Cambridge Primary Science Skills Builder 6 Sample

CAMBRIDGE PRIMARY
Science
E
Skills Builder
PL 6
M
SA
Fiona Baxter and Liz Dilley
Original material © Cambridge University Press 2016

University Printing House, Cambridge CB2 8BS, United Kingdom
Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of
education, learning and research at the highest international levels of excellence.
Information on this title: education.cambridge.org

© Cambridge University Press 2016
E
This publication is in copyright. Subject to statutory exception
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no reproduction of any part may take place without the written
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First published 2016
Produced for Cambridge University Press by
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PL
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Editor: Sonya Newland
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thereafter.
Cover artwork: Bill Bolton
NOTICE TO TEACHERS IN THE UK

It is illegal to reproduce any part of this work in material form (including
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anthology and reproduction for the purposes of setting examination questions.

Contents
Introduction 4
1 Humans and animals 5
1.1 Body organs 6
1.2 The heart 7
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1.4 The lungs and breathing 8
1.6 What do the kidneys do? 9
2 Living things in the environment 13
2.1 Food chains in a local habitat 14
2.2 Food chains begin with plants 16
PL
2.3 Consumers in food chains 18
2.4 Food chains in different habitats 20
2.8 Recycling 23
2.9 Take care of your environment 25
3 Material changes 27
3.1 Reversible and irreversible changes 28
3.3 Soluble and insoluble substances 30
3.4 Separating insoluble substances 32
3.6 How can we make solids dissolve faster? 35
4 Forces and motion 38
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4.1 Mass and weight 39
4.2 How forces act 40
4.4 The effects of forces 42
4.6 Friction 46
4.8 Air resistance and drag 48
5 Electrical conductors and insulators 50
SA
5.1 Which materials conduct electricity? 52

5.4 Choosing the right materials for electrical appliances 55
5.5 Circuit symbols 57
5.6 Changing the number of components 59
5.7 Adding different components 61
Answers 63
Glossary 69

3
Introduction
This series of primary science activity books Sections
complements Cambridge Primary Science and Each section matches a corresponding lesson in
promotes, through practice, learner confidence and the main series. Sections contain write-in activities
depth of knowledge in the skills of scientific enquiry that are supported by:
(SE) and key scientific vocabulary and concepts.
These activity books will: • Key words – key vocabulary for the topic, also
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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 extra
• advance each learner’s knowledge and use support of how to treat a concept or scientific
of scientific vocabulary and concepts in their method
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correct context.
• Remember – tips for the learner to steer them in
The Skills Builders activity books consolidate core the right direction.
topics that learners have already covered in the
classroom, providing those learners with that How to approach the write-in activities
extra reinforcement of SE skills, vocabulary topic
Teachers and parents are advised to provide students
knowledge and understanding. They have been
with a blank A5 notebook at the start of each grade
written with a focus on scientific literacy with ESL/
for learners to use alongside these activity books.
EAL learners in mind.
Most activities will provide enough space for the
answers required. However, some learner responses –
How to use the activity books especially to enquiry-type questions – may require
more space for notes. Keeping notes and plans
These activity books have been designed for use models how scientists work and encourages learners
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by individual learners, either in the classroom or at to explore and record their thinking, leaving the
home. As teachers and as parents, you can decide activity books for the final, more focused answers.
how and when they are used by your learner to
best improve their progress. The Skills Builder activity Think about it questions
books target specific topics (lessons) from Grades Each unit also contains some questions for discussion
1–6 from all the units covered in Cambridge Primary at home with parents, or at school. Although learners
Science. This targeted approach has been carefully will record the outcomes of their discussions in
designed to consolidate topics where it is most the activity book, these questions are intended to
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needed. encourage the students to think more deeply.
How to use the units Self-assessment

Each section in the unit ends with a self-assessment
opportunity for learners: empty circles with short
Unit introduction learning statements. Teachers or parents can ask
Each unit starts with an introduction for you as the learners to complete the circles in a number of
teacher or parent. It clearly sets out which topics are ways, depending on their age and preference,
covered in the unit and the learning objectives of e.g. with faces, traffic light colours or numbers.
the activities in each section. This is where you can The completed self-assessments provide teachers
work with learners to select all, most or just one of with a clearer understanding of how best to
the sections according to individual needs. progress and support individual learners.
The introduction also provides advice and tips
on how best to support the learner in the skills of
Glossary of key words and concepts
scientific enquiry and in the practice of key scientific At the end of each activity book there is a glossary
vocabulary. of key scientific words and concepts arranged by
unit. Learners are regularly reminded to practise
saying these words out loud and in sentences to
improve communication skills in scientific literacy.
4 Introduction
1 Humans and animals
What learners will practise and reinforce
The activities in this Skills Builder unit give learners further practice in
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the following topics in the Learner’s Book and Activity Book:
Topic In this topic, learners will:

1.1 Body organs identify organs in the body
1.2 The heart
1.5 The digestive system

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1.4 The lungs and breathing
1.6 What do the kidneys do?
1.7 What does the brain do?

explain how the heart works
complete sentences about the lungs
and breathing
see Challenge, Section 1.5
investigate factors that affect kidney
function
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Help your learner TEACHING TIP
In this unit, learners will practise using a table to present results Remind learners
and using results to draw conclusions and make predictions that a prediction
(Section 1.6). To help them: is something
SA
1 Remind learners to use a ruler when drawing the rows and you think will
columns of a table. They should also draw a border around it. happen based
Each column should have a heading and units. The factor that on what you
already know or
will change should be in the left-hand column. The factors to
have observed.
be observed or measured should be on the right.
2 Talk about each of the organs and their functions in the body.
Ask learners to point out where each organ is found in their body.

5
1. 1 Body organs organs, oxygen, digest
LOOK AND LEARN
The different organs of the body work together to help you survive. The
heart and lungs work together to make sure all parts of your body get
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oxygen. The liver breaks down harmful substances so that the kidneys
can remove them. The liver produces substances that help the body
digest food.
Identify the organs of the body
PL
Look at the diagram. The organs have the wrong labels. Write the
correct name for each organ in the space next to the incorrect label.
stomach
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SA
kidney
intestine
brain
lung
CHECK YOUR LEARNING
heart I know the names

and positions of
some body organs.
6 1.1 Body organs
1. 2 The heart heart, contracts
KEY FACT
The heart is a muscle that never rests. It contracts about
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72 times every minute to keep pumping blood around the
body. The blood carries food and oxygen to all parts of
the body.
PL
Explain the way the heart works
Circle the letter of the correct answer to the following
questions about the heart.
1 The heart pumps blood that …

a contains oxygen only
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b contains carbon dioxide only
c contains both oxygen and carbon dioxide.
2 The heart pumps blood to …

a all parts of the body
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b the lungs only

c the kidneys only.

7
1. 4 The lungs and breathing lungs, windpipe, breathe
Complete sentences about the lungs and breathing

1 Use the words in the box to complete the sentences.
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blood ribs lungs windpipe nose carbon dioxide oxygen
We breathe in air through our ______________________________.

The air we breathe in contains _____________________________.
2
PL
The air moves down the _____________________________ and into
our _____________________________. The air then moves into the
_____________________________. We breathe out air that contains
_____________________________. The _____________________________
protect our breathing system.
Think about it!

M
There is less oxygen in the air in very high places, such as in the
Andes or Himalaya Mountains. How do people who live in those
places get enough oxygen?
__________________________________________________________________
SA
__________________________________________________________________
CHECK YOUR LEARNING
I know about the lungs and breathing.
I know which gases we breathe in and breathe out.
I can find out how people who live in very high places get
enough oxygen.
8 1.4 The lungs and breathing

1. 6 What do the kidneys do? volume, urine, factors,
conclusion, prediction
Investigate how the kidneys work
Miguel kept a record of the weather and what he did for five days.
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Monday – very hot day, played soccer all afternoon, drank 300 ml of water
Tuesday – cool day, drank 2 litres of water
Wednesday – fairly hot, drank 1 litre of water, walked to friend’s house
Thursday – cold day, drank 5 cups of tea
PL
Friday – very hot day, drank no water, played soccer all afternoon
The bar chart shows the volume of urine he produced each day.
M
SA

9
1 Use the information in the bar chart to create a table.
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PL
M
SA
Remember:
Each column in a table must have a heading

that includes the units of the factors measured.
10 1.6 What do the kidneys do?

2 On which day did Miguel produce:
a most urine?
________________________________________________
b least urine?
E
________________________________________________
3 a How many millilitres of urine did he produce on Tuesday?
PL
_________________________________________________________________
b Why do you think he produced this much urine on Tuesday?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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4 Use the results to write a conclusion about the factors that
affect how much urine Miguel produced.
____________________________________________________________________
SA
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

11
5 Predict how many millilitres of urine Miguel would produce on Saturday
if it was a fairly hot day and he drank 1 litre of water while he did his
homework. Add your prediction to the table. Explain your prediction.
____________________________________________________________________
E
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
CHECK YOUR LEARNING
PL
I can present results in a table.
I can obtain information from a graph.
I can use results to draw a conclusion and make a prediction.

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SA
12 1.6 What do the kidneys do?

2 Living things in
the environment
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2.1 Food chains in a local
observe a tree habitat
PL
habitat
2.2 Food chains begin with answer questions about how pot plants
plants make food
identify consumers, predators and prey
2.3 Consumers in food chains
and draw food chains
2.4 Food chains in different identify food chains in a tropical forest
habitats habitat
2.5 Deforestation see Challenge, Section 2.5
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2.6 Air pollution see Challenge, Section 2.6
2.7 Acid rain see Challenge, Section 2.7
2.8 Recycling investigate the effects of recycling
2.9 Take care of your identify positive and negative effects on
environment the environment
SA
Help your learner TEACHING TIP

In this unit, learners will practise making relevant Encourage learners
observations (Sections 2.1 and 2.3). They will also make to watch nature
predictions using scientific knowledge and understanding programmes on TV to
(Sections 2.3 and 2.4). To help them: practise identifying the
producers, consumers,
1 Talk about pot plants you have at home and the way predators and prey.
you look after them.
2 Look at the packaging of food at home and in the supermarket, and discuss
it with learners. Talk about which types of packaging can be recycled.
2 Living things in the environment
13
2.1 Food chains in a local habitat food chain, habitat
Observe a tree habitat
Resources
You will need a tree, a pair of binoculars,
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reference books on birds and insects.
1 Identify the tree you have chosen.
3
PL
____________________________________________________________________
Does the tree have leaves or flowers or fruits?
____________________________________________________________________
a Name all the animals you can see eating the leaves or flowers
or fruits.
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_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
SA
b Draw a food chain to show the feeding relationship between

one of these animals and the tree.
_________________________________________________________________
Remember:
Food chains describe the feeding

relationship between plants and animals.
14 2.1 Food chains in a local habitat

4 a Look on the ground by the roots of the tree. Look for insects in the
dried leaves and seeds. Name the insects you find.
_________________________________________________________________
_________________________________________________________________
E
_________________________________________________________________
b Draw a food chain to show the feeding relationship between one

of these insects and the tree.
PL
_________________________________________________________________
Remember:
When you draw a food chain, the arrow

must go from the food to the animal
eating the food.
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5 Why is the tree called a habitat for the animals you have named?
____________________________________________________________________
____________________________________________________________________
SA
____________________________________________________________________
CHECK YOUR LEARNING
I can identify feeding relationships in a tree.
I can draw a food chain.

15
2.2 Food chains begin with plants producers, consumer
Identify the things that pot plants need to stay alive

Ploy likes to cook. She does not have a garden but she grows herbs in
pots. She has Thai basil, lemon grass and chilli in pots on the windowsill.
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1
PL
Why do we call plants producers?
M
_______________________________________________________________
_______________________________________________________________
2 List the three things that plants need to make food.

SA
_______________________________________________________________
_______________________________________________________________
3 Why does Ploy keep her pot plants on the windowsill?
_______________________________________________________________
_______________________________________________________________
16 2.2 Food chains begin with plants

4 Why does Ploy water her pot plants every day?
___________________________________________________________________
___________________________________________________________________
5 One day Ploy finds holes in some of the leaves of her Thai basil plant.
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She sees a caterpillar on her plant.
a What do we call an animal that eats a plant?
________________________________________________________________
PL
b Draw a food chain to show the feeding
relationship between the caterpillar and
the Thai basil. Label the producer and the
consumer.
________________________________________________________________
Remember:
A food chain must
always begin with
a producer.
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6 Think about it!
Explain how Ploy gets energy from the herbs she has grown when
she eats them.
___________________________________________________________________
SA
___________________________________________________________________
___________________________________________________________________
CHECK YOUR LEARNING
I know what plants need to make food.
I can draw a food chain showing a producer and a consumer.

17
2.3 Consumers in food chains predator, prey
LOOK AND LEARN
In every habitat, there are plants and animals. Animals are consumers
because they eat plants or animals to get their energy. Some animals
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only eat plants. Many animals eat other animals. An animal that eats
another animal is called a predator. The animal that a predator eats
is called its prey.
PL
Identify consumers, predators and prey
Look at the pictures below.
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SA
18 2.3 Consumers in food chains

1 Name the two consumers that only eat plants.
_______________________________________________________________
_______________________________________________________________
2 Which animal is the predator?
E
_______________________________________________________________
3 Which animals are prey for this predator?
4
PL
_______________________________________________________________
_______________________________________________________________
Draw a food chain for a producer and a consumer from

the picture.
_______________________________________________________________
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5 Draw a food chain for a producer, a predator and prey from
the picture.
_______________________________________________________________
Think about it!

SA
Think of another animal that could be prey for the predator in

the picture.
_______________________________________________________________
CHECK YOUR LEARNING
I know the difference between consumers, predators and prey.
I can show feeding relationships in food chains.

19
2.4 Food chains in different habitats canopy
Identify food chains in a tropical forest habitat

Look at the diagram of a tropical forest habitat.
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PL
M
SA
20 2.4 Food chains in different habitats

1 a List the types of producers in the tropical forest.
____________________________________________________________
____________________________________________________________
____________________________________________________________
E
b What types of food do consumers get from these producers?
____________________________________________________________
PL
____________________________________________________________
____________________________________________________________
2 Draw three food chains between a producer and a consumer,

using examples from the diagram.
_______________________________________________________________
M
_______________________________________________________________
_______________________________________________________________
KEY FACT
SA
Tropical forests grow in very hot, wet areas. The trees

grow to different heights. The tallest trees grow to about
50 m and form a canopy that stops sunlight reaching the
lower levels. Some animals live on the shady forest floor
and others live in the trees.

21
3 Rewrite this food chain in the correct order.
slug leaves lizard
_______________________________________________________________
4 Draw another three food chains between a producer, a
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consumer and a predator, using examples from the picture.
_______________________________________________________________
_______________________________________________________________
PL
_______________________________________________________________
Think about it!

What negative effect are humans having on the tropical forest
habitat? Why is this happening?
_______________________________________________________________
M
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
SA
CHECK YOUR LEARNING
I can use information from a diagram to draw food chains.
22 2.4 Food chains in different habitats

2.8 Recycling packaging, recycled
How does recycling help the environment?

Mrs Davis has just been to the supermarket. She is packing her
shopping away.
E
KEY FACT
Glass is made from

sand. When glass is
PL recycled it is melted
down and made into
a new glass object.
This saves having to
dig more sand from
the ground. It uses less
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energy than making
new glass.
1 Complete the table to show the materials that the packaging

for each item is made from and whether it can be recycled.
SA
Packaging is Can packaging

Food item
made from be recycled?
rice
cooking oil
»
soy sauce
lemonade
fresh chicken
spinach

23
2 Choose one of the types of packaging you said could be recycled.
What natural product are we saving by recycling this packaging?
__________________________________________________________________
3 a How does recycling glass bottles reduce the amount of waste

we produce?
E
_______________________________________________________________
_______________________________________________________________
4
PL
b How does recycling glass bottles reduce the amount of energy
we use?
_______________________________________________________________
_______________________________________________________________
a Imagine Mrs Davis gets rid of the packaging by dropping it

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on the ground outside her home. What is this practice called?
_______________________________________________________________
b Why does it have a negative effect on the environment?
_______________________________________________________________
SA
_______________________________________________________________
CHECK YOUR LEARNING
I can select packaging that can be recycled.
I know that recycling has many positive effects on the environment.
I know that littering has a negative effect on the environment.
24 2.8 Recycling
2.9 Take care of your environment environment
Identify good and bad effects on the environment

Look at the pictures in the boxes below. They show some different ways
that people affect the environment.
E
1 Draw a cross on the pictures that show negative effects on the
environment. Fill in the gaps in the sentences beneath these boxes.
Choose words from the box.
PL
Draw a tick on the pictures that show a way of caring for the
environment. Fill in the gaps in the sentences beneath these boxes.
Choose the words from the box below.
rinse holes shower pollute germs litter waste less buses save
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SA
1 Put your _____________ 2 Flies leave __________ 3 Use _____________

in the bin. which can make you water in the bath.
»
sick. Keep food and If possible ____________
eating areas clean. instead.

25
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4 _____________ water 5 Walking or 6 Check that your
– turn on the tap
only when you need
to ____________
your teeth.
PL cycling does not
_________________ the
environment like cars
or _________________.
hosepipe does not
have _______________
along the pipe which
will ____________
water.
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KEY FACT
It is important for everyone to play a part in caring for the

environment. There are many different ways of doing this. You
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can conserve water and use less energy. You can reduce waste by
recycling packaging and putting food waste on the compost heap.
Encourage your friends and family to do all these things, too.
CHECK YOUR LEARNING
I can identify and describe how to take care of the environment.
26 2.9 Take care of your environment

3 Material changes
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3.1 Reversible and irreversible decide whether changes are reversible or
PL
changes irreversible and explain why
3.2 Mixing and separating
solids
3.3 Soluble and insoluble
identify soluble and insoluble solids
substances
3.4 Separating insoluble
separate oil and water
substances
3.5 Solutions see Challenge, Section 3.5
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3.6 How can we make solids draw a graph of results and identify factors
dissolve faster? that affect dissolving
3.7 Grain size and dissolving see Challenge, Section 3.7
Help your learner

SA
In this unit, learners will practise presenting results in a line graph and identifying patterns
in results (Section 3.6). They will also use results to draw conclusions (Sections 3.4 and 3.6),
make predictions using scientific knowledge (Sections 3.1 and 3.4) and make observations
using simple apparatus correctly (Section 3.4). To help them:
1 Explain that there can be different patterns in results. Sometimes we see the pattern as we
change the factor we are investigating. For example sugar dissolves faster as we increase
the water temperature. Another pattern might be that some results are the same.
For example the bulb in a circuit lights up when there is a metal object in the circuit.

3 Material changes
27
3.1 Reversible and irreversible changes reversible, irreversible
Identify and explain reversible and irreversible changes

This is a solid gold bar. When you heat the bar
it melts.
E
1 a In what way does the gold change when
it is heated?
____________________________________________________________
PL
____________________________________________________________
____________________________________________________________
b Is this a reversible or an irreversible change?

Explain your answer.
____________________________________________________________
M
____________________________________________________________
____________________________________________________________
2 This is a pile of wood ready to make a fire.

SA
a When you burn the wood, in what ways does it change?
___________________________________________
___________________________________________
___________________________________________
28 3.1 Reversible and irreversible changes

____________________________________________________
____________________________________________________
E
____________________________________________________
3 Mrs Mulia puts this carton of orange juice in her freezer.
a In what ways does the juice change when she puts
PL
it in the freezer?
____________________________________________________________
____________________________________________________________
____________________________________________________________

M
____________________________________________________________
____________________________________________________________
SA
____________________________________________________________
CHECK YOUR LEARNING
I can use scientific knowledge to identify and explain reversible and

irreversible changes.

3 Material changes
29
3.3 Soluble and insoluble substances dissolve, soluble,
insoluble, mixtures
LOOK AND LEARN
Substances that dissolve in liquids are soluble. They mix completely with
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the liquid, so you cannot see them once they have dissolved, but they
are still present in the solution. Substances that do not dissolve in liquids
are insoluble. They do not mix with the liquid – they form a suspension.
PL
Identify mixtures with soluble and insoluble solids
Magda investigated dissolving. She mixed three different solids with
water. The pictures show her results.
M
SA
1 Are the solids soluble or insoluble in water?
A is __________________________________________
B is __________________________________________
C is __________________________________________
30 3.3 Soluble and insoluble substances

2 a Name two ways that you know if a solid is soluble.
_____________________________________________________________
_____________________________________________________________
b What is a mixture of a liquid and a soluble solid called?
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_____________________________________________________________
3 a Name two ways that you know if a solid is insoluble.
4
PL
______________________________________________________________
______________________________________________________________
b What is a mixture of a liquid and an insoluble solid called?
______________________________________________________________
Think about it!

M
Magda’s little brother thought there was water in Beaker C.
He drank some and quickly spat it out. He said it was salty.
Explain why this happened.
_______________________________________________________________
SA
_______________________________________________________________
CHECK YOUR LEARNING
I can identify soluble and insoluble solids and give reasons.
I can name mixtures of a liquid and soluble and insoluble solids.
I understand that a dissolved substance is still present in a solution.

3 Material changes
31

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CAMBRIDGE PRIMARY

Fiona Baxter and Liz Dilley

Original material © Cambridge University Press 2016

Cambridge University Press is part of the University of Cambridge.

Information on this title: education.cambridge.org

NOTICE TO TEACHERS IN THE UK

Original material © Cambridge University Press 2016

5.1 Which materials conduct electricity? 52

Original material © Cambridge University Press 2016

needed. encourage the students to think more deeply.

How to use the units Self-assessment

What learners will practise and reinforce

Topic In this topic, learners will:

1.5 The digestive system

1.6 What do the kidneys do?

1.7 What does the brain do?

Original material © Cambridge University Press 2016

LOOK AND LEARN

Identify the organs of the body

heart I know the names

The heart is a muscle that never rests. It contracts about

1 The heart pumps blood that …

2 The heart pumps blood to …

b the lungs only

Original material © Cambridge University Press 2016

Complete sentences about the lungs and breathing

We breathe in air through our ______________________________.

Think about it!

CHECK YOUR LEARNING

I know about the lungs and breathing.

I know which gases we breathe in and breathe out.

8 1.4 The lungs and breathing

Original material © Cambridge University Press 2016

Each column in a table must have a heading

10 1.6 What do the kidneys do?

3 a How many millilitres of urine did he produce on Tuesday?

b Why do you think he produced this much urine on Tuesday?

Original material © Cambridge University Press 2016

CHECK YOUR LEARNING

I can obtain information from a graph.

I can use results to draw a conclusion and make a prediction.

12 1.6 What do the kidneys do?

Topic In this topic, learners will:

Help your learner TEACHING TIP

Observe a tree habitat

1 Identify the tree you have chosen.

Does the tree have leaves or flowers or fruits?

b Draw a food chain to show the feeding relationship between

Food chains describe the feeding

14 2.1 Food chains in a local habitat

b Draw a food chain to show the feeding relationship between one

When you draw a food chain, the arrow

CHECK YOUR LEARNING

I can identify feeding relationships in a tree.

I can draw a food chain.

2 Living things in the environment

Identify the things that pot plants need to stay alive

2 List the three things that plants need to make food.

3 Why does Ploy keep her pot plants on the windowsill?

16 2.2 Food chains begin with plants

a What do we call an animal that eats a plant?

CHECK YOUR LEARNING

I know what plants need to make food.

I can draw a food chain showing a producer and a consumer.

1 Put your _ 2 Flies leave 3 Use ___