Cambridge Primary

Hodder Cambridge Primary

Science
Workbook

Stage 5 Helen Lewis

Series editors: Rosemary Feasey
and Deborah Herridge

884245_SCIENCE_WORKBOOK_S5.indb 1 1
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12:33
 Acknowledgements
The Publisher is extremely grateful to the following schools for their comments and feedback
during the development of this series:
Avalon Heights World Private School, Ajman
The Oxford School, Dubai
Al Amana Private School, Sharjah
British International School, Ajman
Wesgreen International School, Sharjah
As Seeb International School, Al Khoud
Practice test exam-style questions are written by the author.
While every effort has been made to check the instructions for practical work described in this book
carefully, schools should conduct their own risk assessments in accordance with local health and
safety requirements.
Every effort has been made to trace all copyright holders, but if any have been inadvertently
overlooked the Publishers will be pleased to make the necessary arrangements at the first
opportunity.
Although every effort has been made to ensure that website addresses are correct at time of going to
press, Hodder Education cannot be held responsible for the content of any website mentioned in this
book. It is sometimes possible to find a relocated web page by typing in the address of the home page
for a website in the URL window of your browser.
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© Helen Lewis 2017
Published by Hodder Education
An Hachette UK Company
Carmelite House, 50 Victoria Embankment, London EC4Y 0DZ
Impression number 5 4 3 2 1
Year 2019 2018 2017
All rights reserved. Apart from any use permitted under UK copyright law, no part of this publication
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Copyright Licensing Agency Limited, Saffron House, 6–10 Kirby Street, London EC1N 8TS.
Cover illustration © Steve Evans
Illustrations by Vian Oelofsen
Typeset in 12 on 14 pt FS Albert by IO Publishing CC
Printed in Great Britain by Hobbs the Printers Ltd, Totton, Hampshire SO40 3WX
A catalogue record for this title is available from the British Library
9781471884245

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 Contents

Biology
Unit 1 The life cycle of a flowering plant 4
Self-assessment 17
Unit 2 Investigating plant growth 18
Self-assessment 25

Chemistry
Unit 3 States of matter 26
Self-assessment 42

Physics
Unit 4 The way we see things 43
Self-assessment 54
Unit 5 Shadows 55
Self-assessment 66
Unit 6 The Earth and beyond 67
Self-assessment 80

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 Unit 1 The life cycle of a flowering plant

Plants and habitats

Look at the table. Read the descriptions of the conditions in five habitats. Match each
1 description with the name of the habitat and the plant that might live there.
Choose from the words in the boxes.

Habitats

tropical rainforest mountain city coral reef desert

Plants

cactus seagrass orchid dandelion pine tree

Conditions Habitat Plant

a poor soil,
polluted air
b high rainfall, high
temperatures
c little or
no rain
d warm, shallow
seawater
e high winds, low
temperatures

2 Describe the conditions in another habitat and name a plant that might live there.

Conditions: ____________________________________________________________________________

Habitat: __________________________________________________________________________
______

Plant: __________________________________________________________________________________

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 Unit 1 The life cycle of a flowering plant

Plant parts
Hint: Label four parts
1 Label the parts of these plants. on each plant.

Choose three of the plant parts you labelled in question 1.

2 Describe the function(s) of each plant part.
• Name of plant part: __________________________
Function(s): _________________________________________________________________________
• Name of plant part: __________________________
Function(s): _________________________________________________________________________
• Name of plant part: __________________________
Function(s): _________________________________________________________________________

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 Unit 1 The life cycle of a flowering plant

Sorting flowers
Sort these flowers into up to four groups. To show the groups, draw a circle around each
1 flower using a different colour for each group.

a b c d e

f g h i j

2 Complete the colour key to show how you sorted the flowers in question 1.

Colour key
Group colour Label

__________________________ __________________________
__________________________ __________________________

3 For each of your groups, draw and label a flower that would be an odd one out.
Use the spaces below.
group group group group
colour colour colour colour

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 Unit 1 The life cycle of a flowering plant

Flower parts
1 Draw lines to match each flower part with the correct information. One has been done
for you.
Flower part Information
sepals the male part of the flower
petals the female part of the flower
stamen a powder produced by the male part of the flower
pollen parts on the outside of the flower
carpel may be large, brightly coloured, with a pleasant scent (smell)

2 Answer these questions about flower parts.

a Which flower part produces pollen? __________________________
b Which flower part receives pollen? ____________________________
c What function do sepals have?
________________________________________________________________________________________

3 Label the parts of this flower. Use the flower part names from question 1.

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 Unit 1 The life cycle of a flowering plant

Male and female flower parts

1 Use the clues given to complete this crossword.

Across
2 Receives pollen
5 Stalk that holds up the anther
7 Contains ovules
8 Joins the stigma to the ovary

Down
1 The whole female part of the flower
2 The whole male part of the flower
3 Become seeds
4 Makes and stores pollen
6 Powder that is spread from flower to flower

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 Unit 1 The life cycle of a flowering plant

Pollination
1 Look at the flowers below.
a Which flowers do you think are pollinated by the wind?
________________________________________________________________________________________
b Which flowers are pollinated by animals?
________________________________________________________________________________________

saw-tooth oak flower

jacaranda flower

orchid

ragweed flower

wheat flower gerbera flower

2 Explain how you worked out the answers to question 1.

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

3 a Find out about one more flower that is pollinated by the wind and one more flower
that is pollinated by animals.
b Draw both flowers below, labelling each with its name.
c Label the features of each flower that show how it is pollinated.

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 Unit 1 The life cycle of a flowering plant

Fertilisation and fruits

Read the text below. Write the missing words in the spaces. Choose from the words
1 in the boxes:

tube female seeds grain male fruit style fertilisation stigma

When a pollen __________________________ lands on the __________________________

of a flower of the same species, a pollen __________________________ may grow
down through the centre of the __________________________ towards the ovary.
The __________________________ cell inside the pollen grain passes down the
tube to join with the __________________________ cell in the ovule. This process
is called __________________________. After this, the ovary develops into a
__________________________. This is the stage where seeds are produced as the ovules
become __________________________.

2 Label these fruits with their parts.

avocado

kiwi fruit

Look at the fruits in the picture above.

3 Describe three similarities and three differences.

Similarities Differences

10

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 Unit 1 The life cycle of a flowering plant

Seeds
Use the identification key below to identify these seeds.
1 Write the name of each seed on the line next to its letter.

a __________________________ b __________________________

c __________________________ d __________________________

e __________________________

Is the seed smooth?

YES NO

Is the seed almost round? Is the seed curved?

YES NO YES NO

white clover aster rough hawkbit Is the seed

long and thin?

YES NO

spotted cats’s ear dog fennel

Choose two seeds from question 1.

2 Write a list of the similarities and differences between them.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

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 Unit 1 The life cycle of a flowering plant

Seed dispersal 1
Some fruits use the wind to disperse their seeds.
1 Draw lines to match each type of fruit to its features and appearance (the picture).

Type of fruit Features

glider openings at the top

parachute stiff wings

shaker light, fluffy parts

Some learners did a test to find out which fruits or seeds travel furthest in the wind.
2 a Calculate the average distance that each fruit or seed travelled. Write it in the table.

Fruit or seed Distance travelled in centimetres

Test 1 Test 2 Test 3 Average
A 306 294 219
B 363 327 462
C 264 510 333
D 300 221 352

b Which fruit or seed travelled furthest? Explain your answer using the data from
the table.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
c How do you think the learners carried out their test? Write down three things they
could have done.
• ____________________________________________________________________________________
• ____________________________________________________________________________________
• ____________________________________________________________________________________

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 Unit 1 The life cycle of a flowering plant

Seed dispersal 2
1 Look at these fruits.

strawberry water lily dandelion geranium

maple grapefruit cleaver kei apple

In this table, write the name of the fruit that uses each method of seed dispersal.

Method of seed dispersal Fruit

wind
animals: eaten
animals: fur
explosion
drop and roll
water

Choose one fruit from the pictures above. Explain why you think it uses a particular
2 method of seed dispersal. What about the fruit makes you think that?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

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 Unit 1 The life cycle of a flowering plant

Newly-discovered plants
1 a Read this newspaper article. The bold words are explained in the Glossary box.

FOUR INCREDIBLE PLANTS JUST DISCOVERED!

A report just released by the Royal ● Oberholzeria etendekensis survives only on the ledges
Botanic Gardens in Kew, London, is a small shrub found in of sandstone cliffs, out of
reveals that globetrotting the Namibian desert. This the reach of annual fires.
botanists discover an amazing shrub is unusual in that it ● Gilbertiodendron maximum,
2000 new plant species every represents a completely new the largest plant discovered
year! If you are looking for genus. last year, is a rainforest
undiscovered plants, pack your ● Sartidia isaloensis is a grass, tree found in Gabon. It can
bags for Brazil, Australia or and was discovered in the reach a gigantic 45 metres
China! These have been the Isalo National Park on the in height! Its trunk can be up
top three countries for plant island of Madagascar. It to 1.4 metres in diameter.
discoveries over the past
decade.

Here’s the lowdown on four

of the plant species that were
discovered last year.
● Drosera magnifica is a huge

insect-eating plant from

Brazil that grows up to
1.5 metres tall. A botanist
discovered it while looking
at Facebook photographs!

Glossary
globetrotting – travelling all over the world
decade – ten years
lowdown – the most important information about something
genus – a group of living things made up of several species

b Choose one of the newly-discovered species from the article. Find out as much as you
can about it. Write a short report in this space.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

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 Unit 1 The life cycle of a flowering plant

Germination and life cycles

A B
1
25 C 25 C

2C 2C

C D

25 C 25 C

2C 2C

a Which seed is most likely to germinate? _____________________________________________

b Explain your answer to question a.
_________________________________________________________________________________________
_________________________________________________________________________________________
a These pictures show different stages in the life cycle of a flowering plant. One of the
2 pictures has been numbered 1. Number the other pictures 2 to 4 to show the correct
order of the life cycle.

_________________ _________________ _________________ _________________

b Label the pictures above. Use these words:

fertilisation germination seed dispersal pollination

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 Unit 1 The life cycle of a flowering plant

What have you learnt about the life cycle of

flowering plants?
1 a Label the male and female parts of this flower.

b Describe two different ways in which flowers can be pollinated.

• ____________________________________________________________________________________
• ____________________________________________________________________________________

2 a When do seeds form?

_________________________________________________________________________________________
_________________________________________________________________________________________
b Describe three different ways in which seeds can be dispersed.

• ____________________________________________________________________________________
• ____________________________________________________________________________________
• ____________________________________________________________________________________

Write the next three stages in the life cycle of a flowering plant.
3
Pollination, _________________________, ________________________, _________________________

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 Self-assessment

Unit 1 The life cycle of a flowering plant

I need more help with …
I understand this well.

I understand this but need ________________________________________

more practice.
________________________________________
I do not understand
this yet. ________________________________________
________________________________________

Learning objectives

I know that there are many different types of plants.

I can name the habitats of different plants.

I can sort flowers into different groups.

I know that plants reproduce.

I can identify the male and female parts of a flower.

I can describe how flowers are pollinated.

I can say why some flowers are brightly-coloured or scented.

I can explain when seeds are formed.

I can name the three main parts of a seed.

I can describe some of the ways in which plants disperse their seeds.

I can name and order the stages in the life cycle of a flowering plant.

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 Unit 2 Investigating plant growth

Plants and habitats

1 Use the identification key below to identify these plants.
Write the name of the plant underneath each picture.

a b c

_____________________ _____________________ _____________________

d e f

_____________________ _____________________ _____________________

Is the plant’s growth habit mat-forming?

YES NO

Does it grow in the water? Is its growth habit climbing?

YES NO YES NO

floating pennywort saxifrage

Are its leaves roughly oval in shape? Is its growth habit

clumping?
YES NO
YES NO
Japanese honeysuckle ivy

New Zealand flax date palm

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 Unit 2 Investigating plant growth

How water affects germination

1 Some learners wanted to find out the Can seeds have too
much water?
answer to this question. They planted
some seeds. They watered the seeds every
day, giving each batch of seeds a different
volume of water.

The learners made sure their test was fair.

List four variables (factors) that they kept the same.
• __________________________ • __________________________
• __________________________ • __________________________

After ten days, the learners measured the height of the seedlings. They also calculated
2 the germination rate. Here is their table of results.

Batch of seeds A B C D E F
Volume of water (ml) 0 50 100 200 400 800
Height of seedlings (mm) 0 36 58 45 13 0
Germination rate (%) 0 62 84 70 24 0

a Which batch of seeds grew best? How can you tell? Use the data in the table to answer
the question.
_________________________________________________________________________________________
_________________________________________________________________________________________

b Can you tell whether the batch of seeds that grew best received the best possible
volume of water? Explain your answer, using the data in the table above.
_________________________________________________________________________________________
_________________________________________________________________________________________

c Answer the question the learners were investigating. Support your answer using the
data in the table above.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

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 Unit 2 Investigating plant growth

Soil and germination Do seeds need soil in

order to germinate?
Predict the answer to the question.
1 Explain your thinking.

_________________________________________________________
_________________________________________________________
_________________________________________________________

Some Stage 5 learners did an investigation to find out if seeds need soil to germinate.
2 • They used two identical plastic cups. bean seeds in soil bean seeds in sand
• They half-filled one cup with soil.
They half-filled the other cup with sand.
• They placed ten bean seeds around the
edge of each cup.
• They poured two more tablespoons of soil
into the cup with the soil in it.
• They poured two more tablespoons of sand into the cup
with the sand in it.
• They poured four tablespoons of water into each cup.
• They put the cups next to each other in a warm place.
• They observed the cups every day. If the cups were dry,
the learners watered them. They gave each cup the
same amount of water. adding tablespoons of soil and sand

• After ten days they counted the number of seeds that had germinated in each cup.
a What did the learners do to make sure the test was fair?

_________________________________________________________________________________________
_________________________________________________________________________________________
b What did the learners do to make sure the results were reliable (could be trusted)?

_________________________________________________________________________________________
c Suggest something else the learners could have done to make the results even
more reliable.
_________________________________________________________________________________________
_________________________________________________________________________________________
d Predict what you think happened in the test. Explain your thinking.

_________________________________________________________________________________________
_________________________________________________________________________________________

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 Unit 2 Investigating plant growth

How roots affect plant growth

Describe two functions of the roots of a plant.
1
• _______________________________________________________________________________________
• _______________________________________________________________________________________

Some Stage 5 learners did an investigation. They found out how losing some or all of its
2 roots affects the growth of a plant.
• The learners used three healthy plants of the same species and size.
• They labelled the plants A, B and C.
• They cut off all the roots of plant A.
• They cut off half of the roots of plant B.
• They did not cut off any of the roots of plant C.

A B C

• They put each plant in an identical pot with the same amount and type of soil.
• They put the plants next to each other on a windowsill.
• They gave each plant the same amount of water.
• They observed the plants every day for ten days.
• They made sketches and measured the height of each plant.
a What did the learners do to make sure the test was fair?
_________________________________________________________________________________________
_________________________________________________________________________________________
b Predict what you think happened in the test. Explain your thinking.
_________________________________________________________________________________________
_________________________________________________________________________________________

Here are the measurements the learners made on day ten of the test.
3 Match each measurement with the plant you think it is from: plant A, plant B or plant C.
a 40 cm __________________________
b 47 cm __________________________
c 32 cm __________________________

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 Unit 2 Investigating plant growth

How temperature affects plant growth

1 Some Stage 5 learners carried out a fair test investigation to find out how temperature
affects plant growth. Here are the results of their investigation.

Day Uncovered plant Plant in ‘greenhouse’

Temperature (°C) Height (cm) Temperature (°C) Height (cm)
1 19 11 35 11
2 22 12 38 12.5
3 25 14 40 15
4 21 14.5 36 18.5
5 18 15 34 21
6 23 16.5 39 24
7 21 18 37 26
8 20 19 36 28.5
9 19 20.5 35 31
10 22 22.5 40 34
Average
a Work out the average temperature for each plant. Write your answers in the table.
b What do the results show? Use data from the table to explain your answer.
_________________________________________________________________________________________
_________________________________________________________________________________________
c Draw a line graph in the grid below to show the height data for both plants.
Give the graph a title. Add a key to show which line relates to which plant.

___________________________________________________

40
Height of plant (cm)

30

20

10

0
1 2 3 4 5 6 7 8 9 10
Days
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 Unit 2 Investigating plant growth

Science word puzzle

Rearrange each set of letters to make a scientific word from Unit 2.
1 Write the words in the grid. The first one has been done for you.

If you have written all the

words correctly, another
word will appear in the
shaded squares.

1 tentruins 2 stemragine 3 hengoesrue

nutrients
________________ ________________ ________________
4 siddslove 5 drainpegs 6 englides
________________ ________________ ________________
7 epurematter 8 theylah 9 shonyshpotites
________________ ________________ ________________

1
n u t r i e n t s

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 Unit 2 Investigating plant growth

What have you learnt about plant growth?

a Describe three things a living plant can do that an artificial
1 plant cannot do.
• ___________________________________________________________
• ___________________________________________________________
• ___________________________________________________________

b Name three growth habits and sketch them.

c Name three things seeds need for germination.

• ___________________________________________________________
• ___________________________________________________________
• ___________________________________________________________

d Describe the functions of these plant parts.

Roots _________________________________________________________________________________
_________________________________________________________________________________________

Stem _________________________________________________________________________________
_________________________________________________________________________________________

Leaves ________________________________________________________________________________
_________________________________________________________________________________________

e Draw a labelled diagram to show a healthy plant in ideal growing conditions.

24

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 Self-assessment

Unit 2 Investigating plant growth

I need more help with …
I understand this well.

I understand this but need ________________________________________

more practice.
________________________________________
I do not understand
this yet. ________________________________________
________________________________________

Learning objectives

I can name some different growth habits of plants.

I can order the stages of growth in a bean plant.

I know that seeds need water and warmth to germinate,

but not light.
I can plan a fair test to find out if seeds can have too
much water.
I can use data to answer questions about germination
rates and times.

I know that plants need energy from light to grow.

I can say what conditions a plant needs to grow.

I can say how the leaves, stem and roots help to give a
plant its food.

I can say how a greenhouse helps plants to grow.

25

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 Unit 3 States of matter

States of matter
Write the missing words in the sentences below.
1 Use these words:

gases liquids mass matter solids states volume

a Everything you see around you is __________________________.

b All matter weighs something (has __________________________).
c All matter takes up space (has __________________________).
d Matter exists in one of three __________________________.
e __________________________ have a fixed shape and can be held.
f __________________________ feel wet, can be poured, and take the shape of their
container.
g __________________________ move around, fill up spaces, and are usually invisible.

2 a Sort the materials in the pictures according to their states. Fill in the table below.

A bubble mixture B C
burning glass
wax
air

melted wax
wax
plastic carbon dioxide

cola

States
Materials

b Write the names of three more materials for each state in the table.

26

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 Unit 3 States of matter

Which liquid is fastest through the funnel?

1

WATER WATER WATER

WATER WATER

washing-up liquid shampoo bath foam water cooking oil

A group of Stage 5 learners predict that the bath foam will take the longest to travel
through the funnel. It is the thickest liquid and they think it will travel slowly.
Liquid (30 ml) Time to
travel though
the funnel
(seconds)
washing-up liquid 19
shampoo 55
bath foam 120
water 2
cooking oil 25

Look at the illustrations and table above. Use the information to answer these questions.
a Was the prediction the group made correct? Use the data to answer this question.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
b List three things that the group might have done to make their test fair.
• ____________________________________________________________________________________
• ____________________________________________________________________________________
• ____________________________________________________________________________________
c Do you think that the group collected enough evidence to test their prediction?
Explain your answer.
_______________________________________________________________________________________
_______________________________________________________________________________________
d What conclusion can you draw from this test? Write down your conclusion.
_______________________________________________________________________________________
_______________________________________________________________________________________

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 Unit 3 States of matter

Gas facts You will need to use

your research skills
Match the sentences below to the for the activities on
1 correct gas. Choose from these words: this page.

argon carbon dioxide

nitrous oxide nitrogen

propane

a This gas is used in hospitals as an anaesthetic. ________________________________________

b This gas is used in aircraft and racecar tyres. __________________________________________
c This gas is used as a fuel for portable stoves. __________________________________________
d This gas is used in fire extinguishers. ________________________________________
e This gas is used in lamps. _____________________________________

2 a Write one question about each gas. Use your research skills to find out the answer
to each question.

Argon
Question: ___________________________________________________________________________
Answer: _____________________________________________________________________________

Carbon dioxide
Question: ___________________________________________________________________________
Answer: _____________________________________________________________________________

Nitrous oxide
Question: ___________________________________________________________________________
Answer: _____________________________________________________________________________

Nitrogen
Question: ___________________________________________________________________________
Answer: _____________________________________________________________________________

Propane
Question: ___________________________________________________________________________
Answer: _____________________________________________________________________________

b Challenge a partner to answer your questions. Write how many are right: _____________

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 Unit 3 States of matter

Changes of state
1 Complete the diagram below. Use these words:

condensation evaporation freezing gas liquid melting solid

Key higher temperature

state of matter
heating
cooling
process of changing
state

lower temperature

Draw a picture with labels to show each process.

2 a Condensation b Evaporation

c
Freezing d Melting

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 Unit 3 States of matter

Freezing different liquids

A group of Stage 5 learners set up an investigation to find out how the thickness
1 of a liquid affects how fast it freezes. This is what they used.

milk
apple juice

washing-up liquid

ketchup
baby oil

shampoo

vinegar

water

Complete their plan on how to answer their question.

a What to keep the same

b Prediction using _______________________________________ c What relevant

scientific observations will
_______________________________________
knowledge you make?
_______________________________________
______________________ ______________________
______________________ ______________________
______________________ How does the thickness ______________________
______________________ of a liquid affect ______________________
how fast it freezes?
______________________ ______________________

d Table of results e Outline of graph

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 Unit 3 States of matter

Investigating freezing Does water change

in volume when it
You are going to plan an investigation to freezes?
1 answer Ana’s question.

a Predict the answer to Ana’s question, explaining your thinking.

____________________________________________________________________
____________________________________________________________________
b What will you do in your investigation? Draw a labelled diagram.

c What will you observe or measure?

_________________________________________________________________________________________
d How will you make sure that your observations or measurements are reliable?
_________________________________________________________________________________________
_________________________________________________________________________________________
e What kind of problems do you think you might have when you carry out
the investigation?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
f What could you do to avoid these problems?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

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 Unit 3 States of matter

Evaporation
1 Use these words to complete these sentences.

evaporation gas air liquid heated

The liquid in the puddle is being

____________________________ by the Sun.
The particles have more
energy so they move into the
____________________________.
When this happens, the particles
of water change state from a
____________________________ to a
____________________________.
This process is called
____________________________.

2 Write your answers in the boxes.

Definition
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

Evaporation

Examples of evaporation
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

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 Unit 3 States of matter

Investigating evaporation 1
The Stage 5 class wanted to find out if washing dries more quickly on windy days than on
1 still days. They used two identical flannels. They measured their masses. They soaked the
flannels in water, wrung them out, and measured their masses again. Then they hung the
flannels to dry, with an electric fan blowing on one of them. They measured the mass of
each flannel every 30 minutes.
Here is their table of results.

Flannel Mass of Mass of flannel after wetting

flannel
After After After After After After
when dry
0 mins 30 mins 60 mins 90 mins 120 mins 150 mins
A – no fan 23 g 68 g 59 g 51 g 40 g 31 g 23 g

B – fan 24 g 72 g 53 g 35 g 24 g 24 g 24 g

a Use the data in the table above to complete the table below.
Hint: Mass of
Mass of water in flannel water = mass
after wetting
Flannel After After After After After After – mass when
0 mins 30 mins 60 mins 90 mins 120 mins 150 mins dry.
A – no fan

B – fan

b Draw a line graph of the results from question 1a here.

c What conclusions can you draw from the data the learners collected?
_________________________________________________________________________________________
_________________________________________________________________________________________

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 Unit 3 States of matter

Investigating evaporation 2
Class 5 learners wanted to find out how surface area affects the speed of evaporation.
1 They used four containers with different surface areas. They poured the same volume
of water into each container. They put them all on a windowsill. After three days they
measured the volume of water left in each container.
Here is their table of results.

Container Surface area of Volume of water Volume of water Volume of water

container (cm2) poured into the left after three that evaporated
container (ml) days (ml) (ml)
A 87 cm2 200 ml 126 ml
B 102 cm2 200 ml 113 ml
C 160 cm2 200 ml 64 ml
D 219 cm2 200 ml 14 ml
a Fill in the final column of the table.
b Draw a line graph by plotting these two variables:
• surface area of container
• volume of water that evaporated.

Study the line graph. Use it to predict the volume of water that would have evaporated
2 after three days if the learners had poured 200 ml of water into containers with a surface
area of:
a 190 cm2 __________________________
b 60 cm2 __________________________

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 Unit 3 States of matter

Boiling and condensation

1 a What do you need to do to water to make it boil?

_________________________________________________________________________________________
b What are the bubbles in boiling water made from? __________________________
c What is the steam that comes from boiling water made from?

_________________________________________________________________________________________
d What is the boiling point of water? __________________________
e Is it possible to heat water above its boiling point? Explain your answer.

_________________________________________________________________________________________
_________________________________________________________________________________________
f How does the boiling point of salt water compare to that of freshwater?

_________________________________________________________________________________________

2 a Complete this sentence:

Condensation happens when a __________________________ is cooled and changes state

into a __________________________.

This can has been taken out of the fridge and left in a warm place for a few minutes.

b What is on the outside of the can?

_________________________________________________________________________________________
c Explain how it got there.

_________________________________________________________________________________________
_________________________________________________________________________________________
d Give another example of where condensation happens.

_________________________________________________________________________________________

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 Unit 3 States of matter

Investigating condensation
If salt water
You are going to plan an investigation to answer
1 Liam’s question.
evaporates and then
condenses, will there
be any salt in the
a Predict the answer to Liam’s question, condensed water?
explaining your thinking.
_________________________________________________________________
_________________________________________________________________
b What will you do in your investigation? Draw a labelled diagram.

c How will you find out if the condensed water has any salt in it?
_________________________________________________________________________________________
d How will you make sure your results are reliable?
_________________________________________________________________________________________
_________________________________________________________________________________________
e How will you present your results? Explain why you have chosen this way of presenting
your results.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
f Predict your results, explaining your thinking.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

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 Unit 3 States of matter

Changes of state clues

Match each clue below with the correct words.
1
boiling cooling

evaporation freezing

heating melting

a Raising temperature __________________________

b The process in which a solid becomes a liquid __________________________
c Lowering temperature __________________________
d The process in which water turns to water vapour throughout the liquid,
not just on the surface __________________________
e The process in which water becomes a solid ___________________________
f The process in which a liquid becomes a gas __________________________

Write a clue for each of these.

2
a Freezing point
_________________________________________________________________________________________

b Boiling point
_________________________________________________________________________________________

c Water vapour
_________________________________________________________________________________________

d Ice
_________________________________________________________________________________________

e Condensation
__________________________________________________________________
__________________________________________________________________

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 Unit 3 States of matter

Dissolving and solutions

Complete the table. Use these words and phrases:
1
clear cloudy dissolve do not dissolve

evaporation filtering solution suspension

Soluble materials Insoluble materials

what they do when mixed with water
what the mixture looks like
what the mixture is called
how to separate the mixture

2 a Name three soluble materials.

_________________________________________________________________________________________
b Name three insoluble materials.

_________________________________________________________________________________________
c Some Stage 5 learners pour a teaspoon of cornflour into a cup of water. They stir the
mixture well and then observe it. They see particles of cornflour floating in the water.
What type of mixture did they form by mixing cornflour with water?

_________________________________________________________________________________________
d Some Stage 5 learners pour a teaspoon of sugar into a cup of water. They stir the
mixture well and then observe it. They cannot see any particles of sugar floating in the
water. What type of mixture did they form by mixing sugar with water?

_________________________________________________________________________________________
e The Stage 5 learners pour some of the sugar and water mixture into a saucer.
They leave the saucer on the windowsill for few days.

i Predict what will happen to the water.

_____________________________________________________________________________________
ii Predict what will be left behind in the saucer.

_____________________________________________________________________________________
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 Unit 3 States of matter

Stir it up! Does stirring affect

how quickly sugar
dissolves?
1 Predict the answer to Ana’s question.
Explain your thinking.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Some Stage 5 learners planned an investigation to find out the answer to Ana’s question.
2 Here is their plan:

1. We will pour water into three cups. We will label the cups A, B and C.
2. We will pour sugar into each cup. We will not stir cup A. We will stir cup B slowly.
We will stir cup C quickly.
3. We will time how long it takes the sugar in each cup to dissolve.

a In their plan, the learners have not explained how they will make sure that their
investigation is a fair test. How can the learners make sure it is a fair test?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
b What can the learners do to make sure their results are more reliable? Explain your thinking.
_________________________________________________________________________________________
_________________________________________________________________________________________
With the teacher’s help, Stage 5 changed their plan so that they would have a fair test
3 with reliable results. Then they carried out their investigation. Here is their table of results:
Cup Time taken for sugar to dissolve (seconds)
Test 1 Test 2 Test 3 Average
A – no stirring 51 41 52 48
B – stirring slowly 20 29 26 25
C – stirring quickly 11 8 8 9
a Do the results give you enough information to draw a conclusion? If so, what is your
conclusion? ___________________________________________________________________________
_________________________________________________________________________________________
b Do the results support your prediction? Explain your thinking. _________________________
_________________________________________________________________________________________

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 Unit 3 States of matter

The water cycle

1 a In the space below, draw a diagram of
the water cycle. Include these labels:

evaporation clouds

trees river

Sun rain and snow

underground water ocean

b Add numbers to your water cycle diagram. Below, write a caption for each number to
explain what is happening.

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

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 Unit 3 States of matter

What have you learnt about states of matter?

1 a Describe two properties that all matter has.

• ________________________________________________________
• ________________________________________________________
b Describe two properties of each state of matter.
Solids
• ____________________________________________________________________________________
• ____________________________________________________________________________________

Liquids
• ____________________________________________________________________________________
• ____________________________________________________________________________________

Gases
• ____________________________________________________________________________________
• ____________________________________________________________________________________
c Name three materials that belong to each state of matter.
Solids: _________________________________________________________________________________

Liquids: _______________________________________________________________________________

Gases: ________________________________________________________________________________

2 a Write each process on the box in the correct column of the table.
condensation evaporation melting freezing boiling

Processes that involve heating Processes that involve cooling

b Some water is evaporating from a puddle. What will happen to the rate of evaporation
if the temperature rises? ______________________________________________________________
c Condensation is forming on a leaf. What will happen to the
rate of condensation if the temperature falls? _________________

______________________________________________________________

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 Self-assessment

Unit 3 States of matter

I need more help with …
I understand this well.

I understand this but need ________________________________________

more practice.
________________________________________
I do not understand
this yet. ________________________________________
________________________________________

Learning objectives

I can identify solids, liquids and gases.

I can describe the different properties of solids, liquids and gases.

I know that evaporation happens when a liquid turns into a gas.

I know that condensation happens when a gas turns into a liquid.

I understand that condensation is the reverse of evaporation.

I know that air contains water vapour and that when it meets a cold
surface it may condense.

I can say what happens to matter when it melts or freezes.

I know the boiling point of water.

I know the melting point of ice.

I know what is left behind when a liquid evaporates from a solution.

I can test to find out if materials will dissolve in water.

I can say what happens in the water cycle.

42

884245_SCIENCE_WORKBOOK_S5.indb 42 4/28/17 1:29 PM

 Unit 4 The way we see things Unit 4 The way we see things

Sources and uses of light

Write the name of each object in the correct column of the table.
1
aluminium foil candle diamond fireworks glow-worm

metal spoon meteor mirror the Moon oil lamp

the Sun television torch lightning stars

Not light sources Natural light sources Artificial light sources

How is light being used in each picture below? Choose from:

2
capturing an image observing the universe

growing food generating electricity

a b

__________________________________ __________________________________

c d

__________________________________ __________________________________

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 Unit 4 The way we see things

Comparing brightness
Some Stage 5 learners wanted to compare the brightness of different light sources.
1 They collected the following light sources:

torch candle table lamp night light bicycle light

a Predict the order of the light sources from brightest to dimmest.

__________________________________________________________________
__________________________________________________________________

The learners used a light meter to measure the brightness of the light
sources they collected. Look at their table of results.

Light source torch candle table night bicycle

lamp light light
Brightness 120 10 450 60 200
(in lux)

b Order the light sources from brightest to dimmest.

_________________________________________________________________________________________
_________________________________________________________________________________________

c Describe any differences or similiarities between your predictions and the results.
_________________________________________________________________________________________
_________________________________________________________________________________________

d Draw a bar chart of the data in the table.

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 Unit 4 The way we see things

Travelling light
Complete the sentences using these words:
1
arrow beam ray ray diagram rays spreads straight

a As light travels away from its source, it __________________________ out.

b Light travels in __________________________ lines.

c You can imagine a __________________________ of light as being made up of lots of

__________________________.

d You can draw a __________________________ as a straight line.

e An __________________________ on the line shows the direction in which the light is

travelling.

f You can show how light travels by drawing a __________________________.

What will happen when each light source is switched on? Draw a ray diagram to show
2 how the light from each light source will travel.
Picture Ray diagram
a

street lamp

lamp

laser pointer

45

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 Unit 4 The way we see things

Reflections
a Tick the diagram that shows a reflection being produced.
1
A

b Add these labels to the diagrams above:

very smooth surface incoming rays of light uneven surface reflected rays

A pencil is reflected on the

2 surface of a metal spoon.

a How is the reflection of the pencil similar to the real pencil?

_________________________________________________________________________________________
_________________________________________________________________________________________

b How is the reflection of the pencil different to the real pencil?

_________________________________________________________________________________________
_________________________________________________________________________________________

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 Unit 4 The way we see things

Incoming and reflected rays

Measure the angle, a, at which each light ray hits the mirror.
1 Write the size of the reflected light ray next to each diagram.

a a __________________________________

a b __________________________________

a c __________________________________

a d __________________________________

Measure the angle, b, at which each light ray is reflected from the mirror.
2 Write the size of the incoming light ray next to each diagram.

b a __________________________________

b b __________________________________

b c __________________________________

b d __________________________________

47

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 Unit 4 The way we see things

What have you learnt so far?

Look at the picture and answer the questions.
1

a There are three light sources in the picture. Circle them.

b Order the light sources from brightest to dimmest. Use the numbers 1 to 3.
The brightest light source is 1. The dimmest is 3.
c How are the people in the picture using light? Describe three ways.
• ____________________________________________________________________________________
• ____________________________________________________________________________________
• ____________________________________________________________________________________
d Draw rays on the picture to show how the light from the reading lamp is travelling.
e Colour in the person who has the brightest light from the reading lamp.
f Draw a circle around an object that is producing a reflection.
g Look at the reflection in the picture. How is the reflected image different to the object
being reflected?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

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 Unit 4 The way we see things

Mirror maze
Class 5 learners have made a maze using mirrors. They shine a laser pointer onto the first
1 mirror in the maze.

laser pointer

m
45º

irr
or
1
45º
2
r
rro
mi
mirror 6

r3
rro
mi

mi r4
rro rro
r5 mi

Hint: The light beam will

not hit all the mirrors.

a Circle the object that you think the light from the laser
pointer will reach.
b Draw the path that the light beam will take. As you do this,
write the angle at which the light beam hits each mirror and
the angle at which it is reflected. The angles for the first
mirror have been done for you.
c Was your prediction in a correct? __________________________

2 Draw your own light maze on a sheet of plain paper. Give it to a partner to solve.

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 Unit 4 The way we see things

Light and seeing

Tick the diagram that shows how we see things.
1
a lamp b lamp

eye eye

table table

c lamp d lamp

eye eye

table table

Draw light rays in this picture,

2 to show how the girl sees the bird.

50

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 Unit 4 The way we see things

Your eyes and how they work

Draw a diagram of the eye from the outside. Label these parts:
1
eyebrow eyelashes eyelid iris pupil sclera tear duct

2 Draw lines to match each part of the eye with the right description or function.

Part of the eye Description or function

a iris transparent layer that covers the eye
b optic nerve lets light into the eye
c cornea coloured part of the eye
d pupil focuses light rays onto the retina
e retina electrical signals travel along this to the brain
f lens the back of the eye

The diagram below shows the inside of the eye. Label the parts listed in question 2.
3

51

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 Unit 4 The way we see things

Fun with your blind spot

The spot where your optic nerve connects to your retina has no light-sensitive cells.
1 It is called your blind spot. When light hits that part of your retina, you cannot see it.

Hold this page in your hand with your arm held out.
Close your left eye and focus on the square with your right eye.
Slowly move the page towards you. What do you observe?
____________________________________________________________________________________________
____________________________________________________________________________________________

In question 1 you should have observed that the circle disappeared. This happened
2 because light that reflected from the circle was hitting your blind spot.
Follow the instructions in question 1 again.
Do you see only darkness in the place where the circle was?
Or do you see something else? If you see something else, what do you see?
____________________________________________________________________________________________
____________________________________________________________________________________________

In question 2, you should have observed that where the circle was matched the rest
3 of the paper. This happened because your brain automatically fills in the missing
information from your blind spot. The brain does not just match coloured backgrounds.
It can also make other changes to what you see.

Hold this page in your hand with your arm held out again. Close your right eye and focus
your left eye on the square. Slowly move the page towards you.
What happens to the two long rectangles and the circle?
____________________________________________________________________________________________
____________________________________________________________________________________________

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 Unit 4 The way we see things

What have you learnt about the way we

see things?
Which torch is brighter? __________________________
1
a b

2 a Look at the diagram below.

At what angle does the beam of light hit the mirror? __________________________

Hint: Use a
incoming light ray
protractor.

mirror

b At what angle will the beam of light be reflected from the mirror? ____________________
c Complete the diagram to show how the ray of light will be reflected from the mirror.

3 Draw a labelled diagram to show how we see objects.

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 Self-assessment

Unit 4 The way we see things

I need more help with …
I understand this well.

I understand this but need ________________________________________

more practice.
________________________________________
I do not understand
this yet. ________________________________________
________________________________________

Learning objectives

I can identify natural and artificial light sources.

I can say why we need light.

I can order light sources from brightest to dimmest.

I can measure the brightness of light.

I can draw a diagram to show how light travels.

I can explain how we see light sources.

I know that light can be reflected by surfaces, including mirrors.

I can explain how we see objects that are not light sources.

I can describe how a beam of light changes direction when it is

reflected from a surface.

I can write using mirror writing.

I can design and make my own periscope.

I understand how my eyes work.

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 Unit 5 Shadows Unit 1 The life cycle of a flowering plant

Making shadows

1 a Look at the picture. Why is there a shadow?

_________________________________________________________________________________________
b What is a shadow?

_________________________________________________________________________________________
c In the picture, the shape of the shadow is similar to the shape of the tree. Explain why.

_________________________________________________________________________________________
Some Stage 5 learners made shadows by shining a torch onto a toy from different positions.
2 The shadows they made looked like those shown below.
Draw lines to match each shadow with what the learners did.

Shadow What the learners did

a shone the torch from the left

b shone the torch from the right

c shone the torch close to the toy

d shone the torch far from the toy

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 Unit 5 Shadows

More shadow diagrams

Label the diagram. Use these words:
1
beam of light light source shadow sunflower ray of light wall

Do the following to complete the diagram.

2 a Draw light rays.
b Shade the area of shadow.
c Add labels.

Draw the shadow cast on the wall:

3 a by the sunflower in question 1. b by the colander in question 2.

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 Unit 5 Shadows

Silhouette characters
Can you identify these characters by their silhouettes? Match each silhouette to the
1 correct character. Choose from:

astronaut ballerina doctor fire fighter footballer tennis player

a b c

______________________ ______________________ ______________________

d e f

______________________ ______________________ ______________________

2 a Draw a different character on a sheet of paper.

b Make it into a silhouette.
c Cut it out and stick it in the space below.

d Ask a partner to guess what the silhouette is. Write the guess here.

_____________________________________________________________________________________

e Was your partner’s guess correct? ___________________________________________________

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 Unit 5 Shadows

Light and materials

Complete the table to show what you know about transparent, translucent and
1 opaque materials.

Transparent Translucent Opaque

How much light almost all light
passes through it?

Can you see yes, but not clearly

through it?

What sort of shadow a dark shadow

does it cast?

Diagram
light
source

translucent
material

wall

Use your research skills to find out about some transparent, translucent and opaque
2 materials and their uses. Record your findings in this table.
Type of material Example(s) Uses
transparent

translucent

opaque

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 Unit 5 Shadows

Investigating translucent materials

How does the
1 Predict the answer to the question
number of layers of
Ana is asking. Explain your thinking.
translucent material
_______________________________________ affect the amount
of light that passes
_______________________________________ through?
_______________________________________
_______________________________________

A group of Stage 5 learners carried out an

2 investigation to find out the answer
to Ana’s question above.
They used a light meter to measure
the brightness of the light produced by
a torch. They placed a layer of tracing
paper over the torch and measured the
brightness of the light again.
They continued to add one layer of
tracing paper at a time, measuring the
brightness of the light each time.

Describe two things that the learners

needed to do to make sure the test was fair.
• ____________________________________________________________________________________
• ____________________________________________________________________________________

3 Here is the table of results that the Stage 5 group recorded:

Number of layers of tracing paper 0 1 2 3 4 5 6 7

Brightness of light (lux) 60 54 48 42 36 30 24 18

a What pattern do you notice in the data?

_________________________________________________________________________________________
_________________________________________________________________________________________

b Use the pattern you described above to predict the brightness of the light with eight
layers of tracing paper. _________________________________________________________________

c Use the pattern you described above to predict the number of layers of tracing paper
needed to block all the light from the torch. ___________________________________________

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 Unit 5 Shadows

Changing shadows
Hadir is putting on a shadow puppet performance.
1 Complete the sentences below. Use these words:
bigger and fuzzier darker lighter

disappear smaller and sharper

a If Hadir uses a brighter light source, the puppet’s

shadow will get __________________________.

b If Hadir moves the puppet closer to the

screen, the puppet’s shadow will get
__________________________.

c If Hadir switches off the light source, the puppet’s

shadow will __________________________.

d If Hadir moves the puppet further away from the screen, the puppet’s shadow will get
__________________________.

e If Hadir uses a dimmer light source, the puppet’s shadow will get
__________________________.

Describe three other things that Hadir could do to change the shadow.
2 Also describe how the shadow would change.

Other things Hadir could do How the shadow would change

• _____________________________________ _____________________________________
_____________________________________ _____________________________________
_____________________________________ _____________________________________

• _____________________________________ _____________________________________
_____________________________________ _____________________________________
_____________________________________ _____________________________________

• _____________________________________ _____________________________________
_____________________________________ _____________________________________
_____________________________________ _____________________________________

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 Unit 5 Shadows

More about sticks and shadows

1 Predict the answer to the question that
Does a shadow stick
Liam is asking. Explain your thinking.
that is twice as long
_______________________________________ as another, cast a
shadow that is twice
_______________________________________ as long?
_______________________________________
_______________________________________

Stage 5 learners carried out an investigation to find out the answer to Liam’s question.
2 Here is their table of results:

Time Length of shadow cast by Length of shadow cast by stick

stick that was 0.5 m long (cm) that was 1 m long (cm)
8:30 a.m. 46 92
9:30 a.m. 32 64
10:30 a.m. 25 50
11:30 a.m. 20.5 41
12:30 p.m. 19.5 39
1:30 p.m. 21 42
2:30 p.m. 26.5 53
3:30 p.m. 34 68

a Compare the shadows lengths of the two sticks. What pattern do you notice?
_________________________________________________________________________________________
_________________________________________________________________________________________

b At 4:30 p.m. the length of the shadow cast by the 0.5 m-long stick was 49 cm. Predict
the length of the shadow of the 1 m-long stick at the same time. _____________________

c Do the learners’ results support the prediction you made in question 1?

_________________________________________________________________________________________

d How could you use what you have found out to work out the height of a tall object
such as a tree? ____________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

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 Unit 5 Shadows

The Sun and shadows

Order these images by numbering them from 1 to 5. Label the images to show the time
1 of day. The first image has been numbered and labelled for you.
Choose from these times of day:

mid-morning midday mid-afternoon late afternoon

a Image Order b Image Order
1 _______________________

Time of day Time of day

early morning _______________________

c Image Order d Image Order

_______________________ _______________________

Time of day Time of day

_______________________ _______________________

e Image Order
_______________________

Time of day
_______________________

Complete the sentences using these words

2
height high length longer longest low shorter shortest

a The shadows cast by the Sun vary in __________________________.

b The length of shadows changes as the __________________________ of the Sun
in the sky changes.
c Shadows are long when the Sun is __________________________ in the sky.
d Shadows are short when the Sun is __________________________ in the sky.
e Shadows are __________________________ at sunrise and sunset.
f During the morning, shadows get __________________________.
g Shadows are __________________________ at midday.
h During the afternoon, shadows get __________________________.

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 Unit 5 Shadows

Sundials
What time does each sundial show?
1
a b c

______________________ ______________________ ______________________

d e f

______________________ ______________________ ______________________

2 a Sort the sundials above into groups by drawing coloured circles around them.
Use the same colours to circle the sundials that belong to the same group.
b Ask a partner to tell you how they think you have sorted the sundials.
c Write a key below to show how you have sorted the sundials.
My key

Write an explanation of how a sundial works.

3
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

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 Unit 5 Shadows

What I know about shadows

Show what you know about the headings
1 in the four boxes below.
You could do this by:
• writing sentences or making a list
• drawing a labelled diagram
• a combination of these.

How shadows form How to change the size of a shadow

The shadows made by transparent, The Sun and shadows

translucent and opaque materials

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 Unit 5 Shadows

Shadows quiz
Tick one answer for each question.
1
a A shadow is formed when …
an object blocks light.
it is very dark.
it is very light.
light falls onto a surface.

b The shape of a shadow is similar

to the shape of the object that casts
it because …
light spreads out from
a light source.
light has a lot of energy.
light travels very fast.
light travels in straight lines.

c An opaque material casts what f How do shadows cast by the Sun change
type of shadow? in length throughout the day?
a faint shadow They
 are short at sunrise and get
a dark shadow longer until sunset.
no shadow They
 are long at sunrise and get
a fuzzy shadow shorter until sunset.
They
 are long at sunrise, get
shorter until midday, and then
d What type of materials cast
get longer until sunset.
no shadow at all?
They
 are short at sunrise, get longer
all materials cast a shadow
until midday, and then get shorter
opaque materials until sunset.
translucent materials
transparent materials g How do shadows cast by the Sun change
in position throughout the day?
e What could you do to make They move from roughly …
a shadow larger? east at sunrise to roughly
Move
 the light source closer to west at sunset.
the object that is casting the shadow. north at sunrise to roughly
Move
 the light source further south at sunset.
from the object that is casting west at sunrise to roughly

the shadow. east at sunset.
Move the light source upwards. south
 at sunrise to roughly
Move
 the light source downwards. north at sunset.

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 Self-assessment

Unit 5 Shadows
I need more help with …
I understand this well.

I understand this but need ________________________________________

more practice.
________________________________________
I do not understand
this yet. ________________________________________
________________________________________

Learning objectives

I can explain how shadows are formed.

I can say how the position of an object affects the size of its shadow.

I can make my own hand shadows.

I can use a shadow to create a silhouette portrait.

I can explain what the words ‘transparent’, ‘opaque’ and ‘translucent’

mean.
I can plan a fair test to find out which materials are best for making
shadow puppets.

I can describe how to make shadows larger, darker and sharper.

I can put on a shadow puppet performance.

I can describe how the length and position of shadows change

throughout the day.

I understand how sundials are used to tell the time.

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 Unit 6 The Earth and beyond
Unit 1 The life cycle of a flowering plant

Earth, Sun and Moon

1 Label the Sun, Earth and Moon in the diagram below.

2 a Use your research skills to find out three interesting facts about the Earth,
the Sun and the Moon.

Three interesting facts Three interesting facts Three interesting facts

about the Earth about the Sun about the Moon

b Share what you have found out with a partner.

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 Unit 6 The Earth and beyond

Sun and Earth

Draw the position of the Sun in the sky at each time of day.
1 The first one has been done for you.

sunrise mid-morning midday mid-afternoon sunset

Ai lives in Beijing. Her cousin Hang lives in San Francisco. San Francisco is nine hours
2 ahead of Beijing.
a Complete the table.

Time in Beijing Time in San Francisco

8 a.m. 5 p.m.
10 a.m. 7 p.m.
12 p.m.
2 p.m.
4 p.m.
6 p.m.
8 p.m.

b What time will it be in San Francisco when it is 9 p.m. in Beijing?

__________________________

c What time will it be in Beijing when it is 8 p.m. in San Francisco?

__________________________

d Ai wants to phone Hang. What time of day would be best for her to make
the phone call? __________________________

e Explain the answer you gave to question d.

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

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 Unit 6 The Earth and beyond

Daylight hours
Here are the average daylight hours during each month of the year in a mystery city.
1
Month Daylight hours Month Daylight hours
January _3 July _1
14 4 hours 9 2 hours
February _3 August _1
13 4 hours 10 2 hours

March _1 September _3
12 2 hours 11 4 hours
April 11 hours October 13 _14 hours
May _3 November _1
9 4 hours 14 2 hours
June 9 _14 hours December 15 _14 hours
Plot the data as a line graph on the axes below.

You will need a world

map, atlas or globe.

The data about daylight hours in question 1 is from one of these cities:
2 ● Moscow, Russia ● Wellington, New Zealand

● Seoul, South Korea ● Tangier, Morocco

Which city do you think the data is from? Why? _______________________

_________________________________________________________________
_________________________________________________________________

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 Unit 6 The Earth and beyond

Seasons
I think the Earth has
1 a Explain why Orlando’s idea must be wrong. seasons because it is
Use what you know about the Earth’s orbit. closer to the Sun at
some times of year
____________________________________________ than at other times
of the year.
____________________________________________
______________________________________________________________
______________________________________________________________
b Explain why the Earth has seasons. Use diagrams to help you.

Valentina lives in the city of Buenos Aires, Argentina.

2 Complete this table about the seasons in Buenos Aires.
South America

Choose from these words: Argentina

Buenos
cold hot wide shallow narrow Aires

steep summer winter

When Buenos Aires is tilted When Buenos Aires is tilted

away from the Sun ... towards the Sun ...
the Sun’s rays strike the ground at a the Sun’s rays strike the ground at a
______________________ angle. ______________________ angle.
the Sun’s energy is spread out over a the Sun’s energy is spread out over a
______________________ area. ______________________ area.
the weather is ______________________. the weather is ______________________.
the season is ______________________. the season is ______________________.

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 Unit 6 The Earth and beyond

The moving Earth

1 a Draw a diagram below to show how the Earth moves.

b What is the name of the imaginary line around which the Earth rotates?
_____________________________________________________________________________________
c About how long does it take the Earth to complete one rotation?
_____________________________________________________________________________________
d Why did ancient people think the Sun travelled around the Earth?

_____________________________________________________________________________________
e What is the name of the force that keeps the Earth in orbit around the Sun?
_____________________________________________________________________________________
f About how long does it take the Earth to complete one orbit of the Sun?
_____________________________________________________________________________________

2 a Write three more questions below about the Earth and how it moves. Include the
answers to the questions.

• ____________________________________________________________________________________
____________________________________________________________________________________
• ____________________________________________________________________________________
____________________________________________________________________________________
• ____________________________________________________________________________________
____________________________________________________________________________________
b Read out your questions to a partner. How many questions did they answer correctly?
_____________________________________________________________________________________

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 Unit 6 The Earth and beyond

Moon phases
Order these phases of the Moon. Write the numbers 1 to 8 in the boxes.
1 Number 1 has been done for you.

1
a b c d

______________________ ______________________ ______________________ ______________________

______________________ ______________________ ______________________ ______________________

e f g h

______________________ ______________________ ______________________ ______________________

______________________ ______________________ ______________________ ______________________

Label the phases of the Moon above. Write one of these labels below each picture.
2
first quarter full new last quarter waning crescent

waning gibbous waxing crescent waxing gibbous

3 a About how long does it take the Moon to complete one orbit around the Earth?
_________________________________________________________________________________________
b How do you know?

_________________________________________________________________________________________
_________________________________________________________________________________________

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 Unit 6 The Earth and beyond

Planetary awards
Imagine that there is an award Use your research
1 ceremony for the planets of the skills to answer these
solar system. questions.
Which of the planets would win
each of these awards?

a b c

greatest number strongest magnetic

of moons strongest winds field

d e f

365

shortest year longest day largest volcano

g h i

365

highest temperatures shortest day longest year

2 Invent your own planet award.

Draw the certificate in the space.
On your certificate, write:
• what you are giving the
award for
• the name of the planet that
has won the award.

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 Unit 6 The Earth and beyond

Planet distances
The table shows the distance
1 of each planet from the Sun
in millions of kilometres.
a Fill in the end column of
the table. The first two
have been done for you.

Planet Average distance from the Distance between the orbits of ...
Sun (millions of kilometres) (millions of kilometres)
Mercury 57 Mercury and Venus – 51
Venus 108 Venus and Earth – 42
Earth 150 Earth and Mars –
Mars 228 Mars and Jupiter –
Jupiter 779 Jupiter and Saturn –
Saturn 1430 Saturn and Uranus –
Uranus 2880 Uranus and Neptune –
Neptune 4500 Neptune and Pluto –

b What patterns do you notice in the data in the table?

_________________________________________________________________________________________
_________________________________________________________________________________________

c Imagine that there is another planet, further away than Neptune. Predict its average
distance from the Sun. Use the patterns you noticed in b. ____________________________
_________________________________________________________________________________________

d Use your research skills to find out the same data for the dwarf planet, Pluto.
Insert this data in the final row of the table.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

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 Unit 6 The Earth and beyond

Sun, Moon and planets

1 a What is the name of the process inside
the Sun that releases huge amounts of
energy? __________________________
b What is the name given to the cooler,
darker areas on the surface of the Sun?

__________________________

c Which statement is false? Tick a box.

The Moon spins slowly.
The same side of the Moon always faces the Earth.
The Moon does not spin.
We only see the sunlit part of the Moon.

Complete the sentences. Use these words: longer shorter

2
a The closer to the Sun a planet orbits, the __________________________ its year.
b The further from the Sun a planet orbits, the __________________________ its year.
c The more slowly a planet spins on its axis, the __________________________ its day.
d The faster a planet spins on its axis, the __________________________ its day.

3 a Name the planets of the solar system in order.

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

b Name the rocky planets.

_________________________________________________________________________________________

c Name the gas giants.

_________________________________________________________________________________________

d Which statement is true? Tick one of the boxes.

The outer planets are closer together than the inner planets.
The outer planets are the same distance apart as the inner planets.
The outer planets are further apart than the inner planets.
There is no pattern in the distances between the planets.

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 Unit 6 The Earth and beyond

Impact!
The dark circles you can see on the
1 Moon are craters. They were made by
How does the size of
meteorites affect the
meteorites slamming into the Moon. size of craters?
Predict the answer to this question.
Explain your thinking.
___________________________________________________________
___________________________________________________________
___________________________________________________________

Some Stage 5 learners carried out

2 an investigation to find out how
the size of meteorites affects the
size of craters.
They poured some flour into a
tray and covered it with a layer
of cocoa powder. They made five
different-sized balls from modelling
clay. These were the ‘meteorites’.
They dropped the balls onto
the flour one at a time. To make
sure that their test was fair,
they dropped each ball from the
same height. They measured the
diameter of the crater each ball
made. Here is their table of results:
a What patterns can you see in
Diameter of ball (cm) Diameter of crater (cm)
the data in the table?
0.5 1.3
______________________________
1 2.6
______________________________
2 5.2
4 10.4 ______________________________

8 20.8 ______________________________

b Use the data in the table to predict the diameter of crater a ball of diameter 1.5 cm
would make. ________________________________________________________________________
c Write down a different question about meteorites and craters, which you could
investigate. ____________________________________________________________________________
d Plan an investigation to find out the answer to the question you asked in c.
_________________________________________________________________________________________
_________________________________________________________________________________________
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 Unit 6 The Earth and beyond

The Milky Way galaxy

1 a Choose one or more of these questions
What would you like
or write questions of your own.
to find out about
• What does the Milky Way look like? our galaxy, the Milky
• Is the Milky Way moving? Way?
• How old is the Milky Way?
• How did the Milky Way form?
• How big is the Milky Way?
• Why is our galaxy called the Milky Way?
• What is at the centre of the Milky Way?
• Will the Milky Way collide with another galaxy?

b Use your research skills to find out the answer to your chosen question or questions.
Present your findings in this space.

c Share what you have found out with a partner.

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 Unit 6 The Earth and beyond

Famous astronomers
Match each astronomer listed in the table to
1 the correct place and the correct contribution.
Write your answers in the table below.

Places:
China, Greece, Italy, Persia (Iran), Poland,
United States

Contributions:
• created the first heliocentric (Sun-centred)
model
• created a more advanced heliocentric model
• provided evidence of other galaxies outside the Milky Way
• calculated the diameter of the Earth
• realised the Moon’s brightness was caused by reflected sunlight
• observed and studied sunspots.

Astronomer Place Contribution

a Nicolaus Copernicus

b Zhang Heng

c Edwin Hubble

d Aristarchus

e Galileo Galilei

f Ahmad ibn
Muhammad ibn Kathir
al-Farghani

2 Write the names of the astronomers from Activity 1 in date order, from earliest to
most recent. __________________________________________________________________________

_________________________________________________________________________________________
_________________________________________________________________________________________

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 Unit 6 The Earth and beyond

What have you learnt about

the Earth and beyond?
Draw a mind map to show what you have learnt in this unit.
1 Include information about:
• the movement of the Earth • the Sun
• the phases of the Moon • the planets
• other bodies in the solar system • constellations
• galaxies • changing ideas about the universe.

2 Look at these diagrams of line graphs.

A B C

Match each sketch to the data it might show.

a Hours of daylight throughout the year for a city on the equator _______________________
b The length of a shadow throughout the day __________________________________________
c Hours of daylight throughout the year for a city in the northern hemisphere
_____________________________________________________________________________________

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 Self-assessment

Unit 6 The Earth and beyond

I need more help with …
I understand this well.

I understand this but need ________________________________________

more practice.
________________________________________
I do not understand
this yet. ________________________________________
________________________________________

Learning objectives

I know that the Sun does not move.

I can explain why the Sun appears to move across the sky.

I know that the Earth spins on its axis.

I know that it takes one day (24 hours) for the Earth to spin round
once on its axis.

I understand why we have seasons.

I know that it takes one year for the Earth to orbit the Sun.

I can observe and record the phases of the Moon.

I can research interesting facts about the rocky planets.

I can answer questions about the gas giant planets.

I can explain the difference between an asteroid and a comet.

I know the name of our galaxy and what type of galaxy it is.

I can talk about the lives and discoveries of some famous astronomers.

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