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4 

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PL
M
SA

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 We are working with Cambridge Assessment International Education towards endorsement of this title.

E
CAMBRIDGE
Primary Science
PL
Stage 1 Learner’s Book
M
Jon Board and Alan Cross
SA

Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication
 We are working with Cambridge Assessment International Education towards endorsement of this title.

University Printing House, Cambridge CB2 8BS, United Kingdom

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It furthers the University’s mission by disseminating knowledge in the pursuit of
education, learning and research at the highest international levels of excellence.

www.cambridge.org
Information on this title: www.cambridge.org/9781108742726
© Cambridge University Press 2021

First published 2014

Second edition 2021 PL
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
Printed in ‘country’ by ‘printer’
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ISBN 978-1-108-74272-6 Paperback
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factual information given in this work is correct at the time of first printing but
Cambridge University Press does not guarantee the accuracy of such information
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thereafter.
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under licence and remains the intellectual property of Cambridge Assessment
International Education.
Third-party websites and resources referred to in this publication have not been
endorsed by Cambridge Assessment International Education

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anthology and reproduction for the purposes of setting examination questions.

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 We are working with Cambridge Assessment International Education towards endorsement of this title.

Introduction

Introduction
Welcome to Stage 1 of Cambridge Primary Science. We hope you will enjoy
it. We know you will find the science topics interesting and the activities fun.
You are going to learn about:
• humans

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• plants
• materials
• forces
• sound
• planet Earth.
PL
We know that Stage 1 learners love to learn science and learn about the
world. We will be asking you to talk about what you know already.
We know you can do science yourself so each unit has lots of practical
activities and investigations for you to try. You
M
will need to ask questions and talk about ways
to find out the answers. You will need to look at
things carefully, talk and think about what you
see and what you are learning. Don’t be afraid
of being wrong. This is an important part of
SA

learning new things. Scientists often get things

wrong at first but then they find the answer!
There are also some projects where you can
find out how science is used in the world
around you and how the ideas of scientists
have changed over time.
We hope you enjoy thinking and working like a
scientist!

Jon Board and Alan Cross

iii
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 We are working with Cambridge Assessment International Education towards endorsement of this title.

Contents

Contents
Page Unit Science strand Thinking Science in Context
and Working
Scientifically
strand

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2 1 Living things Biology: Scientific enquiry: Know that everyone
Structure and purpose and uses science and identify
2 1.1 Animals and plants
function planning people who use science
alive!
Biology: Life Carrying out professionally
5 1.2 Parts of a plant
processes scientific enquiry
9 1.3 Plants and light
Scientific enquiry:
12

20
20
26
32
1.4 Plants need water

2 Sound
2.1 Sound sources
2.2 Loud and quiet
2.3 Sound moves
PL Physics: Light
and sound
analysis,
evaluation and
conclusions

Scientific enquiry: Talk about how science

purpose and
planning
Carrying out
scientific enquiry
Scientific enquiry:
explains how objects they
use, or know about, work.
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analysis,
evaluation and
conclusions

41 3 Materials in my world Chemistry: Scientific enquiry: Talk about how science helps
Materials and purpose and us understand our effect on
41 3.1 Different materials
their structure planning the world around us.
44 3.2 Properties of materials
SA

Chemistry: Carrying out

48 3.3 Sorting materials Properties of scientific enquiry
53 3.4 Changing materials materials Scientific enquiry:
Chemistry: analysis,
Changes to evaluation and
materials conclusions

iv
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 We are working with Cambridge Assessment International Education towards endorsement of this title.

Contents

Page Unit Science strand Thinking Science in Context

and Working
Scientifically
strand

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61 4 The Earth Earth and Scientific enquiry: Talk about how science
Space: Planet purpose and explains how objects they
61 4.1 Planet Earth
Earth planning use, or know about, work.
66 4.2 Heat and light from
Earth and Carrying out
the Sun
Space: Earth in scientific enquiry
73 4.3 Rocks space
79

88
88
92
96
99
4.4 Soil

5 Humans
5.1 Our bodies
5.2 Our amazing senses
5.3 Similar and different
5.4 Staying alive
PL Biology:
Structure and
function
Biology: Life
processes
Scientific enquiry:
purpose and
planning
Carrying out
scientific enquiry
Scientific enquiry:
analysis,
evaluation and
Know that everyone
uses science and identify
people who use science
professionally
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conclusions

108 6 Forces Physics: Forces Scientific enquiry: Talk about how science
and energy purpose and explains how objects they
108 6.1 Moving things
Physics: planning use, or know about, work.
115 6.2 Push and pull forces
Electricity and Carrying out
121 6.3 Making things move magnetism scientific enquiry
SA

128 6.4 Floating and sinking Scientific enquiry:

133 6.5 Magnets can pull analysis,
evaluation and
conclusions

Glossary and Index 145

Acknowledgements 153

v
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How to use this book

How to use this book

In this book you will find lots of different features to help your learning.
We are going to:
• find living things and things that have never been alive
• draw some living things
We are
We going to: to:
are going
• put things into groups.
We
• find areliving
living
• find going
things to:
andand
things things thatthat
things have never
have been
never alive
been alive
What you will learn in • draw some
• draw
find living
living
some things
things
living and things that have never been alive
things

E
the topic • put
• things
put
draw into
things
some groups.
into groups.
living things
• Getting started
put things into groups.
• Name some living things.
• Look around your classroom. Point to some things that are not alive.
Questions to find out what Getting started
Getting started

you know already.

Important words
to learn
PL • Name some
• Name
• Look
• Name
• Look
living
some
around
answer
things.
living
Getting started
• Look around youryour
asks some living

answer
answer
asksasks
growgrow
answer
asks
Activity
grow
things.
classroom.

question
Point
classroom. to some
Point
investigation
lightthings.
growaround your

investigation
lightlight
question
question
investigation
light
question
things
to some thatthat
things are are
notnot
alive.
alive.

classroom. Point to some things that are not alive.

investigation
M
Healthy plants?
What could we do to help these plants grow?
What do you think will happen to these plants?
A fun activity about the Science Activity
Activity
Tell other people what you predict.
you are learning. Healthy
Healthy plants?
plants?
A B
What
What could
could weto
we do dohelp
to help these
these plants
plants grow?
grow?
Activity
What do you think will happen to these plants?
What do you think will happen to these plants?
SA

Tell other
Tell other people
people whatwhat
you you predict.
predict.
Healthy plants?
B If plant
Awe do to help these plants B
What could
A
not have enough
grow?s have too much
If plants do water they can die.
die.
What do you think will can
water they happen to these plants?
Tell other people what you predict.
An investigation to carry out A
Do plants getB
If plants have too much Let's do
s do not have enough
water through
If plant s have too much
with a partner or in groups. Think like plant
aIfscientist enough
s do not 1have can water they a test!
If plant
water they die. their leaves
wate they can can
r or die.
die.
water they can die.
How plants get water roots?

You will need:

two plants, a plastic bag, string, watering can
gh If plants have too much
If plan
Zara pours water onto thenot
ts do have
leaves ofenou
one plant. water they can die.
wate
She waters the roots they
of rthe other die.
canplant.
Predict what will happen.
Now try this science investigation.
Observe what happens.
Draw the plants before and after the investigation.
Make sure you wash your hands after touching the
plants.

vi
Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication
How did the hands-on work help you to learn today?
 Now try this science investigation.
Drawwhat
Observe the plants before and after the investigation.
happens.
Draw the plants before
Make sure you wash andyour
after hands
the investigation.
after touching the
We are working with Cambridge AssessmentMake
International
plants.
sure you Education
wash towards
your hands endorsement
after of the
touching this title.
plants.
How to use this book

Questions to help you think

about how you learn. How diddid
How the the
hands-on work help
hands-on workyou to learn
help you totoday?
learn today?

Look what I can do!

Look what I can do!
I can explain why plants need water.
I can explain why plants need water.
This is what you have I can record observations in tables.
I can
I can record
predict whatobservations
will happen in in tables.investigation.
a science
learned in the topic. I can
I can say predict what willwas
if what happened happen
what Iin a science investigation.
predicted.

I can say if what happened was what I predicted.

E
Check your progress
Talk about these questions.
1 Look at the picture.
What is alive?

Questions that cover what What is not alive?

you have learned in the unit.

If you can answer these, you
are ready to move on to the
next unit. PL
M
2 Name the parts of the plant in the picture.
Project
Use these words.
Gardens and gardeners
We all love to play
rootin
s a garden.
stemand how to care for them.
In a garden we can learn about plants
At the end of each unit, there
SA

leaf
is a project for you to do, using flower

what you have learned. You

might make something or
solve a problem.

Part 1
Draw a garden for school, home or the park.

vii
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 We are working with Cambridge Assessment International Education towards endorsement of this title.

1 Living things
1.1 Animals and plants alive!
We are going to:
• find living things and things that have never been alive

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• draw some living things
• put things into groups.

Getting started
PL alive
animal
group
living
look
non-living
plant
water
M
• Name some living things.
• Look around your classroom. Point to some things that are not alive.
SA

2
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 We are working with Cambridge Assessment International Education towards endorsement of this title.

1.1 Animals and plants alive!

Use your eyes to look at the picture. What can you see?
Point to a plant. Most plants are green.
Plants make their own food.
Point to an animal in the picture.
Animals move around and eat other things.
Plants and animals are alive. They are living things.

E
All living things need food.
Water moves but it is not alive. Point to other things in the picture
that are non-living.

Think like a scientist

What living things can we find?

You will need:

PL
paper, a pencil, clipboard or thick card to rest on, a digital camera
M
Go outside to look for living things.
Be careful in case there are plants or animals
that are prickly, sting or bite.
SA

Try to find four living things.

Draw and photograph some living things.
What is the largest living thing
you can find?
What is the smallest living thing
you can find?

3
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 We are working with Cambridge Assessment International Education towards endorsement of this title.

1 Living things

Activity

Living or non-living?
Zara is putting things into
two groups.
Where should she put the toy?
What other things could she

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put in the groups?
Look at the non-living things.
Point to something that used to be alive.

Use things from your classroom. PL

Point to some things that have never been alive.
Make a group of living things and a group of non-living things.

How do you know which things are alive?

How am I doing?
M
Ask a friend to look at your groups.
Have you put things in the right group?
SA

How does putting things into groups help

you learn science?

Look what I can do!

I can name four or more things that are living.
I can name four or more things that have never been alive.
I can draw some living things.
I can put things into two groups.

4
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 We are working with Cambridge Assessment International Education towards endorsement of this title.

1.2 Parts of a plant

1.2 Parts of a plant

We are going to:
• find out about the parts of plants
• name the parts of plants
• draw parts of a plant.

E
Getting started
You know that plants are living.
• What parts of plants have you seen?

PL
• Tell a friend about some parts of plants.

Plants are all around us.

Some plants are tall and some are small.
different
flower
observe
parts
M
All plants have parts that we can see. leaf root
Some plants have flowers which make seeds. magnifying seeds
glass similar
We are going to learn about these plants and model stem
their parts.
SA

name

5
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 We are working with Cambridge Assessment International Education towards endorsement of this title.

1 Living things

Activity 1

Finding plant parts

Plants have many parts.
Look carefully at the plant in the drawing.
What do you see or observe?
Point to a leaf, a flower, the stem and the roots.

E
Activity 2

Making a model plant

Loti can tell us what the parts do.

Say what each part is for.

PL
Make a model of a plant with these parts.

The flower is the

part where the seeds
are made.
M
The leaf makes
food for the plant.
SA

The roots collect

water. The roots hold the
plant still.

The stem holds

the leaves and
flowers up.

6
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 We are working with Cambridge Assessment International Education towards endorsement of this title.

1.2 Parts of a plant

Think like a scientist

Observing plant parts

You will need:

a plant, a magnifying glass, paper, a pencil

Observe a plant.

E
Look carefully at the plant parts.
Do not eat plants you find and wash
your hands after touching any plants.
Name the plant parts.
Observe three different plants.
Look at the plant parts.
Draw them.
Do they all look the same?
PL
M
Are they similar or different?

How am I doing?
Play ‘What am I?’ with a friend.
SA

Use the words leaf, stem, flower,

root.
Say what each is for.

7
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 We are working with Cambridge Assessment International Education towards endorsement of this title.

1 Living things

Do you find it easy to observe living things?

How does observing help you learn?

Look what I can do!

E
I can find out about plants.
I can name parts of a plant.
I can draw parts of a plant.

PL
M
SA

8
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 We are working with Cambridge Assessment International Education towards endorsement of this title.

1.3 Plants and light

1.3 Plants and light

We are going to:
• find out if plants need light
• do an investigation and say what we think will happen.

E
Getting started
• Where do you see plants?
• Do you have plants at home? Tell a friend
where you keep plants at home.

answer
asks
grow
light
question
PL
investigation
M
Here are some young plants.
When plants get bigger we say
SA

they grow.

Activity

What do plants need to grow?

What do you think plants need to grow?
Talk with a friend. What do they think plants need?
Do plants need food and water like people?
Write or draw what you think plants need.

9
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 We are working with Cambridge Assessment International Education towards endorsement of this title.

1 Living things

Marcus asks a question: ‘Why is

this plant bent?’
Here is the answer: ‘It is growing
towards the light.’

E
Think like a scientist

PL
What happens to a plant with no light?

You will need:

two plants, a box
M
Marcus wants to answer this question.
‘What will happen to a plant with
no light?’
He covers one plant with a box.
SA

He puts the other plant in the light.

Say or draw what you
think will happen.
Try this investigation yourself to find out the answer.

How am I doing?
What places would be too dark for plants to grow?
Talk about your ideas or draw them.

10
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1.3 Plants and light

E
PL
M
SA

Look at this cave.

Why are no plants growing inside?
Plants use light to make food.
Plants can’t grow in the cave because there is no light.

Look what I can do!

I can say what will happen to a plant with no light.
I can say what I think will happen in an investigation.

11
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 We are working with Cambridge Assessment International Education towards endorsement of this title.

1 Living things

1.4 Plants need water

We are going to:
• learn about how plants need water
• record observations in tables
• predict what will happen in an investigation

E
• see if what happened was what we predicted.

Getting started

PL
• Draw two things you know about plants.
• Show a friend what you have drawn.

What should the children do

Look at the
explain
predict
record
table

This
plant needs
M
leaves! water!
to keep this plant alive?
SA

You may have seen plants

growing in places like this.
Some plants live near water.
Some plants live in water.
Some plants live in dry places.
Where do plants get water from?

12
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1.4 Plants need water

Activity

Healthy plants?
What could we do to help these plants grow?
What do you think will happen to these plants?
Tell other people what you predict.
B

E
A

PL
If plants do not have enough
water they can die.
If plants have too much
water they can die.

Do plants get Let's do

M
water through a test!
Think like a scientist 1
their leaves or
How plants get water roots?

You will need:

SA

two plants, a plastic bag, string, watering can

Zara pours water onto the leaves of one plant.

She waters the roots of the other plant.
Predict what will happen.
Now try this science investigation.
Observe what happens.
Draw the plants before and after the investigation.
Make sure you wash your hands after touching the
plants.

13
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 We are working with Cambridge Assessment International Education towards endorsement of this title.

1 Living things

Think like a scientist 2

How much water do plants need?

You will need:

some plants, a watering can

E
Give some plants
lots of water.

PL
Predict what will happen to the plants.
Now do the science investigation.
Observe the plants each day.
Record your results in a table like this.
Give some plants
a little water.
Give some plants
no water.
M
How much water do the plants need? My table of results.
Water every day Water two times Do not water
each week
SA

Day 1

Day 2

Day 3

Day 4

Day 5

Draw the plants in the table.

14
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 We are working with Cambridge Assessment International Education towards endorsement of this title.

1.4 Plants need water

Continued
Some plants
do not need
How am I doing? water
Read what Hatim says. What would you
say to him?
Explain to Hatim why he is wrong.

E
PL
How did the hands-on work help you to learn today?

Look what I can do!

M
I can explain why plants need water.
I can record observations in tables.
I can predict what will happen in a science investigation.
SA

I can say if what happened was what I predicted.

15
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 We are working with Cambridge Assessment International Education towards endorsement of this title.

1 Living things

Project

Gardens and gardeners

We all love to play in a garden.
In a garden we can learn about plants and how to care for them.

E
PL
M
SA

Part 1
Draw a garden for school, home or the park.
Draw lots of different plants.
Who will look after the garden?
Draw the gardener.
What does the gardener do?
The gardener will give the plants lots of light and water.

16
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 We are working with Cambridge Assessment International Education towards endorsement of this title.

Project

Continued

Part 2
Make a tiny garden in a tray or box.
Use your science to help you plan and make a garden.
These are some things you may need.

E
PL
M
SA

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 We are working with Cambridge Assessment International Education towards endorsement of this title.

1 Living things

Check your progress

Talk about these questions.
1 Look at the picture.
What is alive?
What is not alive?

E
PL
M
2 Name the parts of the plant in the picture.
Use these words.
SA

roots
stem

leaf
flower

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 We are working with Cambridge Assessment International Education towards endorsement of this title.

Check your progress

Continued
3 What do these plants need?

E
4 Help Amy.
What do the seeds need to grow?
PL
M
SA

19
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