ENDORSED BY min CAMBRIDGE pts Suse zs International Examinations CAMBRIDGE PRIMARY Science Jon Board and Alan CrossCAMBRIDGE ‘UNIVERSITY PRESS, University Printing House, Cambridge ca2 835, United Kingdom Cambridge University Press part of the University of Cambridge. Te furthers the University’s mission by disseminating knowledge in the pursit of ‘education, leerning and research at the highest international levels of excellence, sewwcambridgeorg Information on this tile: www.cambridge.org/9781107611450 (© Cambridge University Press 2014 ‘This publication iin copyright Subject to statutory exception and tothe provision of elovantclletve licensing agreensens, ‘no reproduction ofany part may take place without the written permission of Cambridge University Pres iret published 2004 Printed in india by Repika Pros Pvt Lid A catalegue record for this publication is aallabl from the British Library 98x 978-1-107-61245-0 Paperback ‘Cambridge University Press has no responsibility for the persistence or accuracy ‘of URLs for external or third-party internet websites refered ton this publication, and doesnot guarantee that ny canter on such webeites ior wil remain accurate or appropriate. Information regarding pros, travel timetables, and other facta information given inthis work icrvect atthe me of est pooting but Cambridge University tess doesnot guarantee the accuracy of such information thereafter cover Artwork: Bill Baton ‘The publisher is grateful tothe experienced teachers Mansoora Shoulb Shah Lahore Grammacr School, 55 Man, Gulberg Lahore and Lynne Ranaford for thelr careful reviewing ofthe content. References to Activities contained in these resources ae provided ‘si end nformation| provided ison the understanding that teachers and technicians shall undertake a thorough ‘and epproprate risk assessment before undertaking any ofthe Activites listed, Cambridge “University Prss males no warrant, representation o claims of any kind concerning the Activites. To the extent permitted by tw, Cambridge University Pres wil ot be Hable for ‘ny os, injury, claim ibility or damage of any kind resulting from the use ofthe Activities.= # / Antroduction ‘Cambridge International Examinations Primary Science curriculum framework. It fsa fun, flexible and easy- use course that gives both learners and teachers the iieneirta he methaly aeigaged wilt hie Gorin. xi eleva negra EA well as subject knowledge. This Activity Book for Stage 3 is designed to be used alongside the Learner's Book for the same stage, ISBN 978-1-107-61141-2. In this book you will find a single-page exercise to accompany each topic presented in the Leamer’s Book, as well as. a language review exercise at the end of each unit to practise the key vocabulary. The exercises are designed to be completed as pen-and-paper exercises, and learners can work on them individually or in pairs or small groups. You can set the exercises as in-class work or homework. There are different styles of exercise throughout to maintain interest and to suit different purposes. The main aims of the exercises in this book are: ® to consolidate the subject knowledge presented In the Learner's Book ®@ to encourage learners to apply the knowledge in new situations, thus developing understanding @ to practise scientific language ® to develop scientific enquiry skills such as presenting and interpreting results from investigations. The answers to the exercises in this Activity Book are available in the Teacher's Resource for Stage 3, ISBN 978-1-107-61150-4. This resource also contains extensive: guidance on all the topics. ideas for classroom activities, and guidance notes on alll the activities presented in Learner's Book. You will also find a large collection of We hope you enjoy using this series. With best wishes, the Cambridge Primary Science team,ed v Introduction Useful words Looking after plants 1.1 Plants and their parts 1.2 Plants need water 1.3 Transporting water 1.4 Plant growth and temperature Language review Looking after ourselves 2.1 Food groups 2.2 A healthy meal 2.3 Keeping teeth healthy 2.4 How | keep healthy Language review Living things 3.1 Making a sign 3.2 Life cycles 3.3 How do seeds move? 3.4 Similar and different 3.5 Sorting plants Language review : 4 Our five senses 4.1 How loud Is the sound? 4.2 Taste test 4.3 Eye colour Language review Investigating materials 5.1 Can you guess the material? 5.2 Sorting materials 5.3 What is this material useful for? 5.4 Testing materials 5.5 Magnetic materials Language review Forces and movement 6.1 Push and pull 6.2 Changing shape 6.3 Small force or big force? 6.4 How much force? 6.5 Friction Language review BN BaRs 8S2esBx BSRERS_ / Useful wo bar chart iene a chart that shows results using bars; the length of each bar shows the size of the result Yusef drew a bar chart to show the amount of water absorbed by different paper towels. what you find out in an investigation Kai’s conclusion was ‘From the objects I have tested, only the paper clip is magnetic. The others are non-magnetic.’ to put things with other things that are the same in some way Anas put the animals with fur in one group and the animals without fur into another group. to do a test or experiment to find something out Nasrat was told to investigate which objects were to draw a line to make a link between things (or link or join) Zain drew lines to match pictures of animals to pictures of their babies. 7 . |i athe predict record, research results sort table to decide how to do an investigation Carmen wrote a plan to test different objects with a magnet. to think about what the result of an investigation might be Habib was asked to predict which objects would be magnetic. to write or draw results to show what happened Zina wrote the results in a table to record what happened. to look for information by investigation by using books or the internet Jamil used the internet to research friction. the observations or measurements made in a test Bo's results showed that many objects were not magnetic. to put things into groups Amy was asked to sort the materials into those that were hard and those that were soft. a way of writing numbers or words in rows and columns The table showed which objects were magnetic and which were non-magnetic.4 Looking after plants GESSERD Plants and th This exercise checks that you can name the parts of a plant. Label this plant using these words. ¥ Looking attr plan aCake Plants need water In this exercise, you will practise drawing bar charts. Subhan had two plants that were the same. He gave water to one plant. He did not give water to the other. He measured the height of the plants every day. Here are the results on day 1 and day 10. Draw the bar charts for each day. With water | No water With water | No water incm inem incm incm Day 1 Day 10 10 10 9 < 9 8 8 5 7 be 6 5S 5° = 2: e 4 = z 3 23 2 2 1 1 0 ! 0 1 Water No water Water No water Which plant grew the best? Why? a 1 Looking after plantsThis exercise helps you to understand how water is transported ‘inside a plant. The plant absorbs water from the soi It transports the water to the leaves. B Draw arrows on the picture to show where the water goes. 1 Looking ater plants aCee ece Plant growth and temperature In this exercise, you will practise measuring the height of plants and record the results in a table. ‘These young plants are growing. Measure the height of the plants using a ruler. Write your results in the table. Cold place — Height is Height is Height is Explain the difference in height. a 1 Looking affer plantsGE om ©) Language review jj y “This exercise checks that you understand the scientific words used in this unit. BB Use these words in sentences. The first one has been done for you. water, Plants need water to grow. roots: se stem: SS, leaves: BB Put nese words in the right place. —— 2 A—____________ plant has enough water and light and is kept warm. A plant with _______ roots, stem or leaves will not grow well. ‘The stem ________ water around the plant.J Food groups ‘This exercise checks that you understand food groups. Draw and label these foods in the right food group below." . oe i A GEEZER A hoaithy meat G)) In this exercise, you can show that you understand which foods are healthy. Draw and label a healthy meal. Use the food triangle 2 Looking after ourselves a(CGESERZED Keeping teeth healthy In this exercise, you can show that you know how to look after your teeth. Sunita looks after her teeth, Dinesh does not. Draw what you think they do after breakfast and what they eat as snacks. a 2 Looking after ourselves ,In this exercise, you can show everything you do to keep healthy. Draw and label how you keep healthy in these different ways. 2 Looking otter ourselves @aThis exercise checks that you understand the scientific words used in this unit. Write the missing words in these sentences using these words. protein fat carbohydrate ‘sugar ZZ ie nh a, food group. is good for your __________ and bones. The foods that help us grow have lots of 2 1 bg are unhealthy. S~ |e, a a 2 Looking after ourselves andHelp Safiya finish the living things sign.GOCE | Life cycles In this exercise, vill complete some life cycles. Fill in the gaps using these words. (( coterpitar tadpole buttery egg hen larva seed] frog spawn > _ > froglet - frog egg - —____-® chrysalis > > chick > egg > —___- pupa > ladybug > seedling -> young plant -> plant with fruit containing seed a ‘Slliving thingsBEES) How do seeds move? © In this exercise, you will look at different ways in which seeds can m¢ Flowers move when they turn to face the Sun or close at night. Many plants make seeds which can move a long way. Look at these seeds. Write about or draw how they move.~ In this exercise, you will look at the similarities and differences between you and two friends. Complete the information sheet about yourself. Me My hair colour is - My eye colour is My skin tone is Do I have freckles? Do I wear glasses? Now look at two friends and complete the information for them. My friend || My friend has similar __________| | has similar He/she has different _______] | He/she has different ___ 3 Living things:Kilim is planting his garden. He has these plants and wants to group them in his flower bed. Can you help him sort them? Draw a line from each plant to the correct box.This exercise checks that you understand the scientific words cused in this unit. Match these words to their meanings. The first one has been done for you.In this exercise, you will put sounds in order according to how loud they are. Here are some things that make a noise. Put them in order from the loudest to the quietest.In this exercise, you will interpret data from a taste test. Ramos tested all his friends to see what foods they liked. Here are the results. Food: biscuits apple chicken grapes cooked plain rice cake. BB which food did people like the best? Which food was least popular? & 1s there a pattem (tor example, what type of foods are ‘most popular)? —GSERZED eye colour Tariq has recorded his friends’ eye colours on this graph. Number of friends o- NORAD AN @ OO brown blue green Eye colour B® which eye colours the most common? BB wnich eye colours the least common?"This exercise checks that you understand the scientific words used in this unit. GB match each sense to its sense organ. The first one has been done for you. eet] belts) eyes 8 Which two senses often work together? ond, 8 Which tastes are sensed by the taste buds on a human tongue?of some materials.In this exercise, you will sort some objects using a Venn diagram. Some have been done for you.(ESESEED What is this material ~ useful for? In this exercise, you can show what different materials are used for. In each box below, write the name of a material and then some of the things we use it for. ‘The first one has been done for you. glass We use it for: drinking glosses spectacles TV screens We use it for: 5 Investigating materials G4Ganz In this exercise, you will practise drawing a bar chart. Testing materiais Hong investigated which paper towel was the most absorbent. Draw a bar chart of her results. Paper towel Water absorbed Water absorbed in ml o blue white green Paper towel Which paper towel was the most absorbent? ____ 5 Investigating materialsIn this exercise, you can show that you understand which materials are magnetic. Razi and Zoe investigated which materials were magnetic. Finish Razi’s table of results. Magnetic or non-magnetic Which of the materials were magnetic? 5 Investigating materials ain this unit. o Complete these sentences about the properties of materials. Metals are h___________. Paper is f. When wood is cut it is r_________ but it can bp ridden eerie, a This plastic coat is w—__. BB Lobel this picture with these words. magnetic non-magnetic magnet_ -(o¥ Forces and movement W@GEEAR Push and pull In this exercise, you will think about things that are pushed and pulled. The pictures are to help you, but do add your own ideas. Draw or write them in the boxes below, Things | pushE ise anging shape In this exercise, you will think about how the shape of objects and materials can be changed using forces. Draw the object and say how you would change its shape. What type of force could | use to change the shape? elastic bandGOCE Small force or big force? Tn this exercise, you will sort pictures into those that Y show a big force and those that show a small force. A Draw a line from each picture to the correct box.In this exercise, match each object to the size of force needed to make it start to move. The first one has been done for you. fi heavy door Explain your choices to the class. i 4 2 _ 6 Forces and movement tute ei i: tiction In this exercise, you will think about where friction is acting. Look at the pictures. Draw an arrow to show where friction is acting./ This exercise checks that you understand the scientific words used in this unit. Match each word to its meaning. The first one has been done for you. bo) (ot opposite of push a machine for measuring forces ola) CRM ce UR Cielo are in contact Pie Ma Re eltara) Cambridge Primary Science is o flexible, engaging course written specifically for the Cambridge Primary Science curriculum framework (Stages 1-6). The course offers plenty of teaching ideas to give flexibility, allowing teachers to select activities most appropriate to their classroom and pupils. An enquiry-based style of teaching and learning is stimulated, with the Scientific Enquiry objectives integrated throughout to encourage leorning of, these skills alongside the scientific concepts. The language level is carefully pitched to be accessible to EAL/ESL learners, with concepts illustrated through diagrams to allow Visual understanding and learning, The Activity Book contains: Other components of Cambridge Primary Science 3: ‘one exercise to accompany each Learner's Book3 ISBN: 978+-107-61141-2 Topic in the Learner's Book Teacher's Resource 3 ISBN: 978-1-107-61150-4 ‘ exercises that can be completed in For our ful range of Cambridge Primary tes \ including Mathematics, English on dlass or as homework ee \ exercises that are designed to ‘education.cambridge.org/cambridgeprimary consolidate understanding and deepen it by applying knowledge in new situations ‘exercises that practise Scientific Enquiry skills ct the end of each unit, an exercise to practise the core vocabulary from that unit. = wi CamSci3 ABK 6622 Completely Cambridge Cambndge resources for Cambridge quabtications ‘Combricige University Press works with Cambridge International Examinations and ‘experienced authors, to produce high-quality endorsed textbooks ond software thot support Cambridge Teachers and encourage Cambridge Learners.