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Cambridge Primary
Cambridge Primary Science
This workbook is full of activities that help your learners practise what they have
learnt and encourage them to think and work scientifically. Focus, Practice and
Challenge exercises provide clear progression through each topic, helping learners
see what they’ve achieved. The drawing and writing activities give learners more
experience with scientific vocabulary, which helps them to develop their language
skills. These different types of exercises and activities make the book ideal for use
in the classroom or for homework.

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9781108742948 Baxter and Dilley Primary Science Workbook 4 CVR C M Y K

Primary Science
• Active learning opportunities help learners apply their knowledge
to new contexts

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• Three-tiered exercises in every topic help students see and track their

Science
own learning
• Varied exercises types keep learners interested
• Write-in for ease of use
• Answers to all activities can be found in the accompanying teacher’s resource

Workbook 4
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please see inside front cover.
Workbook 4
Fiona Baxter & Liz Dilley

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Primary Science
PL Workbook 4
Fiona Baxter & Liz Dilley
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The exercises in this Workbook have been written to cover the Biology, Chemistry,
Physics, Earth and Space and any appropriate Thinking and Working Scientifically
learning objectives from the Cambridge Primary Science curriculum framework
(0097). Some Thinking and Working Scientifically learning objectives and the
Science in Context learning objectives have not been covered in this Workbook.

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Contents

Contents
1 Living things
1.1 Bones and skeletons 2
1.2 Why we need a skeleton 5

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1.3 Skeletons and movement 9
1.4 Different kinds of skeletons 12
1.5 Medicines and infectious diseases 15

2
2.1
2.2
2.3
2.4
Energy
Energy around us
Energy transfers
Energy changes
PL
Energy and living things
17
20
25
28
M
3 Materials
3.1 Materials, substances and particles 32
3.2 How do solids and liquids behave? 35
SA

3.3 Melting and solidifying 39

3.4 Chemical reactions 44

4 Earth and its habitats

4.1 The structure of the Earth 48
4.2 Volcanoes 51
4.3 Earthquakes 54
4.4 Different habitats 57

iii
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Contents

5 Light
5.1 How we see things 61
5.2 Light travels in straight lines 64
5.3 Light reflects off different surfaces 67
5.4 Light in the solar system 70
5.5 Day and night 75

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5.6 Investigating shadow lengths 78

6 Electricity
6.1
6.2
6.3
6.4
6.5
Switches
PL
Which materials conduct electricity?
Does water conduct electricity?
Using conductors and insulators in electrical appliances

Changing the number of components in a circuit

Acknowledgements
81
85
87
91
94

98
M
SA

iv
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How to use this book

How to use this book 1 Living things

1.2 Why we need a skeleton

This workbook provides 1 Living things
Focus

questions for you to practise 1 Match the bones of the skeleton with their functions.

1.2 Why we need a skeleton

Draw lines from the names of the bones to their function.

what you have learned in class. Focus

Different bones can have the same function, or more than one function.

E
There is a topic to match each 1
Bone Function
Match the bones of the skeleton with their functions.
Draw
Skulllines from the names of the bones to their function.
Support
topic in your Learner’s Book. Different bones can have the same function, or more than one function.
Ribs Movement
Each topic contains the following Bone
Arm bone
Function
Protection

sections: Skull
Spine
Support

Focus: these questions help you

to master the basics

Practice: these questions help

you to become more confident in
PL 2
Ribs

Practice
Arm bone

Spine

and getabout

Our skeleton
stop

We grow Doctors
fracture.
bones
The
and get take
get longer
broken
stop growing.
bigger
and
ends of
Movement

Protection
Read the text about skeletons and answer questions about what you have read.

Our skeleton supports our body. It makes a strong frame inside the body. It gives
Practice
our body shape and makes it firm. Our skeleton also protects organs inside the body.

2 We
Read
growthe text biggerskeletons andskeleton
because our

because
special
thethicker
answergrows.
questions

our called
photos skeleton
each year.
bone slowly growWhen
abouttowhat
We begin

grows.
X-rays
back are
grow you

We if
to see begin
aboutagain.
together
haveOur
at birth. read.
bones get longer and thicker each year. When are about 18 to 20 years old, our bones
growing.supports our body. It makes a strong frame inside the body. It gives
our body shape and makes it firm. Our skeleton also protects organs inside the body.
Sometimes we fall or have accidents and break our bones. A broken bone is called a
to grow
a bone at birth.
is broken Our
or not.
18 to 20 years old, our bones

Sometimes we fall or have accidents and break our bones. A broken bone is called a
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fracture. Doctors take special photos called X-rays to see if a bone is broken or not.

using what you have learned The broken ends of the bone slowly grow back together again.

1.1 Bones and skeletons

4
Challenge
3 Match the skeletons with the animals they come from. Write the letter of each
SA

skeleton next to the name of the animal it comes from.

4
Animal Skeleton

Bird
Challenge: these questions will Rabbit

make you think more deeply Frog

Crocodile

A B
Y W
X

C D

4 Name the parts on Skeleton A.

W is the _______________________________________________________________________

X is the ________________________________________________________________________ v
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Y is the ________________________________________________________________________

Z is the ________________________________________________________________________
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1 Living things
1.1 Bones and skeletons
Focus
1 Use the words in the word box to label the skeleton.

E
rib cage arm bone
spine jaw
leg bone skull

PL
M
SA

2
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1.1 Bones and skeletons

Practice
2 a What are the bones of the head called?

b What are the bones of the chest called?

E
c What is the row of bones in our back called?

e PL
Name the bone that moves when we chew food.

Why do you think the bones of your skeleton are different shapes and sizes?
M
Challenge
3 Match the skeletons with the animals they come from.
Write the letter of each skeleton next to the name of the animal it comes from.
SA

Animal Skeleton

Bird

Rabbit

Frog

Crocodile

3
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1 Living things

A Y
X W

E
B

PL D
M
SA

4 Name the parts on Skeleton A.

W is the

X is the

Y is the

Z is the

4
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1.2 Why we need a skeleton

1.2 Why we need a skeleton

Focus
1 Match the bones of the skeleton with their functions.
Draw lines from the names of the bones to their function.
Different bones can have the same function, or more than one function.

Bone Function

E
Skull
Support
Ribs

Arm bone

Spine

Practice
2
PL Movement

Protection

Read the text about skeletons and answer questions about what you have read.
M
Our skeleton supports our body. It makes a strong frame inside the
body. It gives our body shape and makes it firm. Our skeleton also
protects organs inside the body.
SA

We grow and get bigger because our skeleton grows.

We begin to grow at birth. Our bones get longer and thicker each
year. When are about 18 to 20 years old, our bones
stop growing.

Sometimes we fall or have accidents and break our bones.

A broken bone is called a fracture. Doctors take special photos called
X-rays to see if a bone is broken or not. The broken ends of the bone
slowly grow back together again.

5
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1 Living things

a Name three reasons why a skeleton is important.

E
b Explain what would happen to a baby if its skeleton did not grow.

d
What is a fracture?
PL
How can doctors find out if a bone is broken?
M
e How do broken bones mend?
SA

f Why do you think some animals with skeletons are very big, but animals like
worms are usually small?

6
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1.2 Why we need a skeleton

Challenge
3 In this exercise you will find information from a bar chart.
Nasreen measured the length of the upper arm bone of some people in her family.
She drew this bar chart to show her results. Use the graph to answer the questions.
36

34

32

E
30

28

24
Length of upper arm bone in cm

22

22

20

18

16

14

12

10
PL
M
8

2
SA

0
Nasreen Ahmed Meshack Fatima Ali

a Who had the longest upper arm bone?

b How long is the shortest upper arm bone?

7
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1 Living things

c Nasreen’s two brothers are Ahmed and Ali.

Which brother is the oldest? Explain your answer.

d Put Nasreen and her brothers in age order. Explain your answer.

E
e Who are Nasreen’s parents?

f PL
Explain how you know this.
M
SA

g Which function of the skeleton does the graph show?

h Nasreen has a baby sister, Meera.

Predict the length of Meera’s upper arm bone.
Draw a new bar on the graph to show your prediction.

8
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1.3 Skeletons and movement

1.3 Skeletons and movement

Focus
1 Complete the sentences to explain how the muscles in
your arm work. Use each of the words in the box once. pairs shorter

When I lift a weight, the muscle at the front of my arm contracts longer
relaxes
and gets .

E
The muscle at the back of my arm

and gets . This shows that muscles

2
work in

PL .

Label the drawing showing the changes in the arm muscles when
you lower your arm.
M
arm drops
SA

Practice
3 Fill in the missing words to complete the sentences about how our muscles work.

Muscles work by on the they are joined to.

Muscles work in . When one muscle ,

the other muscle .The muscle that contracts gets

. The muscle that relaxes gets .

9
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1 Living things

4 Underline the word that makes each of the sentences true.

The muscle that is working contracts/relaxes.

The muscle that is resting contracts/relaxes.

Challenge
5 Amira and Jessie made a model to show how muscles work.
This is what their model looked like.

E
A

PL C
B
D
M
a Which part of the body does each part of the model represent?

B
SA

b What happens to part C when you pull on part B?

10
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1.3 Skeletons and movement

Make a drawing to show this.

E
PL
M
SA

c Underline the correct words in the following sentences to explain your drawing.
Part B relaxes / contracts and gets shorter / longer. Part B pulls / pushes on
part C and makes it drop / lift.

11
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1 Living things

1.4 Different kinds of skeletons

Focus
1 Look at the pictures. Which of the animals have a skeleton inside their body?
Put a tick (✓) in the box below the picture of each animal that has a skeleton
inside its body.

E
PL
M
2 a Write the word for animals that have a backbone.
SA

b Write the word for animals that do not have a backbone.

c Write the word for a type of skeleton found on the outside of an animal’s body.

d Which animals in the pictures have the type of skeleton you named in the previous
question? Put a cross (✗) in the box under the picture of these animals.

12
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1.4 Different kinds of skeletons

Practice
3 Look at the pictures of some invertebrates.
a Use the identification key to identify each animal.
Write the animal’s name next to the correct letter from the key.

E
ant snail

bee

slug

PL spider

Does the animal

have legs?
centipede
worm
M
yes no

Does it have Does it have

6 legs? a shell?

yes no yes no
SA

Does it have Does it have Does it have many

wings? 8 legs? e
body segments?

yes no yes no yes no

a b c d f g

a is b is c is

d is e is f is

g is

13
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1 Living things

b Why are all the animals in the key invertebrates?

c Name a vertebrate that has

legs and wings

E
no legs and no wings.

Challenge
4

PL
Write questions to complete the key to identify the animals in the pictures.
We have written the first question for you.

yes
Does the animal
live on land?

no
M
SA

yes no yes no

yes no yes no yes no yes no

14
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1.5 Medicines and infectious diseases

1.5 Medicines and infectious

diseases
Focus
1 Mark each of these statements as either true ✓ or false ✗.
A Medicines make us better when we are sick.

E
B Check with an adult before you take any medicines.

C Medicines cannot stop us from getting illnesses.

Practice
2 a
Circle your answers.
PL
D Plants and animals can have infectious diseases.

Find six ways we take medicines in the word grid.

In the grid, some words are written from left-to-right, and some words
are written from top-to-bottom.
M
i n j e c t i o n
n w e r t a n i o
h a s d f b h n l
SA

a c b r u l l t h
l e d i n e m m d
e v f p q t d e f
r u r k l g o n u
m i x t u r e t p

15
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1 Living things

b Which type of medicine in the word grid can prevent an illness?

c Which type of medicine in the word grid can help a person who has
breathing problems?

E
Challenge
Marcus has a headache.

PL
He finds some tablets in the bathroom.
He takes three tablets.
My mother takes
these, so they must
be okay.
M
SA

3 Marcus did not take this medicine safely.

Write down four things that are unsafe about the way Marcus took this medicine.

16
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2 Energy
2.1 Energy around us
Focus
1 Look at the pictures. Identify the form or forms of energy shown in each picture.

E
Write your answers under the pictures.

a b

PL
M
c d
SA

Practice
2 Decide which of the sentences about types of energy are true and which are false.
Tick (✓) the boxes to show the true sentences.

17
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2 Energy

True False

a Things that do not move do not have energy.

b Our bodies contain energy.
c There is light energy in wind.
d A stove gives off heat energy
e A television set gives off movement energy

E
f There is energy in running water.

3 Energy makes things change.

In each of the pictures, say how energy changes things.
a

PL
M
b
SA

18
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2.1 Energy around us

Challenge
4 Unscramble the mixed-up words to name the forms of energy.
Then name something that has this form of energy.

Mixed-up word Form of energy Something that has this form of energy

ghitl

E
veomtnem

ehta

nosdu

PL
Sofia threw a ball to Zara. The ball fell to the ground before it reached Zara.

a Why was the ball able to move through the air?

M
b Why did the ball not move far enough to reach Zara?
SA

c What can Sofia do to make the ball reach Zara? Say why.

19
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2 Energy

2.2 Energy transfers

Focus
1 We can think of the way energy moves from one object to another object
as an energy chain.
Here is an example of an energy chain for drying washing in the Sun:

the Sun washing

E
Complete the energy chains for the energy transfers in the pictures.

a   

b
PL   
M
SA

c   

20
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2.2 Energy transfers

Practice

E
2 Why does a block of ice melt if you hold it in your hand?

3 PL
The picture shows a spinning top toy.

a What form of energy makes the toy work?

M
b How does the energy make the toy work?
SA

Use the words ‘energy’ and ‘transfer’ in your

answer.

21
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2 Energy

4 The picture shows a solar water heater.

cold water Sun

hot water

solar panels

E
PL
Draw an energy chain to show the energy transfers that happen to heat the water.

Challenge
M
5 Class 4 investigated energy transfers.
They measured the time it took for a bead in a blob of petroleum
jelly to fall off a spoon in hot water at different temperatures.
Here are their results.
SA

Water temperature in °C Time for bead to fall off in minutes

40 12

50 10

60 8

70 6

80 5

90 3

100 2

22
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2.2 Energy transfers

Draw a dot-to-dot graph of the results.

Time for bead to fall off in minutes

E
PL
M
Water temperature in oC

a Why did the bead fall off the spoon?

SA

b At which temperature did the bead take the longest time to fall off the spoon?

c At which temperature did the bead fall off the spoon quickest?

23
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2 Energy

d Describe any pattern that you can see in the results.

E
e Write a reason for the pattern.

PL
f Predict how much time it will take for the bead to fall off the spoon if the water
temperature is 30 °C. Add this data point to your graph and join the dots.
M
SA

24
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2.3 Energy changes

2.3 Energy changes

Focus
1 Identify the energy changes in each of the pictures.
Write the name of the form of energy in each of the boxes to show how energy
changes form.

E
a

PL
b
M
SA

25
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