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Science LB 4

Hodder Cambridge year 4 learners book science

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2K views74 pages

Science LB 4

Hodder Cambridge year 4 learners book science

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cpmr46mhvc
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Diircnuctn aor Cambridge Primary Science ps Teele eli CoA] Raton} k 4 Cree ors aura ead / HODDER 4 HODDER The Cambridge Primary Science seriesconssts of @ Leame's Book, Boost eBook, Workbook and Teche’ Guide with ‘Boost Subscpton foreach Camibidge Primary stage Stage 1 (ges 5-6) Stoge 2 (ges 6-7) 97e1398301573 9781398301603 9781398301450 9781308300802 9781396301610 978139830161 9781398301474 9781398300859 Stoge 3 (oges7-8) 9781398301688 9781398301689 9781398301488 9781398300866 stage 4 - Stove gy sversoeaote96 ——s7er3ee301726 —a7e1zsez01st1_ 9781398300873 stage S (ges 3-10) Stoge 6 (ges 10-11) * Age ranges efor guidance ony ‘Tocexplore the entire eis, vist wunwhoddereducationcomleambridgeprimary science “The audio les are FREE to dowload fram: ww hoddereducation com/cambidgeextas 9781398301733 9781398301764 9781398301542 9781396300880 9781398201771 9781398301801 9781398301559 9781398300897 Look at the pi Cueto pairs and answer the Crest Activity box 11 Where are the children? What are they doing? 2 Look at the skeletons, which animal do you think each skeleton is? 3 Have you visited a museum? Talk to a partner about it. 4 Name some animals that are extinct, 5 Point to something interesting. Why do you find it interesting? 6 What question do you want to ask about the picture? _— Cambridge Primary bat (=V alan) Second Edition Rte Book 4 Cees adr Series authors Rosemary Feasey Deborah Herridge Helen Lewis Tara Lievesley Andrea Mapplebeck Hellen Ward 2. / 7 HODDER Boost. ae a ‘ontsie orator pia al nh pan ped under ane nde tec ope “Tpry wists ond ice fee in he pton he en nerdy Conte Aunt nao Eon. “Tet tes eta downoad a hodeednation mice Heche ply tou paper tat 2 rata relate prc ccf wood row inwe raoge fee ‘Sale carted sce The ogi rd menace cre xpd cones paso eee ‘ir pecan Hat UX Datta Hey scion Cr, ton Rot Oo Ore, X17 ‘Ste tr testa nova aot yo, “2 foray ey, tn Hee ees a Uw Aden apc ate W209 st tein 2017 ‘Sones 22 Assen oat on ay we permite une UK hon oa ef es ubtin may een monsoon oma meg photog nd earn ha wen any forann sae neh ‘Sepa nts an ne pasar gee onthe Cor eeang Ng) i the Seal tn are ‘opp ere aye Ond Rome py sans Ao nae wane ‘Coe hatin Lnrs,he gs g—) tony Drs Her, od Taran Hen Shan Thr Ste ss Von en “Ypesetin ts Abe 15/7 b lO Pasahng Co merci Contents How to use this book “Bat oan Scientific enquiry activities Biology Unit 1 Skeletons Unit 2 Health, medicine and disease Unit 3 Environments and food chains Quiz1 Biology Chemistry Unit 4 — Particles Unit 5 Changing materials Quiz2 Chemistry Physics Unit Energy Unit 7 Light Unit 8 Electricity Quiz3 Physics Earth and space Unit 9 Volcanoes and earthquakes Unit 10 Earth in space Quiz4 Earth and space ‘Scientific dictionary 140 book: NAOMI Rule Lele) ¢ cetera This book will help you learn about Science in different ways. 7 dower bnipce cng ee Find out how much you See have learnt and what foment rarer you can do. Talk about what you ‘Shsetne tars ameter Rost seesrow ee Pree remember or know = [> eon se Team te attra mle about a topic. mache Always work safely. Model icon Lok city tor Wh oo at imtoo? «Howth shape isthe Brel ‘Shows you are using a mental or physical model of something in ‘the real world. Do activities to <—— learn more. Work like a scientist. Learn how we all use Science Iason si geod Star icon [ecto ep oon Learn new ideas about Science. i _.. tron} Talk about Resserntetenmtnne your ideas. Sasori J LAS) ‘ou one thon 200 mas every day in our lives. Shows you need to think and work like a scientist. | Sty Sener ttn lzcrpcledetoetrtrseetoutpee |Bterceereremerange ae ioe tego ‘Srtwm fay soma aaie ee |setetgeace Link icon Shows you are learning things that link to another subject. Sach es Speeceeen yoni |cgmmngt tin tonthe naa hrnl eat wefan Progression icon Shows you are building on things you learnt in other stages. tectyeserc of oan mere | Stari pomesty eS Audio icon Indicates that the content is available as audio. All audio is available to download for free a) | Doe gonoonsp att te ‘oaths ome Learn about Fedor ateut neato interesting facts peer Understand new words. The from [Link]/ Stas etnies ost and information, } [rss [| Scientific dictionary at the back cambridgeextras. — Tak to a partne. What would it be like not to have a skeleton? What would you not be able to do? Scientific words functions support protect. move mass The Eifel Towerisa very tall tower with a metal skeleton, Inside our body, there are lots of organs. We have a brain in our head and a heart in our chest. Organs are soft. They need protection. This is one of the functions of our skeleton. The skeleton is like the protective clothing that some sportspeople wear, for example, cyclists wear helmets and cricketers wear gloves. Look at this diagram of where ‘the main organs are in the body. ‘Compare it to the diagram of ‘a skeleton on page 10. © Which parts of the skeleton protect which organs? Will you record your answers as a table or a diagram? You will need... © a small object to protect, such as a raw egg 4 sheets of paper 2 pieces of card 5 drinking straws 2 msticky tape Research what types of protection different sports people wear. Share your ideas with others. Do any of your family wear protective clothing? Why? The skeleton protects our organs. We can model this function. Design and make a structure to protect your object. How will you Use your materials? What shape would be best? Biol Unit 1 Skeletons Muscles help animals move [Think ke ascientist! } like a scientist! Bones cannot move on their own. Animals, including humans, need muscles to move. Muscles work in pairs. For example, two muscles. ‘work together to move your arm. One muscle contracts (gets smaller) while the other muscle relaxes and becomes longer. ‘\ Look at the diagrams. When you bend your arm, ‘you contract the muscle on the upper arm — the biceps, and relax the muscle below — the triceps. = — Carn sagt) ‘When you straighten your arm, you relax the S biceps and contract the triceps. BS a2. —RH— The above diagram shows what is happening in your arm. «© Use your own arm to copy what is happening in the diagram. 'b Use your other hand to feel what is happening to the muscles in your upper arm. < What can you feel when you stretch out your arm? And then, when you move your arm towards you? (riceps Ree ees Tintaatiniogasirn |Pe, EB muscles when you move your arm up and down. Use these words: Tur your description from Activity 2 into a short rhyme. i contract Scientific words muscles contracts relaxes biceps triceps = Unit 1 Skeletons Move your muscles! = Unit 1 Skeletons {Tse ‘This image shows where the muscles are on the human body. How many muscles can ‘you point to on your body and name? Humans and animals have skeletons with muscles attached. Each muscle: is attached to a different set of bones by tendons. You can feel your muscles change shape when you move. (Try it!) ‘Which bones are attached to ‘the muscles in the places on the body listed below? Use the above images and the skeleton on page 10 to help you. © thigh > shoulder ¢ forearm d lower back © chest ‘You use more than 200 muscles. ‘when you walk! That is a lot of ‘work for your muscles! © cardboard» ball ‘on how :o make the model. * cardboard ® elastic bands | ¢ When you have finished, explain tubes brass fasteners | to the class how the model works. © scissors or paper clips. | ‘Write down what to say. as Use these words: Make a model of the muscles in your arm. Your model must show how the muscles contract (shorten) and act in pairs to help the bones in the arm move. ¢ Work with a partner. Look carefully at the diagrams of the ‘arm muscles on pages 13 cnd 14, Also look at the diagram of the finished model, alongside. Make your model arm as Talk about what each part of your real as possible. model represents. Are there any parts ina real arm that are not in your model? Explain why. Make a model of your arm You will need. b Your teacher will provide instructions | | | | Perera sna Find out what a prosthetic arm is. How would someone making one use the science of skeletons and muscles? ‘Your fingers do not have muscles in them, So, how do you move your fingers? You use tendons which are ‘attached to muscles in your arm. Biology — Unit 1 Skeletons Circ: In the body, a joint is where two or more bones meet. If the bones were fixed together, the muscles would not be able to make the bones move. The bone can only move if itis part of a joint. Elbow joints allow you to bend your arms at the elbow. Feel your elbow joint. Your body has different kinds of joints. Look at these two types of joints: ‘Aaland socket joint ‘allows the body to move bones in different directions Ainge = backwards and forwards like the hinge on a door. Biology ~ Unit 1 Skeletons Human skeleton X-rays ‘We cannot see bones, They are covered by layers of muscle and skin, ‘Special scientists called radiographers use X-ray machines to take special pictures of the bones inside the body. ‘If you fall and break abone, a radiographer will take X-rays to look for the broken bone. A doctor can then mend the bone by moving the broken parts ‘back together. They then put on a plaster cast to stop the bone from moving. “These X-rays show parts of the human body. They were tcken by a rradiographer who was trying to find a broken bone. a Match the name of the bone shown on each X-ray to the labels. b Which X: — shows a fracture (broken bone)? toes (toes (phalanges) } Think about the joints in your body. ‘a Where do you have hinge joints? ‘> Where do you have ball-and-socket joints? use the joints in my shoulder, elbow, ‘wrist and fingers. {Tam The activities below involve using your joints. Do each ‘activity and think about which joints you are using. running sitting writing bending —_¢ throwing '» How will you record your answers — in a chart, or with photos or drawings and labels? ‘* Watch someone moving about at home. Which joints do they use most? ‘When I throw a ball, lower arm bones. (radius and ulna) 3 {Sas eee) ‘« Have you or someone you know Ibroken ary bones? Which bones? Do you think some bones are Ibroken more easily than others? Make a prediction. © Use a survey to answer the ‘above enquiry question. i How will you record what you find out? Research how doctors used to mend broken bones in the past, and how they do itnow. ‘Scientific words radiographers X-ray fracture survey Biology — Unit 1 Skeletons Animal skeletons Seer You already know that vertebrates are animals that have a skeleton with a backbone inside their body. We are vertebrates. All vertebrate’ skeletons have the same functiors, no matter which animal they are in ‘Compare these skeletons of a human and a cat. ‘© Which bones look similar? Which look different? b Copy and complete this table. Look at page 10 for the names of the Look at the X-rays above of different animals. a Write the name of each animal. b Explain how you know which animal is in each X-ray. < What does the skeleton do for each vertebrate? Look again at all the X-rays and diagrams above. What do you notice about the each animal? What other similarities and differences can you see? Who might find animal X-rays useful? {Tre Giraffes have the same number of bones in their neck as humans. Write ideas about how this is possible. Skeletons on the outside ie Some animals do not have a spine (backbone), so are not vertebrates. Scientists call these animals, invertebrates, meaning ‘without vertebrae’. Some invertebrates have a skeleton though! They have it on the outside of their bodies! Ants, spiders, crabs, sechorses and lobsters have their skeletons ‘on the outside. We call this type of skeleton an exoskeleton. ‘Ex’ means out. Look at this X-ray of a crab. How does it differ from the X-rays you have looked at of vertebrates? ic words, Find out what the words below mean. What is similar about all of them? Talk with your partner about other ‘words you know that start with ‘ex’ and have a meaning similar to ‘out’. invertebrates exoskeleton Look at these images of invertebrates. How is their outer covering different from that of a vertebrate? Talk to a partner about what the exoskeleton does for the invertebrate. © How does the exoskeleton give the animal protection? b How does the exoskeleton give the animal shape? « How does the exoskeleton help the animal to move? Classify animals. iets You already know that scientists sort and group, or classify, things. This helps with identifying them. You have used this type of enquiry many times, such as to classify living and non-living things or to classify animals and plants. Animals can be classified into groups by skeleton type. Vertebrates can be further classified into groups, such as fish, birds, amphibians, reptiles and mammals. We can also classify invertebrates into different groups. Some invertebrates have an exoskeleton. Others do not have a skeleton at all. spider Indonesian frog © Sort the pictures of living things into groups. For example, use this key to identify the animals: & has fore & b Sort the animal pictures into vertebrates a (with a backbone) and invertebrates to sort the vertebrates in the pictures. {no backbone). ¢ Use a table like th Draw a similar table to sort the invertebrates into groups. Describe how you heve grouped them to a partner. s Biology — Unit 1 Skeletons What have you learnt about skeletons? Do you remember the body outline that you drew in the activity on page 9? Refer to the outline to see what you did, ‘© Was everything on your outline correct? Add all the new things that you have learnt about the body. Go back to pages in this unit to help you think about what you want to add. Check that you have: © drawn joints on the outline. © drawn muscles. Feel your own muscles in your body and draw what you feel. b Make sure that the scientific words below are all on your outline. ball-and-socket joint What can you do? You have learnt about humans and animals. You can: sort animals into groups and describe these groups. W record information in tables and images. W name different types of scientists who know about skeletons and how to protect ergans. ~ carry out a survey and classification type of enquiry. © describe what you found out. © describe the three functions of the skeleton name what the skull protects. point to your ribs, hips and backbone. explain how muscles make bones move. \ name some animals with exoskeleton, Health, medicine and disease What do living things need? Oe crete raheed You have learnt about a healthy diet, but people can still become ill even if they are healthy. This unit is about staying healthy and treating illnesses. © What do living things (including plants) need to be healthy? What happens when they do not have these things? Copy and complete this knowledge organiser for a plant or animal. One has been done for you. A lving things need these: 'What wouldhappen if any of these things were missing? 2) ie eee eee » What do scientists call the food we eat? = Match the food group with what it provides us with. rice, bread, potatoes and pasta meat, fish, eggs and beans milk, cheese and yoghurt fruit and vegetables cakes and sweets keep muscles, eyes and skin healthy ‘make our bones and teeth strong give us water and keep us healthy give us energy but can be bad for us help us to move and play ‘© Find out the scientific names for each food group. Elology ~ Unit 2 Health, medicine and disease Why do living things need food? ee eeeaa Allliving things need food. Food is a fuel that provides each living thing with energy. Energy is rreeded for life processes, such as breathing, eating, growing, moving and having offspring, Animals get their energy from the food they eat. Plants get their energy from the Sun. They make thelr own food using sunlight. ‘What would happen if a living thing did not get ‘enough energy? ‘Share your ideas with a partner. You will need... © two plants Which of these enquiry types have you just carried out in Activity 12 Identify and classify ‘© Make a prediction about what will happen if a plant does not have ‘enough sunlight. 'b What will you need to do to find out if your prediction is correct? c How will you record what you find out? Will you draw pictures, ‘diagrams, take photographs, or could you measure the plant? ‘Would using more than one of these ideas be better? <¢ Set up your plants and observe them over a week. What happens? ‘© Was your prediction correct? What would happen if you left the plant even longer without sunlight? Si words fuel energy ‘Where do animals get their energy? deena Scientists call everything an animal eats, their diet. Some animals’ diet is made up of only plants. Herbivores, such as giraffe and mice, need to eat lots of plants to get enough energy for their life processes. ‘Some animals, such as lions and sharks, are carnivores. Carnivores only ‘eat other animals. Other animals (omnivores), such as humans, eat both animals and plants. They also eat animal products, such as milk and eggs. A range of foods like this gives humans a balanced diet. This plate shows the = different food groups vegetables and how much ofeach ond. group we should eat . each day. 2 Look at the size of each food group on the plate. ‘a Which groups are the biggest? Do research on why. b Which grou smallest? Do research v9 fats and protein foods | ois suchas on why. such os | | vegetable ols, meat. puses || “butter and ‘andeggs | \_margarine “Te sizes ofthe fod groups on tis late show abolonced it Sort the foods on the plate into three groups: Scientific words ‘from plants, from animals, | | dist herbivores carnivores omnivores ‘and from animal products. | | range balanced diet food groups Biology - Unit 2 Health, medicine and disease What is energy used for? ineeenice Different foods have different amounts of energy stored in them. Scientists measure the amount of energy in food in joules or kilojoules. If you are very active, you need more energy ‘and you may need to eat more. Even if you are very still all day, you need energy from food to carry out life processes. But, you must choose the fuel for your body comic carefully! energy used ‘© Compare what these three people each eat in one day. Which is the most balanced diet? Why? Breakfast: ae ontaifen |] | [Breakjast:yeohur J | [ ereakgase: coer vith dnpngs, cooked banana] || mses ase (slow yom and pot Lunch: pasta and tcken heesesandich Lunch: vegetable quecaila PJ} «ros, an apple, fon wolewheat torte bar Dinner: pizza and ie cream Dinner: riled salmon wit slcy sts, achocltebar Dinner ce ond pecs with Snacks: chicken nuggets ‘Snacks: nuts, biscuts and chips Snacks: chien and hips Biology — Unit 2 Health, medicine and disease Keep your heart healthy ‘You know that muscles help us to move. The heart is a muscle. It works hard at pumping your blood around your body. Without blood, your heart and your other muscles would not work. ‘You can feel your own heartbeat if you place your hand on the upper left-hand side of your chest. Your heartbeat changes if you move about. key © normal heartbeat © sighty faster heartbeat watching TV PPS much foster heartbeat swimming walking reading playing on computer playing basketball Jose drew the table above to show the activities he tried and how they affected his heartbeat. ‘The variables in his enquiry were the different ‘activities. We can compare variables to look for patterns, as. pattern seeking enquiry. a Which activities had little effect on his heartbeat? Why? b Which activities were best for exercising Jose’s heart? Why? © What other activities would you include to exercise the heart? Why? Try some of the above activities. Draw up a table of your results. Use a key like Jose’s, Scientific words heartbeat variables patterns move Biology — Unit 2 Health, medicine and disease Exercise investigation Seen) When we exercise, there is a pattern between the amount of exercise and your heartbeat. You may have noticed another pattern between your breathing and exercise. Your body needs oxygen (found in the air) to stay alive. When you exercise, your muscles need more _| [Scientific words oxygen. Your heart beats faster to pump the oxygen easen round your body. You will breathe faster. alr You will need... © stopwatch or clock with a second hand LLet’s explore the pattern between breathing and exercise. This is a pattern seeking enquiry. « Plan an investigation to find out how many breaths you take after different exercises. » How will you measure the number of breaths in each minute? » What types of exercises will you try? » Predict which exercise will make you breathe more per minute. Do your investigation. Then record the results in a table like this: sitting at my desk walking slowly for one minute i Put your results in a bar chart, © What pattern can you see between how hard you exercise and the number of breaths you take? £ Was your prediction correct? ‘Check that the place where you ‘exercise is clear and safe. Remember to breathe when you exercise! Biology ~ Unit 2 Health, medicine and disease ‘Can you trust your results? | Think like a scientist! minutes. in their results. Scientists often repeat their tests to check their results. Carrying out a test again makes the results more reliable. This means we can trust the patterns in the results to be correct. Other people will believe our results, Elok and Maris repeated Jose's activity on page 26 and the breathing activity you did on page 27. They tried different exercises for two They recorded their results in two bar charts and looked for a pattern ‘© What evidence in the graphs tells you this? Running is very hard work! I had to take at least 60 breaths per minute. Caer na Pee eee enncena ces eee ‘210; ge i i i H 2 i i a i } ‘sitting "walking skipping’ running push-ups “ating ‘walking ‘Skipping running push-ups pa oe ‘© Which activity increased their breathing the most? © Which activity do you think exercises the heart muscle the least? -d What pattern can you describe between breathing and exercise? ‘© What pattern can you describe between heartbeats and exercise? Scientific words repeat reliable evidence Illness and disease Think like a scientist! Healthy animals and plants sometimes get illnesses and diseases. An illness will have certain symptoms. We may feel hot, have spots, ‘cough or sneeze. Plants can have symptoms ‘as well. Their leaves may change colour or fall off. Symptoms are signs that help scientists identify the disease the living thing has. This child has @ This plant has not had disease called measles.) {enough nitrogen ints diet ‘What illnesses have you and other learners in your class had? ‘We can do a survey to find the answer to this question. ‘4 Make a prediction about what illnesses most of your class have had. 'b Copy the table below. Make a tally chart of the illnesses your class has had. a © Check your prediction. Were you correct? How can you tell? > Scientists answer questions in lots of different ways. What ‘was the question in Activity 1 ‘above? What was the type of ‘enquiry used? naan Carry out a similar survey at home. What illnesses have most of your family had? ~ Unit 2 Health, medicine and disease How can medicines help us? Have you ever had to take medicine? Medicines affect the body. An adult may give you medicine to help you if you have a Talk to a partner about what you both know ‘about medicines. Discuss these questions: c Way do we use medicines? b Where do medicines come from? ¢ Have you ever taken medicines? Which medicines did you take and why? ¢ Isit safe to take medicines that belong to someone else? Why? ‘¢ Why do many people keep medicines in cupboards where children cannot reach them? Pre cae medical researcher over 1000 years ago, said that when you get a fever it is the body's way of defending you from illness. He also described the symptoms of ‘smallpox and measles. All medicines are drugs that help us get better if we are il. An adult may buy certain medicines from a supermarket to treat a cough or cold. headache or fever (high temperature). The medicine may take ‘away the headache or bring down the temperature. ‘What medicines does ‘your family keep at home? Where are they xept? Only take medicine from an adult. Never ‘take medicines yourself, without checking with an ‘adult first, Binlogy ~ Unit ? Health, medicine and disease Medicine safety If you get some illnesses, such as tonsilitis (say: ton-sll--tus) or measles, ‘an adult should take you to see a doctor. The doctor may give you medicine. This could be a syrup, drops or tablets that you must swallow, or ‘[Link] to rub onto your skin, If the doctor prescribes a certain medicine, you will get a prescription. This is a written note with the details of the medicine. An adult must take the prescription to a pharmacy. This is a shop where a pnarmacist, packages and sells medicine. Always ask an adult to help you if you feel ill. Do not take any medicines without checking with an adult first. Make c leaflet to explain: © Why are medicines important? = How do we store medicines safely? What information does the Lock at the information on the medcine label have on it? box of medicine that the doctor gave Sadia. Write down the ‘answers to these questions: What time of day should Sadia take her medicine? »b Should she take her medicine on an empty stomach (before eating)? How do you know? Where should Sadia keep the tablets? Why? i How many tablets may Sadia take in 24 hours? Biology — Unit 2 Health, medicine and disease Infectious or not? dec If we cough or sneeze without putting something in front of our face, we can pass on, or spread, an illness to others. Scientists call this ‘ype of illness, cn infectious disease. Some infectious diseases can make us very ill, such as Covid-19, hepatitis, rubella and influenza. We may even die if we do not have medicines to help us get better. Not all ilinesses are infectious. Cancer, heart disease ‘and diabetes cannot spread from one person to another. ‘Always cover your face when you sneeze or cough, Ttis important to know how diseases and illnesses start. Then we can try to prevent ‘them from spreading. We need to carry ‘out a research enquiry. Find out about the illnesses mentioned in the Think like a scientist! box above. bb Sort them into two groups: infectious and not infectious. ¢ Research these other illnesses e Name: salmonella. ‘and add them to your groups: Other names; food poisoning ‘Symptoms: chils, going to toilet lots, being sick How we get it: eating and drinking dirty food and water «4 Can you sort the infectious ¢ How to get beter: medicines to help diseases even further? stomach cramps and an upset stomach (Hint: How are they spread?) Biology ~ Unit 2 Health, medicine and disease Plant infectious diseases ‘You alieady know that plants can become ill, Many plant diseases are ‘also infectious, but they are only infectious to other plants. Animals cannot get plant diseases. However, if animals eat a diseased plant, they can start vomiting, get diarrhoea and stomach-ache. Plant diseases spread from plant to plant very quickly because plants ‘grow dose together. If all the plants in an area die, this affects the animals that eat them. They can starve. Farmers need scientists to help them cure plant sases, just as animals need doctors and vets to help them get better. Plants can get diseases called, rust, blight and mildew. Find out what the symptoms are for each disease and if they are Infectious or not. 9 Design a poster to show |how to stop the spread ‘of infectious dseases. A good poster should have: Look at what youleamnt | * A large clear title ‘on pages 32and 33to | » Only three colours or fewer ‘help you. « Aborder or margin around the poster b Show your poster to. partner. What improvements could you ‘both make? = Bullet points to give clear information — ‘© Simple clear images. i = Unit 2 Health, medicine ond disease How else can we stay well? Some infectious diseases are very dangerous because there is no cure. To try and stop the disease from spreading, doctors may give us a vaccination. They use a needle and syringe to inject us. Vaccinations help our bodies fight off the disease, so that there will not be any disease to spread. For example, humans are vaccinated against flu, and rubella. Avet gives other animals vaccinations. For example, animals such as cats, sheep and cows can be vaccinated against a disease called rabies. ‘About 200 years ago, many people died from the smallpox disease. A doctor called Edward Jenner, carried out experiments ‘on cowpox, which was similar to smallpox. He created the first-ever vaccination and it helped to prevent the spread of smallpox. Jenner's work led to other scientists creating vaccinations for other infectious diseases. a Imagine you could talk to Edward Jenner. What questions would you ask him about his work? Write them down and share them with a partner. ' bb Decide on one question and do research to find the answer. © How old were you when you made the first vaccination? | How did you come up with the idea of a vaccination? Who was James Phipps? Vaccinations are sometimes called injections or ‘Jabs’. Talk to a partner about why you think this is Biology — Unit 2 Health, medicine and di What have you learnt about health, medicine and disease? Say whether these statements are true or false. Coughing can spread infectious diseases. Plants cannot get infectious diseases. « Allliving things can have vaccinations against infectious diseases. «Symptoms tel us whatis wrong with a living thing. © Plants need to be active to be healthy. prevent infectious £ Animals need to be active and have a healthy spreading, diet to be healthy. g An animal's heart eats faster when it moves. Describe three ways ‘to use medicines safely. Ust three ways to What can you do? You have learnt about health, medicine and disease. You can: use research and survey enquiries to answer questions. ask questions to make enquiries. record information in tables and graphs. © say if a result answers the enquiry question describe how to use medicines safely. \W name some ways to prevent the spread of infection. wv describe what medicines are used for. W say what a vaccination is for. describe where living things get their energy from. v describe how animals can stay healthy. Environments and food chains things in the environment Circo Cena : ee @ What similarities can you see in This unit is about the environment the two natural environments and what the living things in the ne Pictures below? What environment eat. lifferences can you see? ‘What is missing from this list of » Copy and complete this table things in the environment? © animals © plants © hills © rivers and streams What is missing from this list about what a habitat gives living things? © shelter © air » a place to have offspring Talk about what this food chain pI ubuaucs shows. What do the arrows mean? Which living thing is the producer? How can a A food chain shows what living ‘things eat in an environment. ‘Some living things make their ‘own food, Some eat each other. Scientific words offspring natural food chain Biology ~ Unit 3 Environments and food chains Habitats ‘An environment is made up of the conditions that surround a living thing, This includes non-living things, the amount of light and food that is available, and the type of soil and rocks in the surroundings. The conditions also include buildings and human activity. The conditions in ‘an environment can change, for example, the weather can change. ‘Ahabitat is a home —a place where a particular living thing lives. Different animals live in different habitats. Scientists say a habitat is the natural environment that something lives in or can be found in. The ocean is an environment. The open ocean is the habitat for a shark. Itis the home of this particular living thing. Within an ocean, there are also other habitats, such as coral reefs and the ocean floor. eee ee Look at this picture of a rabbit's habitat. ‘© Research what a rabbit needs to live. What questions will you ask? For ‘example: What do rabbits eat? Do rabbits live alone or in groups? bb Make a diagram of the picture. Include information about what this habitat provides for the rabbit. *e think a rabbit lives in a grass habitat. {Tse ‘With a partner, name six habitats, ‘small or big. Write them down. If you can think of more, well done! Name an animal and a plant you +think lives in each habitat. Scientific words conditions habitat ‘environment Biology - U Scientists and the environment. Scientists who study habitats and the living things in them are called ecologists (say: ee-col-o,jists). Ecologists use their observations to explain how human actions affect living things and the environments they live in. Ecologists identify and class y the living things they find, and they observe changes in them over a long time. Their observations are used to- help change the way humars live and work 3 Environments and food chains What clues does this Science in context give you about the types of enquiry ecologists use most? Why do you think so? Read the information about the ecologists below. Research to find ‘out which person is responsible for which change made or what ‘they studied. Find one more piece of information about cne of the ecologists. Share this with the class. (Wingate) (en tovsiteb om ‘A Worked to save the Brazilian rainforests from being cut down for farming, Brought trees hack to Kenye after people cut them down for farmand and firewood. Worked to prevent the Australian government from dumping nuclear waste in Souther Australia. Studied the behaviour and habitat of mountain gorillas; prevented people from cutting down trees and destroying their habitat. Identification keys Ginceerua) ‘Scientists, such as ecologists, often need to find out the names of different plants and animals, To do this, they use an identification key. This key helps them to identify and sort plants and animals quickly ‘and easily. You may have used an identification key before when sorting animals into groups. An identification key is a way of sorting things into smaller and ‘smaller groups until there is only one thing in the group. An identifying ‘and classifying enquiry is when you try to find the name or identity of something. Do the identify and classify enquiry below. Use the identification key to sort the animals and to match them to each letter below (A-F). You've used > akey! Biology - Unit 3 Environments anc food chains Use identification keys Gee <=> Look at the questions used in the identification keys on this page and on page 39, Scientists use identification keys to classify and identify plants or parts of plants, as well as to identify -animais. Identification keys can also be used for ‘things that have never been alive, such as materials ‘and rocks. Sometimes an identification key is called ‘a classification key. What do you ‘When scientists want to classify and name something, | | notice about the ‘they ask questions and look at the similarities and type of question differences between things. They make comparisons. | | and answer? ‘Observe the leaves in the four pictures carefully. a What similarities and differences can you see between the leaves? b Use your comparisons and the identification key below to help you name the leaves. Ask a partner to check your answers. Is the leaf round? Biology — Unit 3 Environments and food ch Habitats around your school Ecologists have rules about exploring habitats. These rules keep us and the living things in the environment safe: © Donot damage any habitat. Be an ecologist! © Goto your need... fe ipboard | inthe school oe | grounds. Predit } You will © pencil what living © magnifier | things might nm _omin| be there. b Observe the habitat using a magnifier. What is it like? Is tin the shade or light? Is itdamp or dry? © Wht living things live there? Was your prediction correct? d Where is the food for the animals? © What evidence of animals can you see? £ Draw your habitat and annotate (label) your drawing. © Always treat living things with care. * Always return animals to their habitat. © Donot touch any plants or animals. They might be poisonous. © Always wash your hands after looking at a habitat. © Be very quiet and still when making observations. Walk with a partner around your school grounds. List the different habitats you see. Scientific words annotate record You will need... © plastic container * magnifier © paper © pencil Use the container to collect invertebrates from your habitat. bb Observe them using a magnifier. Record what you see as a diagram. Label the body parts. Use an identification key to identify the invertebrates you hhave found, Biology ~ Unit 3 Environments and food chains Animals and their habitats Seer Do you remember the rabbit's habitat on page 37? Rabbits are well suited to living in their habitat. They have features that help them to live, grow and have ‘offspring. Rabbits have big ears to listen for animals that might ‘eat them. Scientists call these animals predators. Rabbits also have an eye on each side of the head so ‘that they can see all around them. Rabbits have strong muscles in their legs, so they can hop very fast and ‘escape predators. They have very sharp claws for digging burrows or warrens. eee Draw a rabbit and annotate the image to show how the rabbit is suited to its habitat. Use the information in the Think like a scientist! box to hhelp you. Is your image a diagram? How could you change it to be one? Earthworms live deep underground. ° a Do research to find out about the earthworm’s habitat, food, predators and young, b Find an earthworm in its habitat. Observe it carefully. Describe how it moves. © Draw and label it to show how it is suited tots habitat, Cv. Be gentle if you handle the earthworm ‘and wash your hands afterwards. ‘earthworm Se suited features predators tific words. Living things in different habitats Have you ever seen animals in captivity? Humans may have captured the animal from their habitat. Some living things are born in captivity. They may be living in zoos. Living things can survive even if they are thelr habitat. Ecologists, biologists, zoologists, botanists and many other types of scientists have studied living things in their natural habitats. We use their observations to help us understand how to care for living things in captivity. ‘@ What does each scientist mentioned in the Think like a scientist! bbox study? Make a suggestion. How can you check your ideas? 'b Copy and complete this table with your answers. ‘Some animals and plants are ‘endangered or extinct in their hebitats. ‘a Researca why and how this happens. Include information about how we ‘re not protecting them. You could research the giant panda or the black rhino. b Share what you find out asa slide show. Talk to a partner about what it would be like to be taken from your home and cared for somewhere different. Scientific words captivity survive endangered _ extinct Let’s visit the zoo! Dae Polar bears are just one of many ‘endangered animals, Zoos help us learn ‘about them as we can study trem easily. We can use what we learn to help protect them in the wild. In .az00, the cage of each animal thas an information card to tell visitors about that animal. ‘@ Read the card about the polar bear and answer these questions: © Where are polar bears’ natural habitat? © What does a polar bear eat? © How often do polar bears have young? © What predators does the polar bear have? » How is the polar bear suited to its habitat? 1b Choose an animal you might see in a z00. Write an information card about it Include an image of your animal. Share it with a partner. Do you have any pets, or do you know someone who has pets? How do you care for pets? Share with a partner how pets are cared for. Information card Polar bears are found atthe Artic Worth Pole). It is very cold there with lots of snow and ice. Polar ‘ears have very thick, white fur to feep them warm and dry, They roll in the snow to keep their fur dean. Polar bears are the largest land. meat eaters or carnivores in the | ‘world. They hunt and eat seals and penguins as their main diet. Polar bears can live for over 20 years and. may have two cubs a year, normally in December or January. Humans «are their only known predator. Who is food for Living things need food. All habitats have animals and plants that are linked by what they eat. ‘Sclentists model this in a food chain to show feeding relationships in a habitat. The arrows show ‘who is eaten by whom’, or ‘who is food for whom’. Plants are producers, as they use sunlight to make their food, They are always at the start of the food chain, Plants make or produce the food that animals eat. Animals are consumers as they eat plants or other animals. What do the ‘arrows in the food chain mean? Why do they point from the producer to the consumers? Use the information in the Think like a scientist! box to show which ls oh -- is the producer and which is the consumer in this food ch © Predators hunt for prey and eat their meat. Add labels to the food chain in Activity 1 above to show the predators and the prey. b What do you notice about the labels you gave the frog? The frog is a predator (it eats the grasshopper) and itis prey (its eaten by the heron). This is called a predator-prey relationship, where one is predator and the other is prey. «© Copy and complete this table with the other predator-prey relationships. Scientific words model producers consumers prey food chain grasshopper —s Food chains Geeta We can sort consumers into groups by what they eat. Some consumers are carnivores and only eat other animals. Other consumers are herbivores and only eat plants. There are even a group of animals that are omnivores. Omni means ‘all’, or ‘all things’. ¢ Read the text in the Think like a scientist! box on pages 45 and 46. Write a definition for all the words in the Scientific words boxes on these two pages. Record your ideas in a table like the one on page 43. > Share your definitions with a partner. Do you both agree? Check your answers. What does an omnivore eat? Read the text in the Think like a scientist! box for a clue. Think of an ‘animal that belongs in this group, ‘Class 3 are learning to draw food chains. Look carefully at Shep acer +their food chains. Draw and Re > label them again correctly. = rier ‘Are there any predator-prey relationships in the food chains in Activity 2 above? Add them to your table from page 45. Scientific words herbivores omnivores Ocean food chains Sa een There are food chains in all habitats. Ecologists study food chains on land and in the oceans. These pictures show a few of the living things that live in an open ‘ocean habitat and what they can feed on eats shrimps [ond tiay plants Use the information above to draw three more food chains. Label them A,B, C. Remember to start each food chain with a producer! (Hint: A plant.) Work with a partn partner. 28 ap Cd —> ‘a Describe this Peed mnie “(olor ‘© Explain which animals are producers and which are consumers. © Describe the predator-prey relationships. Draw a table like the one ‘on page 45 and complete it with the relationships you found. The whole story? What have you learnt about environments and food chains? A savannas a tropical grassland. The weather is warm all year, with ‘a dry season and a wet season. The largest savanna is in Africa. Below ‘are a few of the plants and animals ‘that live in the African savanna and ‘what they feed on A food chain is a model. Models can show the main parts of Discuss these questions with a partner. Share your ideas with the class. something in real life. Is there What do you know about food chains that you did not know before? anything they do not show about b What is the most interest ng thing you have learnt about food chains? ahabitat? .@ Look at the photograph of the spider monkey. It lives in Make your own model of a food trees and moves between branches. How do you think chain. Use the ideas in the the spider monkey is suited to living in its habitat? ‘or use your own ideas. b Explain why the spider monkey would not be able to 9. Make food chain to show live in an ocean habi a feeding relationship in the What can you d savanna habitat. b Explain to a partner how your food chain works. ‘You have learnt about environments and food chains. You can: use research and survey enquiries to answer questions. record information in tables and graphs. « Work as a class to createa display of your food chains. recognise that a food chain is a model and draw other models of feeding relationships. Y say if a result answers the enquiry. v say how some animals are suited to their habitats. Y name some animals found in different habitats, 1 \ compare habitats. Xp say how we can help living things survive in cifferent habitats. V name a place where animals or plants might be in captivity. Ton = eats giraffes ‘and Impalas @ impala) ‘grasshopper = eats grass ‘eats gross 4 Hl U describe why a producer is at the start of a food chain. , W recognise different types of consumers in a food chai U describe a predator-prey relationship. 1 Humans and some animals have skeletons inside their bodies. Use the words below to label the human skeleton. Write the letters and the labels. b Give three functions of the skeleton, 3 Are these statements true or false? a All drugs are medicines. b Anyone can prescribe medicines. Medicines should be kept in a safe place. d Medicines help people get better. ¢ Its safe to take medicines that belong to someone else. 4 Different animals live in different habitats. Match each animal to its correct habitat. Write the letter and the matching number for each pair. b Write a reason why each animal is suited to its habitat. ye Quiz 1 Biology 5 Use the key below to identify the four animals, Write the letter and correct animal, 6 Draw a food chain for each group of living things (they are not drawn in the correct order). oe ae Use these words to label your food chains (some have more than one label): 4 What a state! OTe ecu aaa Everything is made of materal. There are different kinds of materials. Look around you. Can you find something made from ‘wood, fabric and plastic? Name the objects. you find. Win heuca as the properties of materials? Every material has properties, for example, hard, soft, shiny, smooth. These are texture properties. » What other properties of materials can you remember? Name one material for each property. « Record this information in a table of properties. Remember that colour and size are not properties of materials as @ they can change. a Inthe Let's talk activity, you sorted objects according to their materials. Now sort these objects into groups according to their properties. Use the table of properties you made above. b Use a table or Venn diagram to sort the objects according Lo their properties. a With a partner, collect five objects from around the classroom. Use a Venn diagram to sort them according to the materials they are made from. b List the different ways you have sorted your objects. Share your lst with others. What is another way to sort materials? Hint: Are all the materials solids? Name the states of matter All materials are made of matter. of matter, ‘a Copy and complete this branching key. Write the state ‘of matter solid or liquid ~ jin the correct places, A-C. (Hint: One state of matter is used twice.) b Write an example for each state ‘of matter. bb Are there any of these ‘objects (or parts of them) ‘that are not solids or liquids? Matter is something that we can touch and feel. It is everything we are made of and everything around us. Matter can be found in three states: solids, iquids and gases. Scientists describe these as the three states © ‘Check your answers by researching a definition for each state of matter. «@ Describe how you know this book is a solid, What properties does it have? b Howis the book different from a liquid? i fillthe container? Scientific words matter states solids liquids _ gases How much space? Scientists define matter as something that has mass ‘and takes up space (has volume). We can calculate the volume of a solid by multiplying the size of its dimensions (its length x its depth x its height). This volume can be measured in cubic centimetres or centimetres cubed We can measure the volume of a liquid in millilitres. (1 cubic centimetre equals 1 millitre.) Solids do not change their volume or mass when they dare moved. It does not matter who measures the volume of the solid ‘cm This cube has a volume of 48 cm}, Tak about why the answer is You will need... © solid blocks of different sizes, labelled 1 to 5 © something to measure length, for example, a ruler ‘Measure the three sides of each block. Copy and complete the table below. ‘Work out each block’s volume. ‘Give your blocks to a partner to measure. Record their answers in your table. © Did the volume of the blocks change when you gave them to a partner? 'b Do solids change their volume when they are moved? ean ccclculate © Why must we use a ruler for this activity? one ¢ Why should your partner check your answers? ‘cubic centimeties istry ~ Unit & Partick Measure liquid volume Geen ‘We cannot measure the volume of a liquid with — atuler. We need to use a measuring cylinder. papeiat ad ‘Sometimes scientists measure the volume of aliquid | | mililitres in millilitres (ml), estimate Find out if a liquid’s volume changes when it is moved. Draw a table like the one below. You will need... © 2 measuring cylinders © measuring jug with water Pst winter (TI 2rd cinder © Pour water from the measuring jug into the first measuring cylinder. Estimate what you think the volume is. Record it in your table. > Read the scale carefully. Make sure the cylinder is on the desk and bring your eye level with the water. Do not tilt the cylinder. © Ask a partner to check your reading, This gives a reading you both trust. Record your readings in your table. «d Pour the water from the first cylinder into the second cylinder. Estimate, then read the volume carefully. Record the volume of the water in your table. ‘© What do you conclude about the volume of a liquid wnen it is moved? | What should you do if you spill water? Why? Measure mass [Tinkikeo sent) We measure mass in grams and kilograms, with a balance or weighing scale. It is important that we can trust the results we get from readings. This makes them reliable. Scientists may ask other people to check their results or they may repeat the test to check their results. You will need... balance or weighing scale “© 5 solid blocks of different sizes, labelled 1 to 5 Does the mass of solids change? Copy and complete this table: [oes | [biek2 [|__| © Place a block on the balance. Read the mass. Write your reading in your table. Ask your partner to check it. Do you both agree? Repeat this forall five blocks. ‘around your classroom. Is there anything that bb Share your results with another group. Ask them to enone check your readings by repeating the test on each earch block, Does the mass stay the same each time? youtell? < What have you proved? az 27 Scientists have carried out similar tests on all three states of matter and on many different materials. Look at the tests you carried out on pages 55, 56 and 57. What conclusions can you give about the volume and mass of solids? Scientific words ‘grams kilograms Chemistry — Unit 4 Particles Greek philosophers Empedocles lived 2500 years ago. He thought everything was made of earth, fire, air or water, or a mix of these. For him, a stone had more ‘earth’, than fire, air or water. Democritus lived 2200 years ago. He thought about what materials were made of. He thought that if you kept cutting something up, you would get smaller and smaller pieces until you could not cut them any smaller. Aristotle and Plato lived about 100 years after Democritus. They disagreed with Democritus and so his idea was forgotten. Nearly 2000 years later, scientists realised that Democritus’ ideas were correct! Everything is made of very tiny pieces that cannot be made any smaller. ‘@ Who disagreed with Democritus? ‘> What question did Democritus ask? Philosophers are great thinkers. Thinking about ideas has led them to answers and to ask more questions, just lke scientists. Read the text above and answer these questions: ‘< What ideas did philosophers have before Democritus? ¢ Were Democritus ideas forgotten forever? ¢ Draw a timeline to show this story of materials and matter. é Bg. & (one) & (Gee) i) water) > Ge e-@ (end again’) ns ‘Chemistry - Unit 4 Particles Particles are matter Democritus had the right idea. We now know that all materials are made of very small pieces of something that cannot be cut up any ‘smaller. We often call these small pieces particles. All particles have mass and take up space, but not very much space as they are so small ‘This means particles are matter. Remember that scientists define matter as having mass and volume, ‘Scientists with special scientific instruments have collected evidence ‘that particles do exist, even if they cannot be seen. They are so small ‘they cannot be seen even with the mast powerful magnifier. Democritus took this idea even further. He made observations about tiny pieces of things in everyday life. He observed dust in the air and ‘wondered if the dust was like the particles he imagined. Grorooines Democritus used observation to help a How many times can you him come up with his idea. We can cut up a piece of an apple? ‘observe the same things he did. Try it! 12 Look carefully at this picture, or b What do you notice about the shine a torch in a dim room. Can you number and size of pieces? see the tiny pieces of dust? What is c What other equipment could happening to them? help you with this task? b If the tiny pieces of dust you can see are like particles in matter, are they a Remember to work carefully still or moving? How do they move? Share your ideas with a partner. with a knife so that you do not cut yourself. ‘Chemistry - Unit 4 Particles Particles in a solid Although some solids can be squashed and can change shape, why do ‘they keep their mass and volume? Imagine that we can look at the particles that Democritus thought about. Scientists believe that the particles are arranged in different ways in different states of matter. This theory or scientific idea is called the particle model. Let's explore how the particles are arranged in a s Read the text in the box below. Use it to draw a model of how you think the particles are arranged in a solid. Share your ideas with a partner. Three learners read ‘the information about * * solids above. They each ( ‘9 drew their own model. < y Two of the rrodels have Cogent ad mistakes; one is correct. © Talk to a partner about which images are incorrectly drawn and what is missing. Scientific words theory spheres vibrating b Compare tre correct image to the one you drew. Was your image correct? Saas Tors Properties of solids In a solid, each particle is neld in place very tightly. The particles are in fixed positions ‘and cannot move about. They can only vibrate. Special pulling forces hold particles close together. Each particle pulls other particles towards it so tha: they are tightly packed. The particles cannot escape from a solid, so the mass and volume of the solid stay the same. Solids cannot be squashed into a smaller shape. Their particles are already closely packed together. The particles ‘themselves cannot be squashed or stretched. This means that a solid cannot get bigger on its own. How can I make a model of a solid? Pia decided to make her own model of a solid. = She used building blocks that could be joined together. © Choose some building blocks. Make your own particle model of a solid. Try squashing it. Try pouring it. Try making it take up more space and changing its shape (without taking it apart). E bb Does the model match the scientists’ ideas in the Think like a scientist! box? «< In your own words, describe how the particle model explains the properties of a solid. ‘What two things are not completely correct about Pia’s model? Is the model still good enough to explain the properties of a solid? Chemistry ~ Unit 4 Particles Particles in a liqui ese Liquids have some different properties to solids. Liquids need a container to hold them. They take the shape of the container. Without a container, a liquid will flow. Again, we need to imagine how the particles are arranged. Talk to a partner and draw your ideas about how you think the particles in a liquid are arranged. These questions may help you: ‘9 What can a liquid do that a solid cannot? » Do you think the particles are in fixed positions? < Do you think the particles can move? Why? If the particles can move, do you think they move more or less than particles in a solid? Selene 1@ A liquid can move and flov. their ideas and wrote If a liquid flows, perhaps ‘some answers to the ‘questions above. ‘Compare your answers ‘and your image to the are in fixed positions. —% ‘ones on the right. Read They are not closely packed tthe text on the next page to check both ‘yours and the learners’ We think they move more than a solid. ideas. pbb ahaha. the particles flow as well. We don’t think the particles I together, so they can move about. / Snr ‘What is the idea of the particles in different states of matter called? ‘Chemistry ~ Unit 4 Particles Properties of liqui eee Ina liquid, the particles can move about. ‘The particles can flow around each other and slide ‘over each other, so the whole liquid can move. ‘The particles are not neatly arranged in rows, but ‘they are all still touching each other. They are pulling ‘each other, ina similar way to a solid. The particles ‘cannot escape from the liquid. A liquid does not ‘change the amount of space it takes up. A liquid keeps its volume. It also keeps its mass. Particle madel ofa liquid 1 We can explore how a liquid pours, using another model. © Place small balls, such as marbles or table tennis balls, into a bucket. » Look at the balls in the bucket. Are they in rows? «= Tip the bucket up as if you were pouring the balls out. You are modelling pouring a liquid. « Describe how the balls move out of the bucket. Gas) b Try this again with the model \ of a solid you made on page | 61. Does it flow? Why not? | © What part are the balls playing in the model? What partis the bucket playing? In your own words describe how the particle model explains the properties of, es aliquid. Liquid-like solids Seed Salt, sand and sugar are made of grains. Each grain is tiny solid. Salt, sugar and sand are solids, even though they flow and move in a similar way to a liquid. Powders are classified as solids as well. Powders are made of even smaller pieces of solid. They behave Wnt fos testi even more aqui Here is an interesting scientific problem, Are salt and sugar, solids | | Talk about the properties of solids and liquids. Which of these properties do salt, sugar and sand have? Which state of matter are they? Explain your ideas in diagram, ‘or liquids? We need to observe ‘these materials carefully to find the ‘answer. We also need to use what ‘we have leant about particles. cc Isa brick a solid? How can you tell? What about a pile of bricks . are they a solid? You will need... © plastic cups © rice © powdered sugar» brown sugar » magnifier | Let’s observe some special solids that behave like liquids. Is there a pattern between the size of the solid pieces and how like a liquid the solid behaves? «Use the magnifier to look at each material. Predict which materal will flow most lke a liquid. Sort the materials from most like a liquid to least like a liquic b Place some rice ina plastic cup. Tip it from one cup to another. How does it move? Find other solids at home that P Empty the cup and try the behave like liquids, Use what same activity with the other you have learnt to show a family materials. member that these are solids and d Which material flows most like a a liquid? Was your pred ction correct? © What is the pattern between the | | Do not rub your eyes. You may size of the solid pieces and the have tiny pieces of solids on your solid flowing like a liquid? hands. b Now look at this image of salt. Tthas been magnified so that we can see the tiny pieces or grains that make up the salt. How are the grains of salt similar to the pile of bricks? What do you think about salt now? Is salt a solid? Explain your ideas. {Tra Tae How could you use small blocks and the bucket ‘activity from page 63 to model that solids made of tiny pieces are all solids, even though they flow like liquid? Do research to check your ideas. ‘Chemistry — Unit 4 Particles ‘What have you learnt about particles? Which state of matter does each model show? Are these statements true or false? 6 Particles are always moving, even in a solid. 'b The particles in a liquid are very spread out. The particles in a solid are in neat rows. ¢ Particles in a solid can slide over each other. «© Licuids change their volume. Can itbe Where does each poured? ‘material below go in this identification key? (cuter) water VES Doesit (Wo) | needa container? @) Does What can you do? wefitthe container? You have learnt about particles. You can: make, use and describe the particle model in a solid and a liquid. Y classify materials as solids and liquids using keys. recognise when you are using an identify and classify enquiry. V make predictions. v describe simple patterns in particle size and flow. Y work safely. use the particle model to explain why liquids flow ‘and why solids keep their shape. W say whether particles are always moving or not. describe why some solids behave like liquids. w solids and liquids ie se keueneee eue dea In this unit, you will ind out how one state of matter can become another. You will look at how materials change in other weys too. Keep thinking about those very tiny particles that all materials are made of. Do you remember what the particle model is for a solid and for a liquid? Draw what you remember. Describe to a partner how the particles are moving. Do you both agree? Copy and complete this table. Tick ¥ what you remember about the properties of solids and liquids. Put a cross X next to the things you do not remember. Johan sorted different materials. into two groups: solids and liquids. He has made some mistakes. ‘a Why has Johan placed some materials in the overlapping part of the Venn diagram? bb Draw the correct Venn diagram and write a note to explain where the materials in the overlap should go and why. Keeps its volume? Keeps its shape? Can be poured? Keeps its mass? | Talk about mixing and separating | solids and liquids. How can you separate the sand from the water? What about a mixture of iron lings and sand? Unit § Changing materials Chemistry - Unit 5 Changing materials Changing state How does mass change with melting? cece. Have you ever tried to eat ice cream on a tot day? If you do not eat it quickly enough, it becomes runny. When some materials get warm, they change from one state of matter to another. Heating a solid can make it melt. Melting is when a solid changes into a liquid. Ice cream changes from a solid block to a runny liquid when it is heated. Itis not the only material that can change state in this way. ‘Water is a special material called a substance. It is made of only one ‘thing: water! Substances are made ‘of only one thing. Water is also special because it has different names for each of its states of matter. Water is the name of its liquid state, ice the name of its solid state, and steam the name of its gas state. Ice melts to form water, in a similar way that chocolate melts. Some of the properties of the material change ‘when it changes state. Talk in a small group. What happens to the mass of ice when it melts? Will it be heavier, lighter ‘or keep the same mass? Why? I think it will get heavier You will need... © chocolate pieces * clear plastic sandwich bag * greaseproof paper } J’ Tthink it Tthink it will J will stay get lighter. ff the same. Investigate what happens when you warm chocolate. ‘a Put chocolate pieces into a olastic bag. Hold the bag in both hands Predict what will happen to the chocolate. Why? b Use photographs or a drawing to record what happens to the chocolate. «© Observe the chocolate carefully. What has happened to the chocolate pieces? How have they changed? Write a sentence to describe what happened. d Was your prediction correct? You will need... ;@ © ice cubes © clear plastic bags © balance or weighing scales ‘Why do we need to use a scale rather than guess the mass? 19 Put the ice cubes into a pl Measure how heavy the ice is. Record the weight in a table. b Leave the ice on the scales in a warm place. Predict what will happen to the ice. ST ae Scientific words Chocolate has a special property. The heat from melt your body or your body temperature is enough temperature to make it melt. Find out what human body temperature should be. to the mass of the ice as it melted into water? Use what you know about particles to try to explain why this is so. (Hint: Think of the particles in both states of matter!) Chemistry - Unit 5 Changing materials Properties when freezing Scientists call the process (change) of melting, a physical change. The chocolate still tastes like chocolate, but itis runnier. Itis the ‘same material before and after melting ce still tastes like water only colder. Water and ice are the same substance. Both chocolate and water have only changed state. For example, they have become runnier. Freezing or solidifying is the opposite change to melting. The liquid ‘changes into a solid. This is also a physical change. Which parts of the ice take longest to melt? You will need... © plastic glove » water * peg freezer | aa eee Fill a plastic glove with water. Tie - i ‘the end firmly with a peg. Put it in a freezer for several hours. When the ‘water has frozen, carefully peel off tthe plastic glove. ‘a What do you notice about the shape of the water now that it is frozen? b Which parts of the hand will melt first? Why? Observe the ice to find ‘out if your prediction is correct. « Hows this different from the water that went into the glove? Why do you think this is? (Hint: Think of the particles in both states of matter!) d Isthe ice transparent, translucent or opaque? What does this tell you about the ice and water? Talk about what pattern you observe with the ice melting. ‘Scientific words process physical change freezing solidifying translucent Chemistry ~ Unit 5 Changing materials Particles and changing state Think like a scientist! Matter is anything that has mass and volume. Particles are matter, and so are the materials that particles make up. Particles are arranged In different ways in solids and liquids. When a material changes state, the particle arrangement changes. The arrangement of the particles is what gives the solid or liquid its properties. For a sold to melt and change into a liquid, something must be happening to the particle arrangement in the solid. Heating the particles in the solid, makes them vibrate faster. If we keep heating the solid, the particles start to move faster and faster until they can flow around each other. They are no longer fixed in their positions. They are arranged more like a liquid. This flow chart models what happens to the « Predict what particles in a solid as energy is transferred (given) hoppens to to them by heating. particles when a “aoa Teggta” gong? “Ro material is frozen. Ee ~~ Mee os 1» Draw your own ES Sater OIE awe? Ideas or describe ‘+ them in words. Cheating ) © Talk about what is heat / heating happening. Write a ixed posit sentence to describe what Pp a et is happening in each (ow around ) Image Use these words chart modeng b Have any particles been What is matter?) lost or taken away when the solid melts? ‘© What happens to the mass of the solid as it melts? Chemistry ~ Unit 5 Changing materials, Backwards and forwards Caer. The melting and solidifying (freezing) process can go in either direction. Scientists call it a reversible process. It is a physical change, because it is only the state of the material that changes. Water is an example of a material that can change states like this. Heating the ice (solid water) causes it to melt into liquid water. We cco! liquid water so that it freezes, changing into solid water (ice) again Cooling is the opposite of heating; we remove the heat. Many materials can change state in this way, but not all. However, all substances can change state reversibly. Let's observe more liquids over time and try to reverse the process. You will need... © different liquids, such as milk or frut juice» plastic cups» freezer «@ Place different liquids in plastic cups in the freezer overnight. ‘> What do you think they will look like the next day? What shape will they be? Do all liquids freeze? © Make a table of your predictions and results lke this one, water | clear colourless | solid block of clear ice liquid <¢ Predict what will happen if you leave the liquids out of the freezer. Iry this dnd record your observations. Was your prediction correct? ‘Chemistry - Unit § Changing materials Is all heating reversible? freee ‘Wood is ar example of a material that is not a substance. [tis a mixture ‘of things. Heating wood will not change it into a liquid. By heating ‘wood, we set it alight. It burns. Burning changes the wood into new materials. Scientists call this a chemical change. It is irreversible. ‘We cannot get the wood back again. You will need... re © aluminium foil © tweezers * bowl © warm water © candle ‘© materials such as chocolate, butter, match, wool, bread, stone, rice | ‘Observe materials changing over time. Predict which materials will melt and ‘which will not, 'b Plan how you could safely melt your ‘material. © What will you observe? + How will you record your results? © Should you repeat your test? «© Carty out your test. Record your results. d If the material did not melt, test it for burning. Plan how to burn the material safely. Will you change the ‘equipment? ‘© Check your test with a teacher. Carry ‘out your test. Record your results. ‘Were your predictions correct? £ Have you completed an observe ‘over time, or an identify and classify ‘enquiry? Before they begin investigating and testing, scientists think about what could happen and how they can stay safe. When you use ‘aflame, work like a scientist: Do not touch the flame. * Keep clothes out the way. © Tie back long hair. * Donot touch anything that may be hot. ‘What could happen if you do not follow each rule? Scientific words burns chemical change irreversible Chemistry ~ Unit 5 Changing materials Reversible and irreversi Burning is a chemical change. When with a substance in the air, called ‘oxygen. New materials are made. We The change is irreversible. D> vou witt need... ce © tray of sand © candle © tweezers © small mirror ‘Observe what happens when you set a candle alight. page 73! and see. © Write sentences to explai some materials are heated, they react. cannot get back the original material. @ Place the candle firmly into the tray of sand. Your teacher will ight the candle for you. Remember the safety rules from b Observe the candle. Which part is burning and which part is melting? Draw the lit candle. Write what you can smell, hear © Use tweezers to hold the mirror over the flame. What do you notice? i New materials are made when the candle wax reacts with the oxygen in the air. What do we call this change? le changes How does a cooked egg look different ram a raw egg? Isthis change reversible? {Tom What reversible and irreversible changes can you see around your home, for example, when food is cooked or frozen? Use these words: ‘Chemical reactions ets Many different chemical reactions happen all the time. A chemical reaction needs at least two. materials to react and to make new materials. When a chemical reaction takes place, we can see something happen. There may be a colour change or a solid made, such as when an egg is cooked. There may be foam or gas made. Read the instructions for Activity 1. What do you think you need to do to stay safe? Make a safety list with a partner. You will need... 1 = vinegar + bicarbonate of soda (bicarb) plastic cup» tray | « Put one teaspoon of the bicarb into the cup. Put the cup onto a tray. Pour a small amount of vinegar into the ‘cup. What happens? How can you tell that there is a chemical reaction between the vinegar and the bicarb? Can we get the original materials back? You will need... © copper coin © vinegar * kitchen towel» bowl « Fold the kitchen towel a few times and place it in the bowl » Pour in vinegar to soak the kitchen towel. « Place the coin on the kitchen towel and leave it for day. What happens? Has there been a chemical reaction between the copper and the vinegar? How can you tell? ‘Our chemical lives Every day we use materials that have been made by ‘chemical reactions and materials that have gone ‘through a physical change. For example, every time you wash with soap and water, you are using a material made by a chemical reaction. Soap-making ‘started over 4000 years ago, in ancient Samaria, when people used ‘water, ash and oil or animal fat, heated them together and made soup. Fire was one of the earliest chemical reactions used by humans. Burning wood kept them ‘warm, and fire was used for cooking. Cooking food changes it so that itis easier for us to eat and digest. We could not make foods, such as cakes and biscuits, without the heat from a fire to cook the ingredients! Later humans also used fire to extract metal from rocks. However, burning things can harm the environment. Factories burning coal to make electricity, pollute the air. Electricity is useful, but the burning reaction makes a new substance, called sulphur dioxide. This substance mixes with the water in the clouds and falls to Earth as rain. This rain is not water, which is a substance. It is acid rain, a material that kills living things in rivers, as well asin forests, Eran <> ‘Carry out a research enquiry into acid rain. Find out what itis, | | Read the text above. what it does and how scientists "| | Identify all the chemical or are trying to prevent it. Share physical changes mentioned. what you learn with the class. bb Use your research to say if you have acid rain in your area. ‘A forested area hit by acid rain, Phillip cannot Beee? Copy and complete this diagram remember Goals 37 | of the changing of state process: how to 0 Process: eee ®C__) physical change aaa from a chemical S change. Write him a note to explain the difference. Name two ways to tell if a new material has been made in a chemical reaction. Cie ‘You have learnt about changing materials. You can: W plan how to work safely. make and use a model of particles changing from a solid to aliquid. use the particle model of solids and liquids to describe and explain how they change state. W recognise the difference between matter, particles and substances. W describe the processes of melting and freezing \W recognise if a change is a chemical or physical change. low energy —p> high 1 Say which of these materials are solids. Then say which are liquids. Cops! left the 2 David left a chocolate on a sunny windowsill. chocolate in a. Describe what happened to the chocolate. the Sun. b How can David change the chocolate back again? 3 Melting is the reverse of freezing. ‘a What must you do to change an ice cube to water? b What must you do to change water into an ice cube? ¢ Is freezing a reversible or irreversible reaction? d What kind of change is freezing — physical or chemical? 4 a Which of these particle arrangements is for a liquid? Which is for a solid? 5 Class 4 investigated to find out if the mass or volume changed as a liquid froze. These are their results: water 109 109 10cm 10 mi honey 209 209 15 cm3 15 mi Juice 159 159 15cm} 15 ml a What does the ‘g’ mean in the mass column? b What units are used to measure volume? What conclusion can you make about the volume and mass as each iquid froze? d Use what you know about particles to explain your conclusion about volume and mass. Use these words: Cou) 6 Copy and complete the sentences below. Use these words: reaction All materials are made of. Matter is anything that takes up and has. Materials are made of very tiny pieces called These are always even in a solid, where they When materials state, the particles change how they are arranged and how they move. This is a change. ‘Some materials change in a different way. They to ‘make new substances in a chemical. ‘We talk about ‘saving energy’, ‘running ‘out of energy’, or ‘using energy’. ‘Sometimes we say we need more energy, ‘Work with a partner. Where have you heard the word ‘energy’ used before today? ‘or we tak about giving something energy. ‘Write a sentence that This unit is about what energy is, and includes the word energy. ‘where we can observe what happens if ‘Compare your sentence there is energy. with other learners. Are your ideas similar? Class 4 made this list of questions about energy and talked about the possible answers. They planned to seehow their. | * Can you see energy? ideas changed as they learnt ‘© What does energy do? ‘more about energy. © Talk to a partner about your questions about energy, and the possible answers. Write a list of your questions and possible answers. bb Display these. See how your ideas change. '* Where can we find energy? '* Is energy bad for us? * Can you lose energy? ‘Go outside. Run around for about 10 minutes. How do you feel after running around? b Where did you get your energy from to run? © Do you still have all that energy? Where do you think it has gone? 7 Physics ~ Unit 6 Fnergy- An energy source Energy is in everything around us. Itis in the particles that make up materials. Itis in food, batteries (cells) and warm objects. It is even in us and our surroundings! Energy is in all matter. Without energy, you could not play or run around. You could not even breathe. ‘Scientists call something that has energy in it, an energy resource. Fuel is an energy resource. We say that fuels are a store of energy. ‘We need fuel to give us energy. Our fuel is Food. © Talk to a partner about what you have done today. Which of these We need energy for all living things need energy? Make a list. processes, Talk to a partner b Are there about the living processes any things , you remember. ‘around you that need energy to work? Add these to your list. Make a list of all the energy resources (food) you had yesterday. Predict which has the most energy stored in it. ‘Think about sources of ‘energy. How many different ‘sources can you name? Scientific words ‘energy resource fuel store (Hint: Think about what ‘things need to be able to work and do something, including you!) Physics - Unit 6 Energy Energy and food eee) All fuels burn. We observe something burning as a fire. Burning is a ‘chemical change or reaction that releases the energy stored in the fuel. ‘We see light. We feel the burning fuel heating us. Scientists say the Physics ~ Unit 6 Ener How much energy? A similar chemical reaction to burning happens in our bodies. Our fuel (food) reacts with substances in the body. These chemical reactions release the ‘energy has been transferred fom the fuel to the surroundings. Energy stored in our fuel (food) must be released for it to be useful to us, Different fuels have different sized energy stores. stored energy in the food we eat. The energy is then transferred to the body. When we are active, ‘our bodies transfer the energy to the sur‘oundings. Some fuels, including foods, have bigger energy stores than others. They can release more energy when they react. They will have a bigger number in kilojoules on their label. Scientists burn fuels to measure the size of the energy resources in ‘them. They even burn foods to understand more: ‘about the food's energy store. They call this the ‘energy value of the food. We put the energy ‘value on food labels so that we can tell how much energy we are eating. Energy is measured in joules (3) or kilojoules (k3). ee g—__________ ) {Tne The energy values in this food label are missing. Where would ‘you put this food label on your Collect labels from home of the foods you listed in Activity 2 on page 82. Sort the foods by their is pera vals ‘Washing line? Why? Look carefully at this food label. a Uist the ed you Aes 9 ’ . os OC Predict which will have Seay ard Energy | 306K)/72kcal_| the biggest energy bb Are there any foods that do ni Protein 112g store. not have an energy value? Era rae 07g b Find the labels for ¢ What do you notice about peut of which saturates 01g these foods, or do the foods that have higher Pane Carbohydrates 5.79 research to find out energy values? eee a wnt sees [| 45a | their energy values. d Turn your food packets into a aaa Sait [039 cerca number line and hang them ‘© What is the food? Were you correct? ona ‘washing line’ in the Add more food b How much energy is stored init, per classroom. e portion (serving)? Scientific words labels as you collect them. « Use secondary sources to find out what releases energy value ‘the other value for energy is (kcal). joules (j) _kilojoules (kj) oooEoEo

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