cambridge primary science 1 2ed learners book

Cambridge Primary Science
From experiments to discover what makes plants grow, to making musical
instruments to investigate sound waves, Cambridge Primary Science gets your
learners thinking like scientists!
Packed with opportunities to plan experiments, make predictions and gather
results, the series helps your learners think and work scientifically. Each unit ends
with a project, like making a model garden, that helps students bring together
what they have learnt, and understand how the topics relate to the real world.
With vocabulary boxes, clear diagrams and supporting illustrations, the course
makes science accessible for learners with English as a second language.

CAMBRIDGE

Primary Science

ãỵ Get learners thinking about what they already know with Getting Started boxes
ãỵ Help your learners think and work scientifically with practical tasks in the
Think like a scientist feature
ãỵ Topics throughout the series support the earth and space strand of the
curriculum framework
ãỵ Help your students reflect on what they have learnt with ‘Reflection’ and
‘Look what I can do’ sections at the end of each topic
ãỵ Answers for all activities can be found in the accompanying teacher’s resource

Learner’s Book 1

For more information on how to access and use your digital resource,
please see inside front cover.

This resource is endorsed by
Cambridge Assessment International Education

support as part of a set of
Provides
ỵ

resources for the Cambridge Primary Science
curriculum framework (0097) from 2020

ỵHas
ỵ passed Cambridge International’s
rigorous quality-assurance process

✓ Developed by subject experts
✓ For Cambridge schools worldwide

Jon Board & Alan Cross

Completely Cambridge
Cambridge University Press works with Cambridge
Assessment International Education and experienced
authors to produce high-quality endorsed textbooks
and digital resources that support Cambridge teachers
and encourage Cambridge learners worldwide.
To find out more visit cambridge.org/
cambridge-international

Registered Cambridge International Schools benefit from high-quality programmes,
assessments and a wide range of support so that teachers can effectively deliver
Cambridge Primary.
Visit www.cambridgeinternational.org/primary to find out more.

Second edition

Digital access


CAMBRIDGE

Primary Science
Stage 1 Learner’s Book
Jon Board and Alan Cross


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© Cambridge University Press 2021
This publication is in copyright. Subject to statutory exception
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no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2014
Second edition 2021

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
Printed in ‘country’ by ‘printer’
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ISBN 978-1-108-74272-6 Paperback
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Introduction

Introduction
Welcome to Stage 1 of Cambridge Primary Science. We hope you will enjoy
it. We know you will find the science topics interesting and the activities fun.
You are going to learn about:
• humans
• plants
• materials
• forces
• sound
• planet Earth.
We know that Stage 1 learners love to learn science and learn about the
world. We will be asking you to talk about what you know already.
We know you can do science yourself, so each unit has lots of practical
activities and investigations for you to try. You will need to ask questions
and talk about ways to find out the answers. You will need to look at things
carefully, talk and think about what you see and
what you are learning. Don’t be afraid of being
wrong. This is an important part of learning
new things. Scientists often get things wrong
at first but then they find the answer!
There are also some projects where you
can find out how science is used in the
world around you and how the ideas of
scientists have changed over time.
We hope you enjoy thinking and working
like a scientist!
Jon Board and Alan Cross

iii


Contents

Contents
Page Unit

2

1 Living things

2
5
9
12

1.1 Animals and plants
alive!
1.2 Parts of a plant
1.3 Plants and light
1.4 Plants need water

20

2 Sound

20
26

32

2.1 Sound sources
2.2 Loud and quiet
2.3 Sound moves

41

3 Materials in my world

41
44
48
53

iv

Science strand

Thinking
and Working
Scientifically
strand

Science in Context

Biology:
Structure and
function
Biology: Life

processes

Scientific enquiry:
purpose and
planning
Carrying out
scientific enquiry
Scientific enquiry:
analysis,
evaluation and
conclusions

Know that everyone
uses science and identify
people who use science
professionally.

Physics: Light
and sound

Scientific enquiry: Talk about how science
explains how objects they
purpose and
use, or know about, work.
planning
Carrying out
scientific enquiry
Scientific enquiry:
analysis,
evaluation and

conclusions

Chemistry:
Materials and
3.1 Different materials
their structure
3.2 Properties of materials
Chemistry:
3.3 Sorting materials
Properties of
3.4 Changing materials
materials
Chemistry:
Changes to
materials

Scientific enquiry: Talk about how science helps
us understand our effect on
purpose and
the world around us.
planning
Carrying out
scientific enquiry
Scientific enquiry:
analysis,
evaluation and
conclusions


Contents

Page Unit

61

4 The Earth

61
66
73
79

4.1 Planet Earth
4.2 Heat and light from
the Sun
4.3 Rocks
4.4 Soil

88

5 Humans

88
93
96
99

5.1 Our bodies
5.2 Our amazing senses
5.3 Similar and different

5.4 Staying alive

108

6 Forces

108
115
121
128
133

6.1 Moving things
6.2 Push and pull forces
6.3 Making things move
6.4 Floating and sinking
6.5 Magnets can pull

142
151

Science strand

Thinking
and Working
Scientifically
strand

Science in Context

Earth and
Space: Planet
Earth
Earth and
Space: Earth in
space

Scientific enquiry: Talk about how science
purpose and
explains how objects they
planning
use, or know about, work.
Carrying out
scientific enquiry

Biology:
Structure and
function
Biology: Life
processes

Scientific enquiry:
purpose and
planning
Carrying out
scientific enquiry
Scientific enquiry:
analysis,
evaluation and
conclusions

Physics: Forces
and energy
Physics:
Electricity and
magnetism

Scientific enquiry: Talk about how science
explains how objects they
purpose and
use, or know about, work.
planning
Carrying out
scientific enquiry
Scientific enquiry:
analysis,
evaluation and
conclusions

Know that everyone
uses science and identify
people who use science
professionally.

Glossary and Index
Acknowledgements

v

How to use this book

How to use this book
are going to:features to help your learning.
In this book you will find lots of We
different
• find living things and things that have never been alive
• draw some living things

What you will learn in
the topic.

• put things into groups.

Getting started

Questions to find out what
you know already.
Important words
to learn.

• Name some living things.
• Look around your classroom. Point to some things that are not alive.

answer
asks
grow

investigation
light

question

Activity

A fun activity about the science Healthy plants?
you are learning.
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

If plants do not have enough
water they can die.

An investigation to carry out
with a partner or in groups.

vi

B

If plants have too much
water they can die.


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

Look what I can do!

This is what you have
learnt in the topic.

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.

Questions that cover what
you have learnt in the unit.
If you can answer these, you
are ready to move on to the
next unit.

At the end of each unit, there
is a project for you to do,
using what you have learnt.
You might make something or
solve a problem.

vii

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
animal
group
living

look
non-living
plant
water

Getting started
• Name some living things.
• Look around your classroom. Point to some things that are not alive.

2


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.
Think like a scientist
What living things can we find?
You will need:
paper, a pencil, a clipboard or thick card to rest on, a digital camera
Go outside to look for living things.
Be careful in case there are plants or animals
that are prickly, sting or bite.
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


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

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


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.
Some plants are tall and some are small.
All plants have parts that we can see.
Some plants have flowers which make seeds.
We are going to learn about these plants and
their parts.

different
flower
leaf
magnifying
glass
model
name

observe
parts
root
seeds
similar
stem

5

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.

The flower is the part
where the seeds are
made.
The leaf makes
food for the plant.
The roots collect
water. The roots hold the
plant still.
The stem holds the
leaves and flowers up.

6


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.
Name the plant parts.
Observe three different plants.
Look at the plant parts.
Draw them.
Do they all look the same?
Are they similar or different?
How am I doing?
Play ‘What am I?’ with a friend.
Use the words leaf, stem, flower,
root.
Say what each is for.

7


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.

8


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
where you keep plants at home.

answer
asks
grow

investigation
light
question

Here are some young plants.
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


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

10


1.3 Plants and light

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


1 Living things

1.4 Plants need water
We are going to:
ãỵ learn about how plants need water
ãỵ record observations in tables
ãỵ predict what will happen in an investigation
ãỵ see if what happened was what we predicted.
Getting started
ãỵ Draw two things you know about plants.

explain

predict

record
table

ãỵ Show a friend what you have drawn.
What should the children do to keep this plant alive?

Look at the
leaves!

You may have seen plants
growing in places like this.
Some plants live near water.
Some plants live in water.
Some plants live in dry places.
Where do plants get
water from?
12

This plant needs
water!