Cambridge Primary Science Skills Builder 6 Sample
Cambridge Primary Science Skills Builder 6 Sample
Cambridge Primary Science Skills Builder 6 Sample
Science
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Challenge
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and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2016
Produced for Cambridge University Press by
White-Thomson Publishing
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www.wtpub.co.uk
Editor: Rachel Minay
Designer: Tracey Camden
Printed in Dubai by Oriental Press
A catalogue record for this publication is available from the British Library
ISBN 978-1-316-61113-5 Paperback
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thereafter.
Cover artwork: Bill Bolton
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(iii) where you are allowed to reproduce without permission under the provisions
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anthology and reproduction for the purposes of setting examination questions.
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1.3 Animal babies 8
1.4 Healthy food and drink 10
2 Growing plants 11
2.1 Plant life cycle 12
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2.2 Growing seeds
2.3 Plants and light
3 Ourselves
3.1 We are similar
3.2 We are different
3.3 Our bodies
3.4 Our fantastic senses
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4 Materials in my world 27
4.1 What is it made of? 28
4.2 Using materials 30
4.3 Sorting materials 32
5 Pushes and pulls 34
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highlighted in bold in the sections
• enhance and extend learners’ scientific knowledge
and facts • Key facts – a short fact to support the activities
where relevant
• promote scientific enquiry skills and learning in order
to think like a scientist • Look and learn – where needed, activities
are supported with scientific exemplars for
• advance each learner’s knowledge and use of
extra support of how to treat a concept or
scientific vocabulary and concepts in their
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scientific method
correct context.
• Remember – tips for the learner to steer them
The Challenge activity books extend learners’
in the right direction.
understanding of the main curriculum, providing an
opportunity to increase the depth of their knowledge How to approach the write-in activities
and scientific enquiry skills from a key selection
of topics. This workbook does not cover all of the Teachers and parents are advised to provide students
curriculum framework content for this stage. with a blank A5 notebook at the start of each grade
for learners to use alongside these activity books. Most
activities will provide enough space for the answers
How to use the activity books required. However, some learner responses –
especially to enquiry-type questions – may require more
These activity books have been designed for space for notes. Keeping notes and plans models how
use by individual learners, either in the classroom scientists work and encourages learners to explore and
or at home. As teachers and as parents, you can decide
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record their thinking, leaving the activity books for the
how and when they are used by your learner to best final, more focused answers.
improve their progress. The Challenge activity books
target specific topics (lessons) from Grades 1–6 from Think about it questions
all the units covered in Cambridge Primary Science. Each unit also contains some questions for discussion at
This targeted approach has been carefully designed to home with parents, or at school. Although learners will
consolidate topics where help is most needed. record the outcomes of their discussions in the activity
book, these questions are intended to encourage the
How to use the units students to think more deeply.
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Self-assessment
Unit introduction Each section in the unit ends with a self-assessment
Each unit starts with an introduction for you as opportunity for learners: empty circles with short
the teacher or parent. It clearly sets out which topics learning statements. Teachers or parents can ask
are covered in the unit and the learning objectives learners to complete the circles in a number of ways,
of the activities in each section. This is where you can depending on their age and preference, e.g. with
work with learners to select all, most or just one of the faces, traffic light colours or numbers. The completed
sections according to individual needs. self-assessments provide teachers with a clearer
The introduction also provides advice and tips understanding of how best to progress and support
on how best to support the learner in the skills individual learners.
of scientific enquiry and in the practice of key
scientific vocabulary. Glossary of key words and concepts
At this grade, it is very likely the learners are still At the end of each activity book there is a glossary of
learning to read, so teacher/parent may need to key scientific words and concepts arranged by unit.
explain these verbally. Learners are regularly reminded to practise saying
these words out loud and in sentences to improve
communication skills in scientific literacy.
4 Introduction
Original material © Cambridge University Press 2016
1 Being alive
The activities in this Challenge unit will extend learners’ knowledge of the
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following topics in the Learner’s Book and Activity Book:
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alive!
compare animals and plants in two local
1.2 Local environments
environments
collect evidence by measuring using
1.3 Animal babies
non-standard units
1.4 Healthy food and
sort healthy and unhealthy drinks
drink
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Help your learner
! Learners will
In this unit, learners will answer questions by collecting need adult help
evidence through exploring and observing (Sections 1.2 and in Section 1.2 to
1.3). They will also start to make comparisons keep them safe.
(Sections 1.2, 1.3 and 1.4). To help them:
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TEACHING TIP
1 Look up the names of the animals and plants learners find
Remember,
with them and help them as they label their drawings. learners can
2 In Section 1.3, help learners to research how mice grow in also use their
more detail using books or the internet. notebooks.
Different environments
You will need a magnifying glass. ! Only look in
safe places. Look
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1 Choose two different environments. out for plants that
sting or animals
You can choose anywhere outdoors. that bite.
Ask an adult to help you.
2 What plants and animals can you find? Use the magnifying
glass to look for very small animals.
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Environment 2: _____________________________________
Plants Animals
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A baby cat is also called a ‘kitten’.
2 weeks old PL
Colour the bricks to show how many bricks long the mouse is.
Length of the
mouse
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4 weeks old
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_________ bricks
_________ bricks
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10 weeks old
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lots of sugar. Too much
Ali’s shopping basket. sugar is unhealthy.
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The activities in this Challenge unit will extend learners’ knowledge of the
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following topics from the Learner’s Book and Activity Book:
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This is
__________________
__________________
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The plant makes new
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seeds in a seed pod.
__________________
The seed has a
__________________
__________________
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Leaf Some plants have
flowers and fruit.
PL Root
! Remember
that some plants
are poisonous.
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Fruit
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I know that plants have roots and leaves and some have flowers
and fruit.
I know that plants grow and make flowers and seed.
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soil and seeds.
1 Sow five seeds in each pot.
2 Put no water
in Pot 1.
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Water Pot 3
when the soil
feels dry. 3
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A little Water when
water needed
Pot 1
Pot 2
Pot 3
4 Which pot will grow best? ____________________________________
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Why? ________________________________________________________
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1 Izumi has grown these plants. Join a label to each plant to
show where they were grown.
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2 I will grow a plant in the light:
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The activities in this Challenge unit will extend learners’ knowledge of the
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following topics from the Learner’s Book and Activity Book:
! In Section 3.4,
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In this unit learners will collect evidence to answer questions remind learners
that very loud
(Sections 3.1, 3.3 and 3.4), decide what to do to answer a
sounds could
science question (Section 3.4) and make comparisons
damage their
(Sections 3.1 and 3.2). They will also make predictions and
ears.
compare what happened with their predictions (Section 3.4).
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To help them:
TEACHING TIP
1 Allow learners to plan as much of each activity as possible. Encourage
Help learners when they need it. learners to use the
words to describe
2 Encourage learners to develop an interest in keeping their the senses. Talk
body healthy. together about
your senses and
the senses of
other people and
animals.
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the boxes.
We have similar We like similar foods.
bodies.
We all have ears.
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We like similar games. We like similar stories.
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2 Which is the most popular fruit? ____________________________
3 Which is the least popular fruit? ____________________________
4 Two fruits got the same score. Which fruits?
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some ways.
Colour the balls that show they are different.
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We have different hair. Remember: