Some learners may need help cutting out the parts.
showing more examples, for example, of particular Most learners will benefit from seeing the plant part

FT
plant parts. functions written on a poster or board.
Begin with basic questions about the plant parts.
For example, Can you see …? What shape/colour 3 Think like a scientist: Observing plant
is …? How many …? Increase the challenge with
parts (30 mins)
more open-ended questions. For example, Why does
a plant have roots/flowers/leaves? Does a baby plant Learning intentions: To find out about the parts of
have all these parts? plants.
A
You will provide support with posters, pictures and To draw parts of a plant.
real life examples. Written labels will assist learners, Resources: Learner’s Book, a selection of plants,
along with your very clear pronunciation of the magnifying glasses (if possible).
terms. Increase the challenge with a wider range of
R
Safety: Before this activity check that no learner is
examples, for example, plants of different form and
allergic to plants, for example, pollen. Tell learners
shape, very young plants, etc.
that they must not eat any plants they find and must
wash their hands after touching any plants.
2 Activity 2: Making a model plant
D

(20 mins) Description: Look at the Think like a scientist text

in the Learner’s Book with the learners and explain
Learning intention: To name the parts of plants.
that they are going to observe three different plants,
Resources: Learner’s Book, if possible a potted draw them and name their parts.
plant, Worksheets 1.2A, 1.2B, 1.2C, a poster or
whiteboard drawing of a plant, scissors, glue. If possible, it would be a good learning experience
for learners to visit a safe outdoor area to make
Description: Look at the pictures in the Learner’s observations of real plants. An alternative would
Book for Activity 2. Using a poster or a real plant, be to bring potted plants, young seedlings, or
ask a learner to point to a root, stem, a leaf and a vegetables with roots and leaves still attached,
flower. Point out that these parts look different of into class. This would also allow valuable
different plants. Review with learners the functions observation.
of the root, stem, leaf and flower. Where possible,
ask the learners to do the explaining. Ask learners to observe a number of plants, looking
carefully at leaves, stems and flowers.
Ask learners to assemble a paper plant using parts cut
from Worksheet 1.2A. Learners who need support If any plants lack flowers or roots, ask the learners
with this activity could also use Worksheet 1.2B, these questions. Why can’t we see flowers on this
which gives labelling and guidance on where to stick plant today? Can you say why we cannot see the
roots on this plant?

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1 Living things

Ask learners to work with a partner and find two the soil? Player one answers the questions with ‘yes’
plants which have flowers and roots but which are or ‘no’. After some questions player two guesses the
different. Ask them to say how the plants are similar. word on the not.
Ask them to say how the plants are different. Digital Classroom: If you have access to the Digital
Ask the learners to draw the two plants so that they Classroom component, use the slideshow to show
have a record of what they see as well as the similar the learners the wide range of plants, from tiny
and different things. plants to huge trees. The i button will explain how
to use the slideshow.
Finally ask learners to look at their drawing and
talk again about a similarity and a difference they Differentiation ideas: Some learners will need
observed. support to formulate suitable questions to ask.
Practical guidance: Learners may not have used Reflection: Ask the learners why they think that
magnifying glasses. Teach them how to use them, as young scientists they need to be able to observe
for example, keep their head and plant part still using their eyes and their brain.
while moving the glass towards and away from the Ask learners to make comparisons of plant parts in
eye to focus. terms of size (perhaps recording with a strip of paper
Warn learners not to eat anything they find, or cut to length) and extend this to use of non-standard
touch plants and then their face or mouth, and that measures, for example, bricks. Making comparisons

FT
they will wash their hands after this activity. can easily become mathematical, by thinking about
shape, orientation and size of plant parts. For
Young learners often find difference easier to talk example, can we find any straight lines on a plant?
about than similarities, so insist on talking about
similarities as well as differences. 5 Workbook 1.2: Parts of a plant
Remind the learners to keep looking at the plant (10–30 mins)
they are drawing. Many learners of this age will Learning intention: To reinforce knowledge of plant
A
draw a typical plant from memory without looking parts.
at the plant you provide.
Resources: Workbook 1.2, a selection of plants
Differentiation ideas: Some learners may need
Description: This section of the Workbook focuses on
prompting when looking for differences between
plant parts. The Focus section asks learners to draw
R
plants. Other may find similarities harder to spot so
lines from labels to the parts of a plant. They are
support learners by asking questions such as ‘Do
asked to look at a selection of plants and the different
both plants have roots?’.
shapes of the leaves and flowers. In the Practice
Challenge more confident learners by expecting section learners are asked to do a similar activity, but
D

them to observe many details and to identify more this time there are two plants to label. The Challenge
similarities and differences. Can learners use maths section asks learners to put pictures of a growing
language to describe shapes? Can they see or feel the plant in order.
texture of plant parts?
Differentiation ideas: Learners who find this more
challenging will need support to access the last
4 What am I? (10 mins) section of the Workbook.
Learning intention: To play a game to reinforce
knowledge of plant parts.
Resources: sticky notes, pens; Digital Classroom
Plenary ideas
slideshow – A world of plants (optional) 1 Let’s Invent a Plant! (10 mins)
Description: In pairs, player one writes the word Resources: paper, pencils and crayons
stem, root, leaf or flower on a sticky note. Player Description: Ask learners to draw a design for a new
two must not see this word. The sticky note is then plant with roots, stem, leaves and very colourful
placed on player two’s forehead. Player two now has flowers. Ask learners to label the plant parts.
to ask questions to which the answer is ‘yes’ or ‘no’, Support lower achieving learners by providing flash
for example, am I colourful? Do I grow down into

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CAMBRIDGE PRIMARY SCIENCE 1: TEACHER’S RESOURCE

cards of the vocabulary in this topic, for example,

leaf, leaves, plant, flower, roots. Limit the number above), can they think of examples of how they
of examples of plants you share with these learners. learn? These could be times when they found
Initially ensure plants used are very familiar. something hard to understand or puzzling.
What was it that helped them? Was it doing
Challenge higher achieving learners with a range of something? Was it seeing something? Was it
different plants (real or pictures) which display the talking to others?
obvious features required – flower, stem, leaf, root.
Encourage learners to compare and talk
Assessment: Determine from these invented plants about the size of plants and plant parts using
that learners can identify the root, stem, leaf and comparative and superlative language, for
flower. Observe the learners and talk to them so that example, big, bigger, biggest. Learners might
you are confident that each learner in a pair knows compare the relative sizes of plants and plant
these plant parts. parts. Learners also have to formulate an
Reflection: Ask learners to think and talk about plants explanation. These sentence stems will assist
which they know have safe edible leaves. How can learners:
they tell that a plant part is safe to eat? For example, a • A plant has a stem because …
trusted family member guides them; they recognise a
very familiar plant part, for example, a tomato. • The plants has roots which …
• The plant has leaves, they make …

FT
2 My favourite plant (10 mins) • Plants have flowers so that …
Resources: a puppet
There are links to art when learners make leaf
Description: Ask the learners to tell a puppet about rubbings or brush paint on to leaves with which
their favourite plant. Knowing the name of the plant they then print.
at this stage is not important, just ask them to talk
If you use a song, then you are linking to music.
about its flower, leaf, stem and whether it has roots.
Learners can suggest words the known tune, for
A
Assessment: Ask the audience of other learners to example, to the tune of 'happy birthday' they
say whether they think this learner knows the leaf, might sing:
stem, roots and flower as parts of a plant. They can
Plants have so many parts,
raise one arm for no and two arms for yes.
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Plants have so many parts,
Reflection: Ask learners to think of times when
people buy plant parts to eat or as gifts. For Roots, stems and flowers all over,
example, sweet potato, carrot, pepper, tomato, rose And leaves making food.
flower, orchid flower.
D

This topic links strongly to environmental

education because learners will begin to
CROSS-CURRICULAR LINKS appreciate the lives of plants and the value of
plants.
This topic has a number of cross-curricular
opportunities, especially with mathematics,
literacy and skills for life such as communication Homework ideas
and critical thinking. For example, when you ask
learners to reflect on their learning (see ideas Ask learners to draw plants they have at home. Ask then
to label the roots, the leaf, the stem and a flower.

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1 Living things

1.3 Plants and light

LEARNING PLAN
Learning objectives Learning intentions Success criteria

1Bp.03 Know that plants need • To find out if plants need • Learners can say what will
light and water to survive. light. happen to a plant with no light.

1TWSp.02 Make predictions about • To do an investigation • Learners can say what they
what they think will happen. and say what we think will think will happen in an
happen. investigation.

1TWSc.02 Use given equipment • To take care when we • Learners can take care when
appropriately. touch plants. they touch plants.

1TWSc.03 Take measurements in • To count bricks to find out • Learners can count bricks to
non-standard units. how tall plants are. find out how tall plants are.

LANGUAGE SUPPORT

This topic provides an opportunity to use

comparative words such as ‘smaller’, ‘bigger’
FT ask: use a question to find out
A
question: you ask a question to find something out
and ‘taller’. Show the learners how to use these
answer: what you try to find out when you ask a
words and encourage them to use them orally.
question
When comparing plants, give learners examples
of simple sentences and ask learners to repeat light: a bright glow from a light source that helps
R
these, for example, ‘The plant in the dark grew us to see
taller.’ investigation: testing something to find the answer
grow: get bigger or change as you get older to a question
D

Common misconceptions
Misconception How to identify How to overcome
Plants must have light from the Sun Ask learners to talk about or draw Show learners photographs of
to grow. the things they think a plants needs plants growing well indoors in
to grow. artificial light.
Some plants, for example Ask learners to talk about or draw Explain that products called
tomatoes, need food. the things they think a plants needs ‘tomato food’ or ‘plant food’ are
to grow. sold but plants can grow without
these as they make their own food
in their leaves. ‘Plant food’ can help
to keep a plant healthy.

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CAMBRIDGE PRIMARY SCIENCE 1: TEACHER’S RESOURCE

Starter ideas
1 Where do plants grow? (15 mins) a blanket representing warmth or sleep, a flashlight
Resources: Some plants in pots and/or photographs representing light, a book representing learning
of plants growing in different environments, or entertainment, a toy animal, toy car or a doll
including indoor environments with lighting, representing entertainment.
greenhouses and people’s homes. Include one photo Description: Show learners the bag and explain
of unhealthy plants that lack water or light. Digital that inside there are some things that people need
Classroom slideshow – What do plants need to grow? to live and some things that they do not need.
(optional) Choose a learner to come up and choose an item
Description: Show learners the plants in pots or from the bag. Ask this learner or other learners to
the photographs of plants growing in different say whether people need the item to stay alive. You
environments. Ask them to tell the class what they could ask ‘Would people die if they didn’t have
can see. Recap the learning from Topic 1.2 by this?’. When all the objects have been taken from
asking learners to identify stems, leaves and flowers the bag, put them where the learners can see them
if possible. Then ask these questions. ‘Are these and ask ‘Do plants need any of these things?’.
plants healthy?’, ‘Do the plants look healthy?’ ‘Have Choose learners to hold up items they think plants
the plants got what they need to grow?’. Now ask might need. Challenge some learners to explain
why they think plants would need this item.

FT
this question. ’What do plants need to grow?’. Ask
learners to talk with a partner. Can they think of Humans need food, water and warmth (and air or
some things a plant needs to grow? Ask learners oxygen) to survive.
whether they agree or disagree. If learners say that Plants need light and water to survive (they
plants need the Sun, ask them if they have ever seen make their own food from water and air using
plants growing indoors. Ask ‘Do you think a plant photosynthesis).
could grow with indoor light?’.
Identifying misconceptions: Some learners may think
A
You could challenge some learners by asking them that plants get the food they need from the soil. If
to explain their reasons. Learners might give reasons learners say that plants need food to live ask ‘Have
from their own experience such as ‘I know plants you ever seen a plant eating?’. Explain that plants
need water because we had a plant indoors and do need food, but they can make it themselves in
R
didn’t water it and it died.’. their leaves from water and air.
Digital Classroom: If you have access to the Digital Some learners may say that there are plants that eat
Classroom component, use the slideshow to show insects. This is true, but these carnivorous plants use
plants growing in different conditions. The i button nutrients from their prey to keep them healthy. They
D

will explain how to use the slideshow. usually grow in places where the soil does not have
Identifying misconceptions: Some learners may many nutrients. Carnivorous plants still make their
say that plants need light from the Sun but plants own food in their leaves.
can grow well with artificial light. Show the class
a photo of plants growing indoors under artificial
lights. Ask ‘Do these plants have what they need Main teaching ideas
to grow?’. Some learners may say that plants need 1 Activity: What do plants need to grow?
soil. Plants do use nutrients from the soil to keep (20 mins)
healthy, but they do not get food from the soil.
Food is made in the leaves by photosynthesis. Learning intention: To find out if plants need light.
Explain to learners that plants do need things from Resources: Learner’s Book, pictures on the board
the soil, but not food. Food is made in the leaves. of water, the Sun, some food, books, toys, an empty
plant pot and some clothes, Digital Classroom
2 What do humans need to live? activity – What do plants need to grow? (optional)
(15 mins) Description: Read the Activity: What do plants need
to grow? in the Learners’ Book to learners. Show
Resources: A bag containing a lunchbox
learners the pictures on the board of water, the
representing food, a water bottle representing water,

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1 Living things

Sun, some food, books, toys, an empty plant pot To take care when we touch plants.
and some clothes. Explain that you want learners To count bricks to find out how tall plants are.
to draw pictures of the things that they think plants
need to grow and label them if possible. Get them Resources: Learner’s Book, two very similar young
started by asking ‘Do plants need food and water, plants in pots, a cardboard box to cover one of the
just like people do?’. Discuss learners’ answers and plants, labels reading ‘Light’ and ‘No light’, small
ask others to say whether they agree or disagree plastic bricks. A large sheet of paper, paper for
with the answers given. At this point, do not correct learners to draw pictures of the plants at the start
any wrong answers such as ‘a plant needs a pot and the end, Digital classroom video – Do plants
to grow’, allow learners to talk about their own need light to grow? (optional)
ideas and explain that you will tell them the correct Description: The effects of having no light should be
answers later in the activity. clear after one week but leaving the investigation for
Ask learners to draw the things they think plants two weeks may be necessary in some cases.
need to grow. When learners have finished, ask them Show learners the pictures of Marcus setting up the
to look at some other learners’ work. Choose several investigation in the Learner’s Book. Ask learners
learners to say what they think the correct answers ‘What is Marcus trying to find out?’ and ‘What is
are and then tell them if they are correct. Choose his question?’. Explain what Marcus is doing if
learners to give reasons for their answers as before. necessary then tell learners ‘You are going to do

FT
You could extend this activity by asking learners to your own investigation to find out the answer’.
draw pictures of themselves as gardeners looking after Show learners the two plants and ask ‘Can you
plants. Ask learners to talk about where they would see that they are the same?’. Explain that you are
put the plants and how they would look after them going to keep one plant in the light but put the box
over the other so it is in the dark. Put the plants
Differentiation ideas: Challenge some learners by next to the labels but, before covering one plant
asking them to think about other things that are not with the box, choose learners to measure the height
shown on the board. Ask ‘Is there anything else that
A
of the two plants using plastic bricks. Write down
a plant might need to grow?’. These learners may the heights of the plants on the large sheet of
suggest that plants need soil to grow. Explain that paper. Keep this paper on display throughout the
they are correct that most plants grow in soil, but investigation. Now ask all learners to draw what the
explain that the soil helps them to be healthy and two plants look like at the start.
R
that it is possible to grow a plant without soil. You
could demonstrate this by planting some seeds in Explain that you will give water to both plants and
cotton wool and giving them water. If bean or pea look at them again after a week. Ask some learners
seeds are used, they should germinate within a few to say what they think will happen to the plant in
D

days and grow fairly well without soil. the light then ask some to say what they think will
happen to the plant in the dark. Now ask learners
Support learners by having pot plants in the to draw what they think the two plants will look like
classroom and allowing them to give the plants after a week.
water when needed. Talk with learners about where
to keep the plants and how to look after them. After a week, look at the two plants again. Ask
learners ‘How are the plants different?’ and ‘How
Digital Classroom: If you have access to the Digital are the plants similar?’. Ask ‘Which plant looks
Classroom component, use the activity to check healthy?’ and ‘What makes the plant that was in the
learners’ understanding of what plants need to grow. dark look unhealthy?’.
The i button will explain how to use the activity.
Ask learners to draw what both plants look like at
2 Think like a scientist: What happens to the end.
a plant with no light? (20 mins to set up, The plant in the dark will grow tall because it is
20 mins to review results after a week) growing upwards to try to find some light. It will
Learning intentions: To find out if plants need light. not grow many leaves and the stem and leaves will
be very pale and look unhealthy. It will eventually
To do an investigation and say what we think will die without light because it cannot make the food
happen. it needs. The plant in the light will grow a bit taller

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CAMBRIDGE PRIMARY SCIENCE 1: TEACHER’S RESOURCE

than it was at the start of the investigation but more activity. You could seek help from the art/design
leaves will grow and it will look green and healthy. department for help if necessary.
Differentiation ideas: For investigations that take
several days, learners can be supported by taking
photographs of the plants at different stages
and adding these to a display as a record of the
investigation.
Some learners may find it hard to draw a plant.
Support these learners by demonstrating how to
draw a simple plant on the board just using a line
for the stem and showing them how to draw simple
leaves.
Challenge some learners to give reasons for their
predictions. Ask ‘Why do you think the plant will
do that?’. Learners who suggest that the plant in
the dark will die because it needs light already have
an understanding that plants need light to grow.
These learners are correct. You should encourage

FT
them to notice the detail of how the plant responds
to the darkness by growing taller and becoming
pale before it dies. Other learners might predict
that the plants in the light will grow well because
‘...plants are usually kept in light places’. This
shows some awareness that plants may need light
but does not show an understanding of what would
A
happen without light.
Challenge learners by extending this investigation
to include a plant that has a just a small amount of
light. Cover the plant with a box with a small hole
R
Description: Open the plant maze to show learners
cut in the top. Ask these learners to say what they
the inside. Explain that, when it is closed light can
think will happen to this plant and then check their
only get in through the small hole at the top so it is
prediction after a week as described above.
very dark at the bottom. Place the young plant at
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Digital Classroom: If you have access to the Digital the bottom of the maze and ask learners to say what
Classroom component, use the video to reinforce they think will happen.
learning about plants needing light to grow. The i
Give the plant water. After a week, open the plant
button will explain how to use the video.
maze and show learners what has happened. Ask
learners ‘Is this what you thought would happen?’
3 Plant maze (20 mins to set up, and ‘How is the plant different?’.
20 mins to review results after a week)
The plant in the maze will grow tall because it is
Learning intentions: To find out if plants need light. growing towards the light. It will grow through the
To do an investigation and say what we think will maze towards the hole at the top. It will not grow
happen. many leaves and the stem and leaves lower down
Resources: One young plant, a plant maze: a large will be very pale and look unhealthy.
cardboard box with a small hole a one end for light, Differentiation ideas: Challenge learners to give
pieces of card are attached inside the box to block reasons for their predictions. Most could do this
the light and make a maze (see diagram). You will orally but some others could record their reasoning
need to make the plant maze before starting this by writing a simple sentence.

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1 Living things

4 Workbook 1.3: Plants and light as forests and jungles. Explain that people do not
(10 to 30 mins) plant or look after the plants in these places and
ask ‘How is the cave different to these places?’.
Learning intentions: To find out if plants need light.
Explain, if necessary, that there is plenty of light
Resources: Workbook 1 in jungles and forests, but not enough light in the
Description: Learners use Workbook activity 1.3 cave for plants to grow.
Plants and light to label plants grown in light and Ask learners to talk about other dark places they
dark places, to compare the plants by labelling have seen where there are few or no plants. Learners
differences between them and completing sentences. might suggest under bridges or under some large
Learners can use the Focus activity to identify whether trees.
some pictured plants have been growing in the light or
the dark. The Practice section asks them to compare 2 Science questions (10 mins)
the features of plants that have been grown in the Resources: Picture of Marcus setting up the
light and plants that have been grown in the dark. In investigation about plants and light in Think like a
the Challenge section they complete sentences about scientist activity in the Learner’s Book
plants that have grown in the light or the dark, and Description: Show learners the pictures of
select correct statements about a plant with no leaves. Marcus setting up the investigation in the
Differentiation ideas: Learners who find this more Learner’s Book. Ask learners these questions.

FT
challenging will need support to access the last ‘What was Marcus’s question?’ ‘How did he find
section of the Workbook. out the answer?’. Explain to learners that you
can find the answers to many science questions
by doing different science tests. Ask learners to
Plenary ideas think about plants and to say whether they can
1 What grows in a dark cave? (10 mins) think of any other science questions about plants.
Support learners by writing question stems on the
A
Resources: Photograph of a dark cave in the
board. For example, ‘What will happen to a plant
Learner’s Book.
without ...?’ and ‘What will happen to a plant
Description: Ask learners to look closely at the with ...?’.
photograph of the cave in the Learner’s Book. Ask
Reflection: Ask learners these questions. ‘Was it
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‘Can you see any plants growing in the cave?’. Ask
easy to find out the answer using a science test?’ ‘Was
learners to explain why there are no plants growing
it easy to see the differences between the two plants?’
in the cave. Explain, if necessary, that there is not
‘Did you like finding out by doing a test? Why?’
enough light in the cave for plants to grow and that
D

plants need light to grow. You could extend this by

saying that plants use light to make food in their CROSS-CURRICULAR LINKS
leaves. Without light they can’t make food so they When discussing places in the world where
can’t survive. plants grow without humans looking after them,
Assessment: Ask learners to say why they think you are linking to Geography.
no plants are growing in the cave. Learners who
say that it is too dark in the cave for plants to
grow have a clear understanding that plants need
light to grow. Some learners may give reasons
Homework ideas
that include humans looking after plants such as Ask learners to draw a picture of a plant they have at
‘There is no one to look after plants growing in a home or of a plant they can find outside. Challenge
cave,’ or ‘No one has planted plants in the cave’. some learners to label the parts of the plant. Some may
Ask these learners to think about wild places such be able to find out what type of plant it is.

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CAMBRIDGE PRIMARY SCIENCE 1: TEACHER’S RESOURCE

1.4 Plants need water

LEARNING PLAN
Learning objectives Learning intentions Success criteria

1Bp.03 Know that plants need • To learn about how • Learners know about how
light and water to survive. plants need water. plants need water.

1TWSp.02 Make predictions about • To predict what • Learners can predict what
what they think will happen. will happen in an will happen in a science
investigation. investigation.

1TWSc.05 Collect and • To record observations in • Learners can record

record observations and/or tables. observations in tables.
measurements by annotating
images and completing simple
tables.

1TWSa.01 Describe what

happened during an enquiry and if
it matched predictions.

FT
• To see if what happened
was what we predicted.
• Learners can say if what
happened was what they
predicted.
A
LANGUAGE SUPPORT

Support the development of language by a lion, like this, similarity! and so on, in a spooky
demonstrating how to use the science vocabulary, voice, like a frog, etc.
R
particularly in sentences. Take care that the learners predict: when we say what we think will happen
hear new terms to form these correctly. Test this
record: when we draw or write a note of something
by asking the class to repeat a word to you like
we have observed
‘similarity’. Use this technique. Give the learners
D

these instructions. Say it back to me like a mouse, table: a grid where we record things
whisper like this, mouse. Now say it back to me like explain: when we give a reason for something
practical: a ‘hands on’ activity

Common misconceptions
Misconception How to identify How to overcome
That each plant needs a lot of Talk to learners about the amount Refer to plants outside which do
water every day. of water plants need, perhaps not get rainfall each day.
whilst watering a plant.
Show that soil in a plant pot can
stay moist for several days.
That water enters the plant through Ask learners to tell you how the Remind learners about the roots
the leaves. water gets into the plant. and that one of the jobs of the
roots is to get water from the soil.

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1 Living things

Starter ideas
1 Water for plants (5–10 mins) Ask the learners to look at the next picture of plants
Resources: Learner’s Book picture of plants growing growing in different places.
in different places. Ask if they have seen plants locally living locally.
Description: Ask the learners about what they can Where?
observe on the picture. Can they say why there are Ask five learners to make a drama. One child is a
few plants in the dry looking area? Ask them to plant in a dry place, another one is in a cooler place
talk in pairs about where the water for these plants that gets rain. The three others are rain clouds who
comes from. visit the cooler place, they hold hands high and
Identifying misconceptions: Learners may think that wriggle fingers to ‘rain ‘ on the plant. This plant is
no plants can live in a dry area. Show them pictures happy and grows strongly. Only one ‘cloud’ visits
of plants that are adapted to live in very dry the dry area with a little rain, this plant looks a little
conditions. You do not need to go into detail about sad and only grows slowly.
how these adaptations work at this stage. Differentiation ideas: Listen to the responses and
contributions of different learners, and identify
2 Planting seeds (15 mins) learners who are quiet, lack confidence or make
Resources: Two flower pots, compost, water, large errors and need more support, and ones who

FT
seeds, for example, sunflower, beans, labels. use language accurately, make suggestions, ask
questions, and so need more challenge.
Description: Ask learners to assist you planting
seeds by taking two pots and adding compost. Get Begin and support with questions about what
learners to talk about what they are doing. Explain they observe. Here are some examples. ‘What do
that you’ll ask them to put seeds in both but only you observe?’ ‘What has happened?’ Move onto
water one pot. Ask learners to complete this and to questions to elicit explanations. Here are some
examples. ‘Why is that?’ ‘What has affected this
A
then label the pots, water one and make predictions
about what will happen in the coming days. plant?’ Move to questions about the future like
these. ‘ What should we do?’ ‘If we do this, what
Safety: Always wash hands after handling either
will happen?’
compost or seeds.
R
2 Activity: Healthy plants?
Main teaching ideas (10–15 mins)
1 All plants need water (10 mins) Learning intentions: To learn about how plants need
D

Learning intention: To learn about how plants water.

need water. Resources: Learner’s Book, a potted plant, a plastic
Resources: Learner’s Book, if possible, a wilted plant. bottle of fresh water.
Description: This is a class discussion activity. Description: Ask learners to look at the healthy
Try to ensure that all learners contribute to the plant you have brought to the class and picture B
discussion. Try to find out if learners understand (the over-watered plant) in the Learner’s Book. Ask
what has happened to the wilted plant, and why learners to talk with a friend about the difference
it has happened. Use questions like these. ‘What and what may be wrong with the plant in picture B.
has happened to this plant?’ ‘What do you observe Explain that the sick plant has had too much water.
about the plant?’ Ask learners to describe what it looks like and
Ask the learners to look at the picture of the wilted predict what will happen if still has too much water.
plant in the Learner’s Book and a real one if you Agree that plants need ‘the right amount’ of
have it. Can they describe what they observe and water and that as carers of plants we should test
explain what has happened to the plant? Ask them the soil to check it is moist and only water as a
to read what the children are saying on the page. Do plant gets dry.
they agree? Can they explain?

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CAMBRIDGE PRIMARY SCIENCE 1: TEACHER’S RESOURCE

Safety: After touching soil, learners should wash Observe what happens. Normally you would see the
their hands because there is a danger of germs plant without the plastic bag looking healthy but
being spread to their eyes and mouths and to other the one with no water to the roots beginning to wilt
people. after several hours.
Differentiation ideas: The first step is to ask Ask the learners to draw what they are doing and
learners what they observe and describe it to you. draw what they will think will happen.
Challenge them by asking them to predict what Safety: Learners must wash their hands after
might happen in the future with or without water. touching the plants.
Can they explain why things could be different in
the future? Differentiation ideas: Some learners may need
careful guidance. For example, you may need to
Some learners may need support with language, break down the activity into small steps for each
so it will be important to demonstrate how to use of which you lead and guide. Encourage others to
words and have them on display in a written form. make decisions and work more independently.
Always be ready and willing to give support with,
for example, step-by-step guidance, but monitor You could ask some learners to make two drawings
the learners and gradually step back and allow the to record what they did and then a prediction. You
learners to do more and take more responsibility. could challenge others to draw one or two steps in
Praise this when it happens, even if things go wrong. the process.

FT
More confident learners should be challenged with 4 Think like a scientist 2: How much water
questions and the opportunity to make decisions.
They should predict and explain. If they pose a
do plants need? (30 mins)
question, ask them to tell you how they could find Learning intentions: To learn about how plants need
out the answer. water.
To record observations in tables.
3 Think like a scientist 1: How plants get
A
Resources: Learner’s Book, nine plant pots, water,
water (30 mins) watering can or jug, nine seeds, poster paper, table
Learning intentions: To predict what will happen in of results in poster format, Digital Classroom
an investigation. manipulative – Get the water and light right!
R
(optional).
To see if what happened was what was predicted.
Description: Look at the Think like a scientist 2
Resources: Learner’s Book, Two similar potted
activity in the Learner’s Book and explain that the
plants – ideally their compost should be drying out,
learners are going to investigate watering plants.
a plastic bag and string, a small watering can or jug,
D

Clarify the question you wish to answer, which

fresh water.
is how much water do plants need? Explain that
Description: Read the Think like a scientist 1 text in scientists always start with a question before they
the Learner’s Book and explain what the learners can plan a test or experiment. Note the question on
are going to do. Give learners the opportunity to a poster and put the poster on the classroom wall.
assist with two similar potted plants. Begin the Lead the learners to realise that we will plant and
activity by saying these things to the learners. try to grow three sets of three seeds (you can plant
‘I think plants get water through their leaves. You more if you wish). Three seeds will have water every
need to prove me right or wrong.’ day (agree an amount – say a small cupful each),
three will get the same amount but just twice a week
‘Tell me how we can test these plants to see if I am (for example, today and in two days), the others will
right or wrong.’ get no water. Check that the learners understand the
Lead the learners to suggest a test, such as: tie the question, what the test is and what the learners will
plastic bag around one plant pot. learn. Ask the learners to make a prediction about
what will happen. Make sure this is noted on the
Water the roots on one plant and the leaves only of
poster.
the other.
Finally challenge the learners by asking about the
place you will keep the seeds. Will all the seeds be

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22
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1 Living things

kept together? Will they be growing in one place, Resources: Workbook 1

for example on a shelf or windowsill? Would it be Description: In the Focus section, learners are asked
interesting to compare seeds growing in different to draw a plant that is not given water for a week
places? Can any learners explain how this simple and then draw what the plant looks like after it has
comparison will work? Some learners may be able to been given water. The Practice section asks learners
appreciate that the plants must be treated the same in to think about what happens to a plant over time
every other way to make a fair comparison, that is so when it is given some water on some days but not
it is fair (no need to emphasise fair testing at Stage 1). on others. They have to draw pictures to show their
Draw the learners’ attention to the table of results ideas. Finally, in the Challenge section, the learners
(you might rearrange this by adding the days of the are given pictures of a plant on different days and
week). Ask the learners what they draw in each box different watering conditions. They are asked to say
on the various days. Lead the learners to realise that what happens when the plant is not watered and
they need to produce a drawing of the seed/plant. also colour in bricks to show the height of a plant.
Safety: Learners should always wash hands with soap Differentiation ideas: Some learners will need support
and water after handling compost and seeds (seeds to complete the two later sections in the Workbook.
usually have chemicals on them to aid storage). Others may need support with colouring in the correct
number of bricks in the Challenge section.
Practical guidance: You should avoid placing the
pots on a sunny windowsill which may be too hot.

FT
You might also decide to check the plants at the
Plenary ideas
same time each day. The plants which have water 1 My best place to grow would be…
will grow, the ones without water will wilt and begin (10 mins)
to die. Over time, the plants with water everyday
may begin to yellow and look unwell as they may Description: Ask learners to pretend they are a plant
have too much water. and that they have to ask for the very best place to
grow. Give the learners time to talk with a partner
A
Differentiation ideas: Some learners may need about what they will say. You could prompt the
considerable step-by-step guidance. This may be learners with key words and ideas, for example,
most of the class if the learners are unfamiliar with dark, soil, water, warm sunlight, by a pond, with
practical testing. Begin by giving a lot of support other plants, etc.
R
and guidance, but then start to give the learners more
independence to avoid over-reliance on you. Some Ask several learners to stand up and share their
may cope with more independence. For example, requests. Start the learners off by saying ‘So little
let these learners decide on the number of seeds plant, where do you want to live?’.
D

and pots. As you give the learners independence, be Assessment: Listen to the words the learners use.
willing to let the learners pursue their ideas. Are they using the new science words? Are they
More confident learners should be able to justify using them correctly? You could demonstrate a bad
choices. Others can be asked why they think example. For example, ‘I am a plant and I want to
something is a good idea. When you ask learners to grow in a cave’. And ask the learners to be teacher
predict, you can challenge by asking the learners to and correct you.
tell you why they make this prediction. Reflection: Ask learners if they feel that talking with
Digital Classroom: If you have access to the other people has helped their learning in this science.
Digital Classroom component, use the manipulative
to reinforce how much light and water plants 2 Growing plants at home (10 mins)
need. The i button will explain how to use the Description: Talk to the learners about safe activities
manipulative with plants which the learners can do at home.
Make the point that the learners should tell a grown
5 Workbook 1.4: Plants need water up what they are doing, ask for help from a grown
(10–30 mins) up, not eat plants the learners find and always wash
Learning intentions: To reinforce the fact that plants their hands afterwards.
need the correct amount of water to survive.

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CAMBRIDGE PRIMARY SCIENCE 1: TEACHER’S RESOURCE

Ask for suggestions which might include:

• planting a mini garden in a plant pot or tray use of new vocabulary. There are many stories
which include the growth of plants including
• planting seeds Jack and the Beanstalk. The Chinese Bamboo
• varying the watering of a plant to observe the Tree has seeds that lie in the soil for one, two
effects and even three years, but no shoot appears!
• growing plants in different places to observe the Then in the fourth year it can grow 20 metres in
effects six weeks! Comparing growth over time, involves
estimation, use of non-standard methods and
• keep a plants diary by drawing pictures each day days of the week.
• drawing pictures of different plants Main teaching idea 4 links strongly to mathematics
• taking rubbings of tree bark or leaves. because learners are dealing with a question,
recording in a table and seeking to prove a
Assessment: Can learners talk about plants and
prediction. This activity also links to environmental
how plants need water?
education as learners are learning about the need
Reflection: Ask learners to talk about the things of plants for water.
they learn when they do science themselves.
This whole topic links strongly to English with
development of the vocabulary plants and
CROSS-CURRICULAR LINKS

FT
carrying out a simple test. Learners have to talk
Main teaching idea 1 can be linked to mathematics, and listen as they cooperate. There are links to
by talking about the amount of water we might mathematics, with ordering, proving or not their
give. For example, using non-standard measures predictions, predicting and measuring, and as
like a cup full, a bottle full. described above.
Main teaching idea 2 can be linked to mathematics
A
when you discuss different amounts of water. For
example, a teaspoon, an egg cup, a cup, a jugful. Homework ideas
It can also be linked to mathematics when you Ask learners to find a plant at home or near to home
talk about change over time, for example, today, that they can observe safely. Can the learners look after
two days, a week.
R
its watering for a week or keep a diary of the water it
There are strong links in Main teaching activity 3 gets in a week using pictures?
to literacy, with learners practicing and making
D

PROJECT: GARDENS AND GARDENERS

1SIC.03 Know that everyone uses science and plants and gardening. Gardeners know that plants
identify people who use science professionally. need light and water. Emphasise that gardeners
This project encourages learners to make a mini can be men and women. If the school has a
garden in a plastic, metal or card tray. It covers gardener, the learners might have seen this person
the Science in Context objectives about science working and may be able to tell you about what
being used in the world and people who use they have seen. You might be able to arrange for a
science. This project could be done in school or as gardener to visit class or for the learners to visit the
homework. gardener at work.

Initially learners are asked to observe the picture of You could reveal that you do, or have, looked after
the garden and then to think about the gardener. a garden and that we can all be gardeners. You
You might point out that some people work as might show the learners some gardening tools.
gardeners, some will have a lot of knowledge of

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24
 We
We are
are working
working with
with Cambridge
Cambridge Assessment
Assessment International
International Education
Education towards
towards endorsement
endorsement of
of these
these titles.
titles.

FT
A
R
D

Originalmaterial
Original material©©Cambridge
CambridgeUniversity
UniversityPress
Press2020.
2020.This
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materialisisnot
notfinal
finaland
andisissubject
subjecttotofurther
furtherchanges
changesprior
priortotopublication.
publication.
 We are working with Cambridge Assessment International Education towards endorsement of these titles.

Contents

Contents
1 Living things
1.1 Animals and plants alive! 2
1.2 Parts of a plant 5
1.3 Plants and light 8
1.4 Plants need water 11

2 Sound
2.1 Sound sources
2.2 Loud and quiet
2.3 Sound moves
FT 15
18
21
A
3 Materials in my world
R
3.1 Different materials 23
3.2 Properties of materials 26
D

3.3 Sorting materials 31

3.4 Changing materials 34

4 The Earth
4.1 Planet Earth 37
4.2 Heat and light from the Sun 40
4.3 Rocks 43
4.4 Soil 46

ii
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Contents

5 Humans
5.1 Our bodies 49
5.2 Our amazing senses 52
5.3 Similar and different 55
5.4 Staying alive 58

6 Forces
6.1 Moving things 61
6.2 Push and pull forces 64
6.3
6.4
6.5
Making things move
Floating and sinking
Magnets can pull FT 67
70
73
A
R
D

iii
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1 Living things
1.1 Animals and plants alive!
Focus
1 Colour in only the things that are alive.

FT
A
R
D

2
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1.1 Animals and plants alive!

Practice
2 Draw lines from these things to the right group.

lion

Non-living
FT butterfly

Living
tree
A
R
D

water Sun     chair

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1 Living things

Challenge
3 Cross out (cross out) the wrong word in the sentences below.
Example: A ball is alive / not alive.
A fish is alive / not alive. A cat is alive / not alive.
A rock is alive / not alive. Water does not need move / food.
A cat can move / food. Water is alive / not alive.

4 Write a sentence about this living thing.

Use some of these words.

FT
A
R
D

The tree is big.

leaves are small.

tall.

__________________________________________________________________

__________________________________________________________________

4
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1.2 Parts of a plant

1.2 Parts of a plant

Focus
1 Draw lines from these words to label this picture of a plant.

stem

FT root
A
leaf
R
D

flower

Look at lots of plants. Look at the different shaped leaves and flowers.

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publication.
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1 Living things

Practice
2 Draw lines from the words to each picture to label the roots,
stem, leaf and flower.

stem

roots

FT leaf
A
flower
R
D

6
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 We are working with Cambridge Assessment International Education towards endorsement of these titles.

1.2 Parts of a plant

Challenge
3 When a plant starts to grow it grows a root and a stem.
The leaves grow on the stem.
Later, the plant makes flowers.
These four pictures show the plant growing but they are in the
wrong order.
Put the plants in the right order using the numbers in the pictures.
Write the numbers here: ______________________

1 2

FT
A
R

3 4
D

Label the root, stem, leaf, flower in each picture.

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1 Living things

4 Put a cross () next to the wrong sentences below:

a There is only a flower on picture 1 because:
the flowers have fallen off in the other pictures
flowers are the last thing to grow
b There is root, stem and leaf in each picture because:
you can't draw a picture without them
the roots grow first, then the stem and leaves grow.

FT
A
R
D

8
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1.3 Plants and light

1.3 Plants and light

Focus
1 One of these plants is growing in the dark. The other is growing in the light.
Write the word ‘Dark’ or ‘Light’ under each picture. Colour in the plants.

FT
A
R
D

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publication.
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1 Living things

Practice
2 Write the words in the right box.

small leaves big leaves tall stem

Plants with light Plants in the dark

____________________________ ____________________________

____________________________

____________________________
FT ____________________________

____________________________
A
green leav
R
short stem es yellow leaves
D

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1.3 Plants and light

Challenge
3 Cross out the wrong words in these sentences.
Plant A was grown in the light / dark.
Plant B has small / big leaves.
Plant B has a tall / small stem.
Plant B was grown in the light / dark.

FT
A
R

A B
D

4 Write what you think will happen to a plant with no leaves.

stem tall.
grow
The plant will small.
not grow
leaves again.

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1 Living things

1.4 Plants need water

Focus
1 Look at this plant.
This plant has no water.
The plant isn’t given water for a week.
What will the plant look like next week without water?
Draw a picture of the plant without water.

FT
A
R

The plant is given water. What would it look like?

D

Draw the plant after it has had water.

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1.4 Plants need water

Practice
2 Draw the three missing pictures for days 3, 5 and 6.

Day Rain?

1 rain

2 No rain

FT
A
3 No rain
R
D

4 rain

5 No rain

6 No rain

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1 Living things

Challenge
3 Look at these six pictures. They show a plant as it grows.
When we stop watering the plant wilts.
The bricks next to the plant show how high it has grown.
On days 5 and 6 we stop watering.
What happens when we stop watering?
When we stop watering, the plant ____________.
Colour in the bricks on days 2–6 to show the height of the plants.

Day 1 - water Day 2 - water

FT
A
R
D

Day 3 - water Day 4 - water

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1.4 Plants need water

Day 5 - no water Day 6 - no water

FT
What happens to the height of the plant on day 5 and day 6?
On day five the height of the plant was ____________ bricks.
On day six the height of the plant was ____________ bricks.
A
Why does this happen?
The plant ___________ because it had no ____________
R
D

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publication.