Cambridge Primary Ready to Go Lessons for

Science Stage 4
Answers to photocopiable pages

Unit 1A: 4.1 Skeleton and

muscles
Page 9: What’s inside you?
Personal response.

Page 10: Animal skeletons

horse crocodile
swordfish snake
monkey bird
Page 13: Asking questions
Page 11: Animals Personal response.

Page 14: Sorting questions

Related to skeletons Not related to
skeletons
How many bones do What is inside my
adults have? head?
What is the biggest bone How do I see?
in the body?
How big is the biggest Why do we have
bone ever found? blood?
What are bones made of? How do we breathe?
Which animal has the Where does my food
most bones? go?
How old is the oldest What are my lungs
bone? for?
Why do we have a
skeleton?
How many bones do
babies have?
What is the smallest
bone in the body?
Why do we need bones?
What would we be like
without a skeleton?
How many bones are
there in my hand?

Page 16: Human skeleton

Answers will vary, depending on resources used,
for example:

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Cambridge Primary Ready to Go Lessons for Science Stage 4: Answers to photocopiable pages
collar bone 2. 50 cm
skull (cranium)
(clavicle) 3. 128 cm
shoulder
4. 2 years old
(scapula)
humerus 5. 176 cm
ribs
6. At 18 and 20 years old we are the same height;
spine /
radius as adults, we stop growing.
spinal column /
vertebra 7. Our skeletons grow as we grow; our skeletons
indicate our height.
ulna hip
Page 31: Animals
metacarpal The learners sort the animals, as described on page
thigh (femur)
30 under ‘Starter’.

knee (patella)
fibia Page 32: Classifying using a Venn
diagram
metatarsal The learners sort the animals from photocopiable
tibia
page 31, as described on page 30 under ‘Starter’.

Pages 18–19: Skeleton game / Page 33: Classifying using a

pieces Carroll diagram
The learners play the game, as described on The learners sort the animals from photocopiable
page 17 under ‘Starter’. page 31, as described on page 30 under ‘Main
activities’.
Page 21: Bone labels
The learners label a body outline, as described on Page 35: Using our muscles
page 20 under ‘Main activities’. The learners discuss the statements, as described
on page 34 under ‘Starter’.
Page 23: Measuring my bones
Personal response. Page 36: Muscles model
The learners make a model showing how the
Page 24: Bone sizes muscles move the arm, as described on page 34
Personal response; check that the chart accurately under ‘Main activities’.
represents the data collected on photocopiable
page 23. Page 38: Movement investigation
Personal response; see the photocopiable page for
Pages 26–27: Measurement an example.
investigation
Personal response.
Page 39: Movement investigation –
results
Page 29: Height at different ages Personal response.
1. 180
170 Page 41: Medicines
160
Answers will vary, according to the packaging
150
140 available.
130
Average height / cm

120
110
Page 43: The skeleton
100 1. Answers will vary; see the answers to
90 photocopiable page 16 above.
80
70 2. Support; protection of internal organs;
60 producing red blood cells in marrow bones.
50
40 3. Answers will vary, for example: babies have
30 more bones in the skull, which fuse as they
20
10 get older; they have smaller bones than
0 adults; adult bones are more brittle (break
0 2 4 6 8 10 12 14 16 18 20
Age / years
more easily).

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 Cambridge Primary Ready to Go Lessons for Science Stage 4: Answers to photocopiable pages

Unit 1B: 4.2 Solids, liquids The paper is The stone is

and gases different because: different because:

Page 45: Odd one out It can be burnt It is natural

Personal response; see page 44 under ‘Starter’ for It is made from wood It is heavy
examples. It can be torn It is waterproof
Page 46: Testing materials Pages 54–55: Heating materials
Answers will vary, depending on the materials Personal response; see the photocopiable pages for
available, for example: examples.
Material Does it Does it Does Can Is it a
change change it take you solid Page 57: Frozen materials
shape? size? the pour or a 1–3. Answers will vary, depending on the liquids
shape or li- tested.
of the drip quid?
con- it? 4. Their freezing point is lower than the
tainer? temperature in the freezer.
wood no no no no solid 5. Their melting temperature is lower than that
plastic no no no no solid of other materials.
fabric no no yes no solid
metal no no no no solid Page 59: Melting chocolate
sand yes no yes yes solid 1. See photocopiable page 61.
sugar yes no yes yes solid 2. Personal response.
flour yes no yes yes solid
water yes no yes yes liquid Pages 60–61: Melting chocolate
milk yes no yes yes liquid & plan
syrup yes no yes yes liquid Personal response.
shampoo yes no yes yes liquid
Page 63: Melting chocolate
Pages 48–49: Marble investigation
investigation & results Personal response.
Personal response.
Page 64: Role badges
Page 51: Dancing currants Badges for use during the investigation; see
1–3. Personal response. page 62 under ‘Main activities’.
4. We found that the currants floated. Page 66: Ice lolly investigation
5. This is because bubbles from the fizzy drink results
form on the rough surface of the currants.
This makes them float to the surface, where 1. Where the lolly was Amount of
the bubbles pop. The currants then sink to left liquid in ml
the bottom. table in the classroom 15
on the radiator 39
Page 53: Chocolate, paper and on the window sill 22
stone in the kitchen 27
Answers will vary, for example: in the fridge 5
They are all the The chocolate is 2. Personal response; ensure the bar chart
same because: different because: accurately reflects the data.
3. On the radiator.
They are solids It can be eaten
4. In the fridge.
They are hard at room It melts when heated
5. The hotter the temperature, the quicker
temperature It can be made liquid a substance will melt. The lower the
They are smooth temperature, the slower it will melt.

Page 67: Ice lolly investigation

Personal response.
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Cambridge Primary Ready to Go Lessons for Science Stage 4: Answers to photocopiable pages

Page 69: Close observations Page 77: Magnetic and non-

1. Answers will vary; see page 68 under ‘Starter’ magnetic
for examples.
2. The bulb must be in the liquid. magnetic metal
Leave the bulb in the liquid until the coloured
liquid in the thermometer stops rising.
paper clip nickel coin
Read the scale carefully. stainless brass split pin /
Use the correct units. steel cutlery brass fastener

3. Personal response.

Page 71: Science words

The learners play the ‘Sentence game’ as described
on page 70.

Unit 2A: 4.3 How magnets Page 79: Exploring magnets

Answers will vary, according to the strength of the
work magnets used.
Page 73: Exploring magnets Page 80: Comparing results
1. Like poles repel:
Personal response.
S N N S
Page 82: Comparing results
1. Magnet D
N S S N
2.
Magnet Magnet Magnet Magnet
Unlike poles attract: A B C D
N S N S
Order of
strength
1=
S N S N 2 3 4 1
strongest
4=
2. Personal response. weakest
Page 75: Testing magnets Page 83: Ideas about magnets
Answers will vary, depending on the objects
The learners discuss the statements as described
tested; see page 74 under ‘Resources’ for examples
on page 81 under ‘Starter’.
of magnetic and non-magnetic objects.

Page 76: What is magnetic? Page 84: Evaluating different

1. Answers will vary, for example: methods
a) Statement 1 is false because the magnet Answers will vary, for example:
did not attract the metal coin or brass split Method Good points Bad points
pin / brass fastener. Measuring the Easy to Difficult to
b) Statement 2 is true because the magnet distance measure using hold the
attracted the paper clip and stainless steel between the a ruler. magnet still
cutlery but not the metal coin or brass split magnet and when the
pin / brass fastener. the table when paper clip
c) Statement 3 is true because the magnet a paper clip jumps up.
only attracted metal objects (the paper clip jumps up.
and stainless steel cutlery).

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 Cambridge Primary Ready to Go Lessons for Science Stage 4: Answers to photocopiable pages

Method Good points Bad points Page 93: Making a compass

Measuring the Easy to Difficult to Answers will vary, for example: The needle always
distance measure using keep the ruler points north. This is because it is a magnet and it
between the a ruler. still when the is attracted by the magnetic poles of the Earth.
magnet and paper clip
the paper clip moves. Page 95: Looking at magnets
when it slides 1. Iron or steel.
along the
2. 100
table.
Counting how Easy to count, Pieces of paper 90
many pieces of and quick. have to be
paper each exactly the 80

Number of pieces of paper

magnet can same size, 70
hold on a shape and
magnetic thickness for 60
board. the test to be
50
fair.
Measuring Easy to count Sometimes 40
how many and compare. paper clips fall
30
paper clips off if the
each magnet magnet is 20
will hold in a moved or
chain. banged. 10

Comparing Easy to Some objects 0

which objects compare by might fall off A B C D
the magnets observation. if the magnet Magnet
can pick up. is moved or 3. D
banged.
4. Magnet D held the most pieces of paper.
Using a Accurate Difficult to
forcemeter to measurement measure.
measure the of force.
Unit 2B: 4.4 Habitats
attractive force Page 97: What did you find?
of each
Personal response.
magnet.

Page 86: Looking for patterns in Page 99: What lives here?
Personal response.
results
The learners do the activity as described on Page 101: Choice chambers 1
page 85 under ‘Starter’; see the answers to Personal response; see page 100 under ‘Main
photocopiable page 82 above for the order of activities’ for examples. If woodlice are studied,
strength. they tend to prefer dark, damp conditions.
Page 87: Magnet strength results Page 102: Choice chambers 2
1. Use the same paper clip. 1. From results A the animals prefer the dark,
2–7. Personal response; check the calculations are because most were found in the choice
correct. chamber with the lid covered – 15 animals.
From results B, they prefer wet conditions
Page 88: Magnet strength results because 17 went to the wet paper in the
1. Use the same paper clip. choice chamber.
2–6. Personal response. 2. This animal prefers the light: results A show
that 16 chose the chamber with the lid
Page 90: Race track uncovered. It doesn’t have much preference
The learners play the game, as described on page between dry and damp conditions, because
89 under ‘Starter’ and ‘Main activities’. about half in results B chose the dry paper
and half the wet.
Page 91: Race results
Personal response.
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Cambridge Primary Ready to Go Lessons for Science Stage 4: Answers to photocopiable pages

Pages 104–05: Create an animal Page 115: Waste collected

Personal response. 1. Paper and card.
2. 33%.
Page 107: Animal groups
3. Recycle it, use both sides of it, buy recycled
The learners discuss how the animals are grouped,
paper products.
as described on page 106 under ‘Starter’.
4. Vegetable matter / garden waste.
Page 108: Imaginary animals 5. Grass cuttings, vegetable peelings, leaf litter.
Animal Number Number Does it 6. Make a compost heap.
of legs of wings have a tail?
Bloop 6 4 No Page 117: Uses of electricity
Cleed 6 2 Yes Answers will vary, for example:
Ploom 2 0 No My use of electricity Alternatives
Treep 4 4 No watching television read a book
Mook 2 2 Yes playing computer games play outdoors
Froom 0 0 Yes drinking hot drinks have a cold drink
listening to music sing!
Page 109: Imaginary animal pictures using a hairdryer use a towel
Bloop Cleed Ploom switching on the lights burn candles
Treep Mook Froom having a bath have a shower

Page 111: Images for classification Page 118: Other ways to reduce
keys global warming
The learners do the activity, as described on
Answers will vary, for example:
page 110 under ‘Starter’.
Make your home Use water efficiently
Page 112: Collecting information more efficient
about animals Have showers instead
Draught-proof of baths
Answers will vary, for example: windows and doors Reuse washing-up water
Question Animal Insulate loft spaces and by using it to water
horse fish butterfly frog crocodile owl wall cavities plants or wash the car
Does it no no yes no no yes
Switch off appliances Mend dripping taps
have
when not in use; don’t
wings? When running the tap
leave them on standby
Does it no no no no no yes waiting for it to warm
have Lower the heating up, catch the water in
feathers? thermostat and wear the kettle or a
Does it yes no no yes yes no thick socks and container for watering
have four jumpers the plants
legs? Do tasks manually Only switch on the
Does it no yes no yes yes no instead of using an washing machine when
live in the appliance, e.g. sweep you have a full load
water? up instead of using a
Does it yes yes no no yes yes vacuum cleaner
have a
tail?

Page 114: Environmental disasters

The learners discuss the pictures, as described on
page 113 under ‘Starter’.

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 Cambridge Primary Ready to Go Lessons for Science Stage 4: Answers to photocopiable pages

Use sustainable Reduce, reuse, Unit 3A: 4.5 Making circuits

products recycle
Page 126: Different whisks
Use eco-friendly Recycle paper, glass and Answers will vary, for example:
cleaning materials plastics and some
2. • They have beaters or whisks
metals
Use low-energy lamps
• They have a handle
Buy second-hand
Buy recycled paper • They are made from metal and plastic
furniture
Use cotton bags when • They are hand-held
Make do and mend
you go shopping • They do the same job
instead of taking Swap items
plastic bags from the 3. • One uses mains electricity
Use public transport or
shops • One uses cells (batteries)
cycle instead of using
Choose items to buy the car whenever • One is manual
with the least possible • One has two beaters
packaging • One has no on / off switch
Only print documents
from the computer
when you really Page 127: Cells (batteries) or
need to mains?
Personal response; see the photocopiable page for
Page 120: Endangered and examples.
extinct animals Page 129: Making it work
The learners discuss the pictures, as described on
page 119 under ‘Starter’. Challenge 1 Challenge 2

Page 121: Endangered and Make something light Make a noise

up
extinct species Circuit needs to
Answers will vary; see photocopiable page 122 for Circuit needs to include a buzzer, a cell
examples. include a lamp and (battery) and wires.
lamp holder, a cell
Page 122: Facts about (battery) and wires.
endangered animals Challenge 3 What do I need to
remember?
Personal response. Make something move
Complete the circuit
Page 124: Animals and habitats Circuit needs to
Include a cell (battery)
1. Personal response. include a motor, a cell
(battery) and wires. Connect the circuit
2. No. Answers will vary, depending on the components at both
examples of animals given. ends
3. Use a choice chamber, with one side covered
by a lid and the other left open. Page 131: Electrical conductors
4. For classification. The learners discuss the statements as described
5. Answers will vary, for example: on page 130 under ‘Main activities’.
Example Special features Page 133: Modelling a circuit
Mammal horse Four legs and a tail
The learners do the activity as described on
Bird owl Wings, feathers and a
page 132 under ‘Starter’.
tail
Reptile crocodile Four legs, lives in the Page 134: Turning lamps on
water and has a tail
Amphibian frog Four legs and lives in
and off
the water 1. The lamp is on: The circuit must be
complete.
Fish goldfish Lives in the water and
has a tail The lamp is off: Disconnect a wire.
Insect butterfly Has wings Take out the cell (battery).
Unscrew the lamp.

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Cambridge Primary Ready to Go Lessons for Science Stage 4: Answers to photocopiable pages
2. When the lamp is on, the circuit is complete; 3. It decreased a lot (to 10 Lux).
when the lamp is off, there is a break in the 4. The lamp might have blown; the datalogger
circuit. may have become disconnected; the cells
(batteries) may have run out of power.
Pages 135–36: Making switches &
Explaining how switches work Page 151: Making a steady-hand
Personal response. game
Personal response.
Page 138: Modelling a circuit
The learners do the activity as described on page Page 153: Circuits
137 under ‘Starter’. 1. A cell (battery), wires, a lamp and lamp
holder. (You could also include a switch.)
Page 139: Drawing circuits
2. Answers will vary; check the correct symbols
Answers will vary; check that correct circuit
are used and all the components listed in the
symbols are used each time.
answer to question 1 are included.
Page 140: Insulators and 3. The circuit has to be complete.
conductors Insert a cell (battery) as the power source.
The learners do the activity as described on Both ends (terminals) of components need to
page 137 under ‘Main activities’. be connected.
4. a) d)
Page 142: Circuit symbols
Use as described on page 141 under ‘Starter’. Unit 3B: 4.6 Sound
Page 143: Circuit diagrams Page 155: What can you hear?
1. Personal response. Answers will vary, for example: a tap running, a
2. a) Working b) Not working c) Working bell ringing, a door closing, birds singing, people
d) Not working e) Not working f) Working talking, leaves rustling.

Page 144: Circuit diagrams Page 156: Sorting sounds

1. Personal response. Answers will vary, for example:
2. a) Not working b) Working c) Working Sounds made by Sounds not made by
d) Not working e) Not working people people
f) Not working 1. a tap running 1. birds singing
2. a bell ringing 2. leaves rustling
Page 145: Circuit diagrams 3. a door closing
1. Personal response. 4. people talking
2. a) Not working
b) Working (bright lamp) Page 158: Musical instruments
c) Working (dim lamps) The learners do the activity, as described on page
d) Working (dim lamps) 157 under ‘Starter’.
e) Working (very bright lamp) Page 159: Playing musical
f) Not working instruments
Page 147: Changing circuits Personal response.
The learners discuss the statements, as described Page 161: Descriptive words
on page 146 under ‘Starter’.
The learners do the activity, as described on page
Page 148: Changing circuits results 160 under ‘Starter’.
Personal response. Page 162: Composing music
Page 149: Changing circuits Personal response; see the photocopiable page for
an example.
results
1. 900 Lux
2. It increased.

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 Cambridge Primary Ready to Go Lessons for Science Stage 4: Answers to photocopiable pages

Page 164: Exploring vibrations Pages 183–84: Testing string

The table tennis ball The water in the bowl
telephones 1 & 2
moves away from the splashes. Personal response.
tuning fork. The tuning fork Page 186: Testing how different
The vibrations push it vibrates and makes
away. vibrations on the
materials block sounds
surface of the water. Personal response.
The elastic band makes The rice dances.
a sound.
Pages 187–88: Blocking sound
The drum skin vibrates. method 1 & 2
It vibrates.
Personal response.
The ruler makes a noise.
It vibrates. Page 190: Testing how different
Page 166: Measuring sound levels materials block sounds
Personal response. I can change the I can change the
loudness by hitting loudness by blowing
Page 168: What affects the harder or softer. harder or softer.
loudness of a shaker? I can change the pitch I can change the pitch
Personal response. by changing the by changing the
amount of water. amount of water.
Pages 169–70: Measuring the I can change the I can change the
shakers loudness by hitting loudness by blowing
harder or more gently. harder or more gently.
Personal response.
I can change the pitch I can change the pitch
Pages 172–73: Making a banger by altering the length by altering the length
1&2 of ruler off the edge of of the straw.
the table.
The learners make a banger, as described on
page 171 under ‘Starter’ and ‘Main activities’. I can change the I can change the
loudness by plucking loudness by pumping
Page 174: Testing a banger harder or more gently. the balloon up more or
less.
Personal response. I can change the pitch
by using bands of I can change the pitch
Page 176: Instructions to make an different thicknesses or by releasing more or
ear gong by stretching the less air at the same
Personal response. elastic band different time.
amounts.
Page 177: Travelling sounds
The learners discuss the statements, as described Page 192: Straw sounds
on page 175 under ‘Main activities’. 1. Air (breath), the end of the straw.
2. How high or low a note is.
Page 179: Planning board
3. The longer the straw, the lower the note is.
Complete the planning board, as described on
The shorter the straw, the higher the note is.
page 178 under ‘Main activities’.
4. The sound travels through the air as
Page 180: Completed planning sound waves or vibrations and reaches the
board listener’s ears.

Use this planning board as explained on page 178 5. The sound will get fainter.
under ‘Main activities’.

Page 181: Question stems

Personal response; see photocopiable page 180 for
examples of factors to change.