Pri Science 2nd Edition Student Book
Pri Science 2nd Edition Student Book
Pri Science 2nd Edition Student Book
Cambridge
research-based, Pre-K–12 educational solutions. We nurture world-ready
SH
global citizens by equipping students with crucial 21st century skills through
our resources for schools and education centres worldwide, including
Cambridge schools, catering to national and international curricula.
Primary
E N DI
Within the Marshall Cavendish Education Cambridge Primary Science series, you will find Singapore’s
tried-and-tested methodologies embodied in high-quality resources that support the Cambridge
Science
Science
Primary Science curriculum framework. This programme includes a range of supporting resources
customisable for both online and face-to-face learning, in order to consistently deliver outstanding
PL IO N
learning and teaching experiences.
M T VE
The 2nd edition has retained the active learning approach, easy-to-understand language and
5
rich visuals. It builds on the previous edition by incorporating the new Thinking and Working
Scientifically strand in order to nurture active learners who understand the relevance of science to
the world around them.
Student’s
Student’s Book
SA C CA
SB The Student’s Book:
•
•
Develops critical and creative thinkers
Explains concepts in a concise manner with infographics and colourful visuals Book
• Supports subject literacy with simple, concise sentences and language support
2nd Edition
L
• Presents opportunities to learn science in context for students to understand the relevance of science in
A
their daily lives
ED L
5
• Has an international flavour, with multicultural references and photographs
• Helps students develop the 21st century skills with well-designed hands-on activities, preparing them for
A
success in future work
U
• Provides for student engagement with mascots, videos, stickers and fun activities
SH
Series architecture
2nd Edition
• Student’s Book (Stages 1–6)
• Activity Book (Stages 1–6)
• Teacher’s Guide (Stages 1–6)
R
• e-book (Stages 1–6)
A
Cambridge Assessment International Education
M
✓ Provides support as part of a set of resources for the Registered Cambridge International Schools
Cambridge Primary Science curriculum framework benefit from high-quality programmes,
(0097) from 2020 assessments and a wide range of support so that
teachers can effectively deliver Cambridge Primary.
✓ Has passed Cambridge International’s rigorous Visit www.cambridgeinternational.org/primary to
quality-assurance process
find out more.
✓ Developed by subject experts
✓ For Cambridge schools worldwide ISBN 978-981-4971-81-2
9 7 89 8 1 4 97 1 8 12
Consultants: Dr Roy van den Brink-Budgen and Dr Teo Tang Wee • Author: Alexander Gray
H
work like a scientist!
S
The Student’s Book has the following features:
E N DI
The Chapter Opener uses a real-life
PL IO N
example and an interesting picture to
introduce the topic. A fun language
M T VE
activity will help you build language
skills as you learn science.
SA C CA
Sticker activities make the
L
learning of science fun. The
A
stickers can be found at the
ED L
Thinking cap
M
Let's Explore!
You will carry out activities to help you
explore and understand the topic.
iii
Option
H
Watch!
S
Exciting video clips and quizzes
E N DI
will make learning “come alive”.
The video clips and quizzes can be
launched on a smartphone or a
PL IO N
tablet by scanning the page using
the MCE Cambridge app.
M T VE
Word Boost
SA C CA Build your knowledge of words to help
you understand the topic better.
L
Problem-based Learning
A
ED L
environment.
U
SH
iv
H
thinking skills in you.
S
E N DI
PL IO N
M T VE
SA C CA
The Science in Context icon tells
you how science is used in the
L
world around you.
A
Activity Book links lead you
to the related activities in the
ED L
Activity Book.
A
U
SH
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Science at Work
A
S
The meanings of science words
E N DI
that appear in bold text within
each chapter help you learn and
understand the topics better.
PL IO N
M T VE
SA C CA
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A
ED LA
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Practice Worksheet
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have learnt.
vi
S
learn how to work with others and
take care of your feelings.
E N DI
PL IO N
M T VE
SA C CA
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A
ED LA
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Lana
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A
M
Leo
vii
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CHAPTER 1 Flowering Plants Page 3
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A Flowers • Sort living things by • Identify people who
• What Are Flowering and observation. use science and
E N DI
Non-flowering Plants? • Complete a key based describe how they
• What Are the Parts of a on differences that can be use it.
Flower? observed.
PL IO N
• What Are the Functions of • Learn that a model shows
Some Parts of a Flower? the important features of an
B Reproduction in Flowering object.
M T VE
Plants • Use a diagram to illustrate a
• What Is the Life Cycle of a scientific idea.
Flowering Plant? • Use knowledge and
• What Is Pollination? understanding to make
Produced?
SA C CA
• How Are Fruits and Seeds
my observations when
appropriate.
• Suggest and explain how
an investigation could be
improved.
R
viii
H
• What Is Digestion? researched in various
• Do Other Animals Have sources of information to
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a Similar Digestive answer questions.
System? • Sort objects by observation.
• Learn that a model shows
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important features of a
process.
• Use a diagram to illustrate a
PL IO N
scientific idea.
M T VE
CHAPTER 3 Adaptations Page 34
SA C CA
A Adapting to the Environment
• What Are Adaptations?
• How Are Plants and
• Use science to
support my points of
view in discussions.
• Identify people who use
Animals Adapted in a Hot
and Dry Environment? science and describe how
• How Are Plants and they use it.
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A
Animals Adapted in a Cold
Environment?
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Environment?
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B Adaptations of Flowering
Plants
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• What Adaptations Do
Flowering Plants Have for
Pollination?
• What Adaptations Do
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and Prey
• What Adaptations Do
M
Predators Have?
• What Adaptations Do Prey
Have?
ix
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process.
• How Can the Particle
• Plan a fair test and identify
Model Be Used to
S
the three types of variables.
Describe Gases?
• Choose equipment and
B Evaporation and use it properly during an
E N DI
Condensation investigation.
• What Happens During • Describe risks in practical
Evaporation? work and ways to minimise
PL IO N
• What Factors Affect the them.
Rate of Evaporation? • Use knowledge and
M T VE
understanding to make
• What Happens During
predictions.
Condensation?
• Decide when to repeat
observations to get reliable
results.
SA C CA • Do practical work safely.
• Take measurements
accurately.
• Create tables and diagrams
to present the results of
my observations when
L
A
appropriate.
• Recognise the features of
ED L
CHAPTER
H
B Force Diagrams
an investigation could be science and describe how
• How Do We Show improved. they use it.
Forces in Diagrams?
S
• Use a diagram to explain a
scientific idea.
• Ask a scientific question and
E N DI
find the best scientific way to
get to the answer.
• Describe risks in practical
PL IO N
work and ways to minimise
them.
M T VE
• Recognise the features of
different scientific enquiries.
CHAPTER 7
SA C CA Sounds Page 105
my observations when
appropriate.
M
xi
H
Magnetic Materials? • Decide when to repeat
B Magnetic Force observations to get reliable
S
• What Is Magnetic Force? results.
• Can Magnetic Force Act • Use dot plots to explain my
Over a Distance? results.
E N DI
• What Is Magnetic • Choose equipment and
Strength? use it properly during an
investigation.
PL IO N
• Do practical work safely.
• Create tables and diagrams
M T VE
to present the results of
my observations when
appropriate.
CHAPTER
SA C CA
9 The Atmosphere and the Water Cycle Page 131
researched in various
sources of information to
answer questions.
• Ask a scientific question and
find the best scientific way to
R
CHAPTER
xii
H
B Satellites the important features of an changed over time.
• Are There Objects That idea.
S
Orbit a Planet?
E N DI
Acknowledgements Page 173
PL IO N
Stickers Page 179
M T VE
SA C CA
Get ready to
start an exciting
Ron learning journey
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with us!
A
Caz
ED LA
Eddy Ralph
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Izzy
SH
R
A
M
xiii
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What Do Scientists Do?
S
Scientists try to find out things and understand the world around them. They
E N DI
ask questions and find a way to answer the questions. This is called scientific
enquiry. There are five types of scientific enquiry that scientists use to
answer questions.
PL IO N
M T VE
To think and work like a scientist, you can do the following:
Research
SA C CA
You research to find out information about the questions you have. To research,
you can speak to people or refer to books or the Internet. Then, select and
organise the information to make a conclusion in a scientific investigation.
L
A
You can use this type of scientific
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Fair Testing
A
Fair testing involves carrying out an investigation to find out how one
variable is affected when another variable is changed. It is important to
M
H
You can use this type of scientific
enquiry to find out:
S
E N DI
• how the temperature of ice changes as it melts.
• the changes in appearance of the Moon over
each month.
PL IO N
M T VE
Identifying and Classifying
When you observe objects, materials and living things, you look at their main
features. You can then use the similarities and differences to classify them
into groups.
SA C CA
You can use this type of scientific
L
A
enquiry to find out:
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Pattern Seeking
You may find a pattern in your observations or in the information collected.
R
As you learn science in this book, you will carry out scientific activities. You
need to select the most suitable scientific enquiry to use to help you find the
answers to the questions.
2
1 Flowering Plants
S H
E N DI
PL IO N
M T VE
SA C CA
L
A
ED LA
U
SH
R
between the two flowers? You may have seen insects near flowers.
M
H
• learn that not all plants produce flowers
• identify parts of a flower
S
• describe the functions of some parts of a flower
• sort living things by observation
E N DI
• complete a key based on differences that can be observed
• learn that a model shows the important features of an object
PL IO N
M T VE
Thinking cap
SA C CA
What is inside a flower?
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Let's Explore!
A
ED L
S H
E N DI
PL IO N
M T VE
SA C CA
L
A
ED LA
Not all plants produce flowers. Plants that do not produce flowers are called
non-flowering plants.
R
A
M
The petals of a flower surround its male and female parts. The stamen of the
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flower includes the male parts. The carpel includes the female parts. Each
part of the flower has a different function.
S
E N DI
The labelled diagram below is a model of a flower. As some flowers look
different from others, a model helps us understand the common features
of flowers.
PL IO N
M T VE
stamen carpel
petal
M
sepal
ovule
Word Boost
How do you think
non-flowering surround
plants reproduce? function
6
S H
E N DI
PL IO N
M T VE
The petals of some flowers The ovary contains one
are brightly coloured. They or more ovules. Each
SA C CA
attract insects that transfer
pollen from the male part to
ovule contains an egg.
the female part. This helps
the plant to reproduce.
L
A
ED LA
S H
In this section, I will
• name the stages in the life cycle of a flowering plant
E N DI
• describe how flowering plants reproduce
• use a diagram to illustrate a scientific idea
PL IO N
M T VE
Thinking cap
SA C CA
How does a large tree grow from a tiny seed?
Let's Explore!
L
A
ED L
2. Choose stickers from the back of the book and paste them here to show
how a plant grows.
R
A
M
When your
partner is talking,
listen respectfully.
H
development before it develops into an adult plant. These stages repeat in a
cycle and make up the life cycle of the flowering plant.
S
E N DI
PL IO N
N T
L A
P S
M T VE
E
LT
E
D
U
SA C CA
AD
L
A
ED LA
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SH
YO
RU
G
N
IN
G
A
P
L
LA D
NT S EE
M
What Is Pollination?
Pollen grains need to be transferred from the anther to the stigma of the
H
same flower or another flower. This transfer of pollen grains is known as
pollination.
S
E N DI
Insects, birds and wind play an important part in pollinating flowers. As insects
and birds travel from one flower to another, pollen gets stuck to their bodies.
Thus, they help transfer pollen from the anther to the stigma.
PL IO N
M T VE
SA C CA
L
A
ED L
Some flowers are also pollinated by wind. The light pollen grains are easily
SH
pollination by wind
10
pollen grain
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stigma
pollen tube
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E N DI
style
PL IO N
M T VE
ovary
ovule
egg
SA C CA egg
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A
ED LA
1. 2. 3.
When a pollen grain The pollen tube grows The pollen and the
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Word Boost
tube
11
1.
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The petals and the stamen
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wither and fall off.
E N DI
PL IO N
2.
The ovary swells to develop
M T VE
into a fruit. The ovules
develop into seeds.
SA C CA
L
A
ED LA
U
SH
R
A
M
3. Word Boost
The fruit develops wither
fully and ripens. swells
ripens
development of fruit and seeds after fertilisation
12
H
The scattering of seeds away from the parent
S
plant is known as seed dispersal. Seed dispersal Word Boost
E N DI
allows the plants to have enough water, light overcrowding
and space. compete
PL IO N
scattering
Different seeds are dispersed in various ways,
M T VE
such as by wind, water, animals or explosion.
SA C CA
L
A
ED LA
U
Some seeds are dispersed by wind. Some seeds are dispersed by water.
SH
R
A
M
Some seeds are dispersed by animals. Some fruits explode to disperse their seeds.
What characteristics do
you think the respective
seeds have for the various
methods of dispersal?
13
S H
E N DI
spanish needles violet maple cattail
PL IO N
M T VE
Wind Water Animals Explosion
SA C CA
Option
Check Your Learning
L
A
Watch!
ED L
flowering plant.
Activity Book
Activity 1B, p. 3
14
H
• describe seed germination and the conditions required for it
• use knowledge and understanding to make predictions
S
• plan a fair test and identify the three types of variables
• choose equipment and use it properly during an investigation
E N DI
• recognise the features of different scientific enquiries
• describe if a prediction was accurate based on results
• create tables and diagrams to present the results of my observations when
PL IO N
appropriate
• suggest and explain how an investigation could be improved
M T VE
• ask a scientific question and find the best scientific way to get to the answer
• identify people who use science and describe how they use it
SA C CA
Thinking cap
L
A
Do all dispersed seeds grow into new plants?
ED LA
U
Let's Explore!
SH
2. Plan an investigation to find out if seeds need water to grow into new plants.
A
4. Identify the type(s) of scientific enquiry that you would use in this
investigation.
5. Predict the results of the investigation.
6. Carry out the investigation and record your results in a table. Use your
results to help you write a conclusion.
7. Use the results of your investigation to describe the accuracy of your
prediction.
8. Compare your method with some other groups. How could you improve
on your investigation? Explain why you would like to have those changes.
15
H
Seeds need air, water and a suitable temperature
S
to germinate. If the temperature is too high or too
E N DI
low, seeds may not germinate.
PL IO N
M T VE
3. 6.
2.
R
the soil.
M
4.
16
S H
E N DI
PL IO N
M T VE
SA C CA
L
A
ED LA
U
SH
Many of the plants grown for food depend on pollination. Honeybees play an
important role in pollinating the flowers, but their population is reducing. We
need to find other ways to pollinate flowers so we can produce enough food.
R
transfer pollen.
M
17
H
increase the quality and quantity of
plants produced, particularly those used
S
as food.
E N DI
Agronomists carry out experiments
on plants to help them live longer and
PL IO N
survive harsh conditions.
M T VE
How can plants that live longer be useful to us?
SA C CA
Check Your Learning
L
What does a seed need for
A
germination?
ED LA
I can describe seed germination and the conditions required for it.
I can use knowledge and understanding to make predictions.
I can plan a fair test and identify the three types of variables.
R
18
H
Leaves are the reproductive parts of flowering
S
plants.
E N DI
The anther contains pollen grains.
PL IO N
to the stigma is known as fertilisation.
M T VE
The ovary develops into a fruit after
fertilisation.
Seeds are dispersed only by animals.
SA C CA
Seeds need light to germinate.
L
A
2. Draw lines to match the parts of flowers to their functions.
ED LA
part function
U
SH
19
S H
E N DI
PL IO N
M T VE
Which process is it?
SA C CA
Tick (ü) the correct answer.
germination
L
A
pollination
ED L
seed dispersal
A
U
SH
4. Reza and Vinit placed some bean seeds in identical pots of soil and gave
them an equal amount of water. Reza kept his pot in the refrigerator.
Vinit kept his pot at the window sill. The pictures below show what they
R
20
H
anther ovary
the male part of a flower that contains the female part of a flower that contains
S
pollen grains ovules
E N DI
C P
carpel petals
PL IO N
the part of a flower that contains the parts of a flower that usually have bright
female parts colours
M T VE
F pollination
the transfer of pollen from the anther of
fertilisation a flower to the stigma of the same or a
egg join
SA C CA
the process in which the pollen and the different flower
flowering plants S
plants that bear flowers seeds
L
A
small, hard parts of a plant from which
ED L
parent plant
G
germination stamen
the development of a plant from a seed the part of a flower that contains the
R
male parts
L
A
N T
non-flowering plants temperature
a measure of how hot or cold something is
plants that do not bear flowers
21
Cambridge
research-based, Pre-K–12 educational solutions. We nurture world-ready
SH
global citizens by equipping students with crucial 21st century skills through
our resources for schools and education centres worldwide, including
Cambridge schools, catering to national and international curricula.
Primary
E N DI
Within the Marshall Cavendish Education Cambridge Primary Science series, you will find Singapore’s
tried-and-tested methodologies embodied in high-quality resources that support the Cambridge
Science
Science
Primary Science curriculum framework. This programme includes a range of supporting resources
customisable for both online and face-to-face learning, in order to consistently deliver outstanding
PL IO N
learning and teaching experiences.
M T VE
The 2nd edition has retained the active learning approach, easy-to-understand language and
5
rich visuals. It builds on the previous edition by incorporating the new Thinking and Working
Scientifically strand in order to nurture active learners who understand the relevance of science to
the world around them.
Student’s
Student’s Book
SB The Student’s Book:
SA C CA
•
•
Develops critical and creative thinkers
Explains concepts in a concise manner with infographics and colourful visuals Book
• Supports subject literacy with simple, concise sentences and language support
2nd Edition
L
• Presents opportunities to learn science in context for students to understand the relevance of science in
A
their daily lives
ED L
5
• Has an international flavour, with multicultural references and photographs
• Helps students develop the 21st century skills with well-designed hands-on activities, preparing them for
A
• Provides for student engagement with mascots, videos, stickers and fun activities
SH
Series architecture
2nd Edition
• Student’s Book (Stages 1–6)
• Activity Book (Stages 1–6)
• Teacher’s Guide (Stages 1–6)
R
✓ Provides support as part of a set of resources for the Registered Cambridge International Schools
Cambridge Primary Science curriculum framework benefit from high-quality programmes,
(0097) from 2020 assessments and a wide range of support so that
teachers can effectively deliver Cambridge Primary.
✓ Has passed Cambridge International’s rigorous Visit www.cambridgeinternational.org/primary to
quality-assurance process
find out more.
✓ Developed by subject experts
✓ For Cambridge schools worldwide ISBN 978-981-4971-81-2
9 7 89 8 1 4 97 1 8 12
Consultants: Dr Roy van den Brink-Budgen and Dr Teo Tang Wee • Author: Alexander Gray