CAMBRIDGE PRIMARY Science Learner’s Book & Ea 3 CAMBRIDGE UNIVERSITY PRESS Fiona Baxter, Liz Dilley and Jon BoardCAMBRIDGE UNIVERSITY PRESS University Printing House, Cambridge cn2 605, United Kingdom One Liberty Plaza, 20th Floor, New York, WY 10006, USA. 477 Williamstown Road, Port Melbourne, vie 3207, Australia 4843/24, nd Floor, Ansari Road, Daryagan, Delhi ~ 110002, nda 79 Anson Road, 46-04/06, Singapore 079906 (Cambridge University Press spar of the University of Cambridge Ie furthers the University’ mission by disseminating knowlege inthe pursuit of ‘education, earmingand research atthe highest international levels of excellence. worweambrldge org Information on this title: wwo.cambridge.rg/5781107699803 © Cambridge University Press 2014 ‘This publication isin copyright. Subject to stattory exception snd fo the provisions of televa cellectve licensing agree ents ‘no reproduction of any part may ake place without the write permission of Cambridge University Pres. First published 2034 20 19 18-17 16 15 2413 32 11 30 Printed inthe United Kingdom by Latimer Trend ‘A catalogue recond fr this publication i available from the British Libary ISBN 978-1-107-69980-9 Paperback (Cambridge University Press hus no responsibilty for the persistence or accuracy of URL for external or thin-party internet websites referred ton this publication, and doesnot guarantee that any eoatent on sich websites or wll emtin, ccae oF appropriate Information regarding prices, travel imetabls, a her actual information given in this works correct at the time of first printing but ‘Cambridge University Press does not guarantee the accuracy of such information theceater, ‘Cover artwork Bill Bolton References to Activities contained in these resources ae provided ‘and inlarmation Provided ison the understanding that teachers and technicians shall undertake a thorough and ppeoprate risk asessient before undertaking any of the Activities listed. Cambridge University Press makes no warranties, representatlons or claims of any kind concerning the Activites. the extent permite by law, Cambrklge University Press will ot be lable for any os, injury, claim, liability or damage of any kind resulting from the use of the Activities, The publisher is grateful tothe experienced teachers Mansoora Shoaib Shah, Lahore ‘Grammar School 55 Main, Gulberg Lahore and Lynne Ransford for their carefil reviewing ofthe content.IniOGUGHONMONCGGhHEeTS The Cambridge Primary Science series has been developed fo match the Cambridge International Examinations Primary Science curriculum framework. It is a fun, flexible and easy-to-use course that gives both learners and teachers the support they need. In keeping with the aims of the curriculum itself, it encourages learners to be actively engaged with the content, and develop enquiry skills as well as subject knowledge. This Leamer's Book for Stage 6 covers all the content from Stage 6 of the curriculum framework. The topics are covered in the order in which they are presented in the curriculum for easy navigation, but can be taught in any order that is appropriate to you. Throughout the book you will find ideas for practical activities, which will help learners to develop their Scientific Enquiry skills as well as introduce them to the thrill of scientific discovery. The “Talk about it!’ question in each topic can be used as a starting point for classroom discussion, encouraging learners fo use the scientific vocabulary and develop their understanding “Check your progress’ questions at the end of each unit can be used to assess learners’ understanding. Learners who will be taking the Cambridge Primary Progression Test for Stage 6 will find these questions useful preparation. We strongly advise you to use the Teacher's Resource for Stage 6, ISBN 978-1- 107-66202-5, alongside this book. This resource contains extensive guidance the topics, ideas for classroom activities, and guidance notes on all the § presented in this Learners’ Book. You will also find a large collection of worksheets, and answers to all the questions from the Stage 6 products. Also available is the Activity Book for Stage 6, ISBN 978-1-107-64375-8. This book offers a variety of exercises fo help learners consolidate understanding, practise vocabulary, apply knowledge to new situations and develop enquiry skills. Learners can complete the exercises in class or be given them as homework We hope you enjoy using this series. With best wishes, jhe Cambridge Primary Science team. Introduction &Introduction 1 Humans and animals 1.1 Body organs 1.2 The heart 1.3 Heartbeat and pulse 1.4. The lungs and breathing 1.5 The digestive system 1.6 What do the kidneys do? 1.7 What does the brain do? Check your progress 2 Living things in the environment 2.1 Food chains in a local habitat 2.2 Food chains begin with plants 2.3 Consumers in food chains 2.4 Food chains in different habitats 2.5 Deforestation 2.6 Air pollution 2.7 Acid rain 2.8 Recycling 29 Take care of your environment Check your progress 3 Material changes 3.1 Reversible and irreversible changes 3.2 Mixing and separating solids 3.3 Soluble and insoluble substances 3.4 Separating insoluble substances 3.5 Solutions 3.6 How can we make solids dissolve faster? 3.7 How does grain size affect dissolving? Check your progress Contents4 Forces and motion 4] 4.2 43 44 45 46 47 48 Mass and weight How forces act Balanced and unbalanced forces The effects of forces Forces and energy Friction Investigating friction Air resistance and drag Check your progress 5 Electrical conductors and insulators 51 5.2 5.3 5.4 5.5 5.6 5.7 5.8 59 Which materials conduct electricity? Does water conduct electricity? Do different metals conduct electricity equally well? Choosing the right materials for electrical appliances Circuit symbols Changing the number of components Adding different components Length and thickness of wire in a circuit How scientists invented batteries Check your progress Reference Glossary and index Acknowledgements 80 82 84 86 88 90 92 94 96 106 2y yY Humans and animals ij Words to learn organs organ systems You know what the outside of your body looks like. But what's inside your body? Think of as many inside parts as you can. The parts inside your body are called organs. The body organs do different jobs to keep you alive and healthy Different organs work together brain to form organ systems. heart —— liver stomach kidneys —— small intestine — — large intestine The liver is an example of a body organ. We cannot live without a liver Two of its main functions are to store energy and to break down harmful substances in the body. a 1 Humans and animalsYou will need: newspaper white paper colouring pens « crayons » glue - scissors Identifying the position of body organs Lie down on the newspaper and ask your partner to draw the outline of your body. Don't draw around the arms and legs. Draw outlines of these body organs on the white paper: © brain © heart © stomach @ lungs @ kidneys © intestines. Make sure each organ is the right size for the body outline you have drawn. Label and colour each organ. Cut out the organs and stick them in the right place on the body. Questions 2 Which organ is found in the in head? 2 Which organs are found in the chest? 3 Which organs are found | . ‘Some animals. like in pairs? the jellyfish, do not 4% Which organs are found have proper body | organs. They hove in the chest? more simple parts What do you think that carry out their 5 do yout body functions. is the function of each body organ? Talk about if! How are the body \. organs protected? 1. Humans and animals a What you have learnt if xy The parts inside your body are called organs. | x The major body organs are the heart, i stomach and intestines, lungs, kidneys and brain.Words to learn imal) heart circulation Put your hand on your chest. Can you feel your blood vessels oxygen heart beating? Why does your heart beat? circulatory system Make a fist with your hand. That’s how big your heart is. Your heart is found inside your chest, slightly to the left. It is protected by the ribs. nm oxygen Your heart is a special muscle. Its job is nr 1t a to pump blood through your body. This process is called circulation. Every time the heart muscle <€E squeezes to pump blood, you can feela heartbeat. It takes => less than a minute to pump blood to every part of your body. The heart does this all the time and never stops. The heart has two sides. The bood left side (red in the diagram) without pumps blood that contains orygen oxygen all around the body. The right side (blue in the diagram) pumps blood without oxygen to the lungs only Wey must ihe heart pump blood ‘around the body?Blood is a red liquid that flows around the body in blood vessels, Look at the inside of your wrist. Sometimes you can see the blood vessels through your skin heart \ Blood vessels run from the heart to the lungs, around the body and back to the heart. The blood carries food and oxygen to all parts of the body. It also picks up waste products from the body and carries them to organs which can get rid of them. The kidneys and lungs are two of these organs. ~ blood carrying The heart, blood vessels and blood form the ra fomigen circulatory system blood “ from the without lungs oxygen Questions ? 2 a What does the heart do? Challenge b Why does it do this? 2 What is a heartbeat? 3 Why does the heart pump blood to the What is a heart attack and how is it caused? lungs before it pumps blood to the rest of the body? Talk about it How can you tell that your heart is beating ‘without putting a hand ‘on your chest? What you have learnt sD The left side of the heart pumps blood that contains oxygen to the rest of the body. The right side pumps blood without oxygen to the lungs. The blood carries food and oxygen to all Parts of the body and carries away waste - products from the different parts of the body. 1 Humans and oneHeartbeat and pulse S Words to learn pulse pressure Your heat beats about 90 times a minute. When you are grown up it will beat about 70 times a minute. When you run around, your body needs a lot more food and oxygen. The more active you are, the more ie often your heart needs to beat to supply enough food and oxygen from the blood. You can count your heartbeats by feeling your pulse. Your pulse is caused by the pressure of the blood as the heart pumps it to the rest of the body, Two good places to find your pulse are on the side of your neck and the inside of your wrist. You will know you've found your pulse when you feel a small beat under your skin. Each beat is . Exercise makes your caused by the squeezing of your heart muscle, eae ear aae Measuring your pulse Find your pulse on your wrist or neck. Do not use your thumb to take your pulse — it has a pulse of its own. Count how many beats you feel in one minute. Repeat this three times. Record the results in a table. Is the number of beats the same each time? ‘You will need: watch with a second hand Compare your measurements with others in your class. Measure your pulse rate at other times during the day, such as after lunch break and just before you go to bed. What trends can you identify? a 1 Humans and animalsQuestions 1 What is the difference between heartbeat and pulse? 2 Did everyone in your group have the same pulse rate? 3 als your pulse rate always the same? b Why do you think this is? ¢ How can you work out what your actual pulse rate is? 4 Suggest any factors you think make your pulse rate change. The elephant has a very low pulse rate of 30 beats per minute. The mouse has very high pulse rate of 500 beats per minute Why is it dangerous to have a very low pulse rate? What you have learnt . 3B You can count your heartbeats by feeling your pulse. Your pulse feels like a small beat under the skin. 1 Your pulse rate increases when you exercis 11.4 The lungs a Words to learn lungs breathing windpipe carbon dioxide We use our lungs for windpipe breathing. We need to breathe to stay alive. We breathe in and breathe out. The lungs are found in the chest. They are protected by the ribs. The lungs are like stretchy sponges that fill up with air. Aci Li Investigating breathing Put your hands on your ribcage. Breathe in. What do you feel? Now breathe out. What do you feel? Breathe in again. Hold the balloon to your mouth and breathe out. What happens to the balloon? What does this show you? Questions 1 When you breathe in, does your chest get bigger or smaller? Why do you think this is so? 2 When you breathe out, does your chest get bigger or smaller? Why do you think this is so? 3 Fxplain how we are able to blow up a balloon. 4 Why do you think we breathe faster when we exercise? <-? 1 Humans and animalsAir enters the Air leaves the body through body through the nose or the nose or mouth. mouth. The air goes — Air is squeezed down the from the lungs windpipe and and travels up into the lungs. the windpipe. When we breathe in, oxygen from the air moves into the blood vessels in the lungs. Blood carries the oxygen to the heart and then to the other parts of the body. We need oxygen to live. As your body uses up oxygen, it makes carbon dioxide. Carbon dioxide is a waste gas that the body must get rid of. The blood carries the carbon dioxide back to the lungs. We get rid of carbon dioxide in the air we breathe out. How do divers breathe underwater? What you have learnt 3} We use our lungs for breathing. sD Our lungs get bigger and fill with air when we breathe in. % Our lungs get smaller and push out air when we breathe out, s@ We breathe in oxygen from the air. 3 We breathe out carbon dioxide. 1 Humans and animalsThe digestive system Words to learn digestive system digestion stomach intestines saliva Your body needs food to help it grow. Food also gives you energy. But your body cannot use the food you eat just as it is. Food has to be changed so that it can be used by the body. The digestive system changes food by breaking it down into tiny particles. This process is called digestion The stomach and the intestines digest the food. They are the main organs of the digestive system. Digested food particles pass from the intestine into the blood and are carried to all parts of the body. Questions 1 Why do we need food? Why must food be digested? How does the stomach help digestion? What happens to food in the intestines? How does the digested food reach all parts of the body? urwWnh@ Your teeth chew and chop up the food into smaller pieces that we can swallow. Digestive juices in saliva start digesting food. @ The food we swallow is pushed down a tube called the gullet and into the stomach. @ Inside the stomach the food mixes with digestive juices that turn the food into a thick liquid similar to porridge. © The intestines break down the food even more until the ~ food particles are @ Any undigested bits ‘small enough to move of food that your body into the blood. can't use are pushed ‘out of the end of the intestines when you go to the toilet. Talk about it! Why is baby food soft and mushy? What you have learnt s The body needs food to help it to grow and have energy to work properly. sD Food is broken down into small particles by the process of digestion. :B The stomach and the intestines digest food. + Digested food is carried in the blood to all parts of the body. 1 Humans and animals is1.6 What do the kidneys do The kidneys are found below the rib cage at the back of the body They are a pair of bean-shaped organs, in an adult about the size of a computer mouse. Healthy adult. Healthy kidneys filter the blood to remove waste products and excess water from the body Find your kidneys. Put your hands on your hips with your thumbs on your back pointing backwards, Slide your hands up until you can feel your ribs. Your kidneys are just under your thumbs. The process of removing of waste products from the body is called excretion, The kidneys excrete a liquid waste product called urine. The urine leaves our body when we go to the toilet. Every day our blood passes through the kidneys about 40 times to produce about one litre of urine. Activity 1.6 Find out about the kidneys Your body produces about one litre of urine each day. How much is one litre? Pour what you think is one litre of water into the container. How can you check? Drink six to eight glasses of Words to learn kidneys excretion urine disease dialysis water each day to keep your. kidneys healthy. You will need: © alarge container measuring cylinder - waterWhen the kidneys don’t work Tf one kidney stops working because of disease, doctors can remove it. Your body can still work well with one healthy kidney. Some people don’t have healthy kidneys and their kidneys stop working. They need to go ona machine that acts like a kidney to filter and clean the blood. This is called dialysis (we say di-al-siss). Sometimes people have a kidney transplant. This means that they get a kidney from Dialysis machines are very another person, often someone in their family expensive and dialysis takes several hours a day for three days a week, Questions 1 Where are your kidneys found in the body? 2 What size are the kidneys? 3 a What is the name of the main process carried out by the kidneys? b Explain how the kidneys carry out this process 4 Name three things doctors can do if your kidneys don’t work. Talk about it! \ Why do you produce \\._ less urine in hot weather “than in cold weather? What you have learnt sD The kidneys are pair of organs found at the back of the body, below the ribs. D The main function of the kidneys is to remove waste from the body as urine. This is called excretion, '1.7 What does the brain d A Words to learn, brain images How do you remember your way home from school? nerves Why do you breathe without thinking about it? nervous system How do you know when you are hungry or thirsty? tumours Where do dreams come from? The brain is a soft, grey, wrinkly organ inside your skull. It does all your learning and thinking and also controls all your muscles and senses The brain is connected to all parts of the body by nerves, Nerves send messages to and from the brain very quickly all the time. The brain and nerves work together to form the nervous system Different parts of the brain have different jobs Controls your speech Controls your Sends nerve messages Make sense of nerve messages and lets you talk. balance. to your muscles to from your ears and tells you \ \ make them move. what you are hearing, Changes nerve / messages from your eyes into images that you see. cerebrum — cerebellum - Controls things you don't think about such as breathing, heartbeat, blinking and sneezing. brain stem 1 Humans and animalsWhat happens if your br: damaged’ When the brain is damaged it is serious because the brain controls everything we do. Some body organs can repair themselves, others can’t. The brain usually cannot repair itself. Some things that affect the brain are germs that cause infections, growths on the brain called tumours, lack of oxygen and head injuries Questions 1 a How is the brain protected? b Why is it important to protect the brain? 2 a How does the brain send messages to, and receive messages from, other parts of the body? b Why is it important that these messages travel very quickly? Think about this situation: you are crossing the road when suddenly you see a car speeding towards you. 3 Explain how your brain allows you to make a phone call to a friend. Challenge What is concussio! Talk about it! Does your brain still work when you are asleep? How do we know this? What you have learnt The brain is protected by the skull. The brain controls everything — our body GG movements, senses, speech, heartbeat and breathing. > Brain injuries are serious because the brain controls everything and cannot repair itself.1 CHECKOUT Progress BB Match each organ in column A with its main function in column B. ~ >? heart ‘excretion stomach and intestines | breathing lungs control kidneys digestion brain circulation td a State whether each of the following statements is true or false. Correct the false statements. a The heart pumps air around the body. b Your heart beats faster when you exercise. © Your pulse rate tells you how fast you are exercising. d_ Blood moves around the body in special tubes called blood vessels. e The blood picks up carbon dioxide in the lungs. EB Use the words in the box to complete the sentences about digestion. mouth — stomach gullet a Food is pushed down the _______ into the stomach. b Inthe _____, the food is broken down into very small particles. c The food is mixed with digestive juices in the d_ Undigested food is pushed out of the body through the end of the e The food is chewed in the & 1 Humans and animalsGB The sentences in are in the wrong order. Sort them into the correct order of the stages of digestion. 8 a Name the organs shown in A the pictures. b Which organ removes wastes and excess water from the body? c¢ What is the waste from this organ called? B d Which organ allows us to think, talk and move? e How does B make sure that A does its job? f How does playing a game of soccer affect A’s function? c g How is A protected from damage? h How is B protected from damage? GB Name the waste gas that we breathe out of the lungs. b Name the gas we breathe into the lungs. 1 Humans and animals a2.1 Food chains in a local habitat Words to learn feeding relationship Lindiwe lives in Zambia. She is proud of her eee copie vegetable garden. She grows maize, spinach and pumpkins. Although vegetables grow food chain species fast in the warm sun, it is the dry season so Lindiwe must water her garden every day The vegetable garden is the home or habitat of many plants and animals. There is a feeding relationship between some plants and animals. For example, caterpillars eat spinach leaves and stalk borers make holes in the maize stalks Other animals help to fight these pests. Some birds eat caterpillars and lizards eat stalk borers. Leelte Mel lucd We can depict a feeding relationship using a food chain A food chain describes the feeding relationship between a plant and an animal. One food chain is: spinach + caterpillar The arrow means ‘is eaten by’. So this food chain tells us that spinach is eaten by the caterpillar. Look at food chains 1 and 2, opposite. Write each one in words with an arrow. & 2 Living things in the environmentAct We Describe a habitat in your area Visit a local habitat such as a garden. Identify the species of plants and animals. List all the plants and animals you can see. Look under leaves on bushes and under dead leaves on the ground to find insects. Look in the sky and in the trees for birds. Observe feeding relationships between plants and animals. Discuss other ways that plants and animals depend on each other in your habitat. Questions 1 Name three plants and three animals in your habitat. 2 Draw three food chains to represent feeding relationships that you observed. 3 How else do plants and animals depend on each other in your habitat? 4 Draw two food chains involving a plant and an animal in Lindiwe's garden. What would animals What you have learnt and humans eat if we sy A habitat is a home in the environment for plants and animals. 3 Food chains describe the feeding relationship between plants and animals, 2 Living things in the ey yentWords to learn energy unique producer consumer breathing, eating and sleeping, needs energy. We get factor energy from food. All our food comes from plants. We either eat plants or we eat animals which have eaten. plants. Look back to the food chains in Topic 2.1. Each began with a plant. Everything that we, and all animals do, such as moving, Plants are unique because they produce their own food. For this reason we call a plant a producer, Animals and humans cannot make their own food. They eat or consume plants so an animals is called a consumer. Look again at the feeding relationships in these Plants are essential to life two food chains. onEarth, In food chain 1, the corn is the producer and the chicken is the consumer. Identify the producer and consumer in food chain 2 If a boy eats the chicken in 1, he is also a consumer. So now the food chain is: corn > chicken > human Questions 21 Rearrange the living things in each feeding relationship to make food chains: a spinach bird caterpillar b human grass sheep & 2 Living things in the environmentHow do plants make food? Plants make food in their leaves from. sunlight, water and carbon dioxide. A plant must have all three of these factors. If a plant gets sunlight and carbon dioxide, but not enough water, it will wither. In this unhealthy state it will not make food. water The plant takes in energy from the Sun and uses it to change water and carbon dioxide into sugar and oxygen. It stores the sugar. The oxygen is a waste product, so the plant sends it back to the air. When an animal eats a plant it gets energy from the sugar stored in the plant. Plants also take in nutrients such as iron and magnesium. These are dissolved in water in the soil. The plant takes in the water and nutrients through its roots. PX TiN, Investigating what plants need to survive and make food Plan two investigations to show (1) that plants need water, and (2) that plants need sunlight. four pots with healthy 4 seedings Before you begin, predict what will happen to your plants. Questions 2 Identify the factor relevant in each investigation. 2 What did you predict in each investigation? 3 What evidence did you find to support your predictions? Suggest explanations for your predictions based on what you know already. What you have learnt » Plants are producers because they make their own food. > Animals are consumers because they eat plants. - 2 Living things in the environmer aWords to learn predator prey Some animals eat mainly plants. Some animals eat other animals. An animal that eats other animals is called a predator. The animals that it kills and eats are its prey. Look at these examples. La The owl Is a predator and his prey is the mouse. Snakes are _ predators. Some kill their prey with venom (poison) but this snake is, swallowing its Prey (an egg) whole. A frog is a predator because it eats insects. The frog has to be quick - it shoots out its sticky tongue to catch its prey. Sometimes there is more than one predator in a food chain. a. ‘The grasshopper eats the plant. Then the grasshopper becomes the prey for the lizard, which is the predator. Then the lizard becomes the prey of the hawk, which is another predator. & 2 Living things in the environmentQuestions 2 Think back to your local habitat. Name two predators. What is the prey for each . predator? polar bear seal 2 Look at the animals in the picture Bds< ae There are five predators and their prey. fish ‘ty Match each predator with its prey: 3 Draw a food chain to depict one of the predator and prey pairs. Start with a frog antelope spider . producer. 4 Identify the pattern in the food chains you have described. seagull Challenge The Venus flytrap grows in soils which have few nutrients. It can make sugar from sunlight, like other plants. But it also traps flies and dissolves them. It uses nutrients from the fly’s body. Why is it so useful for the fly trap to trap flies? Can you find out the names of two more predator plants? Are there any animals jat never become prey What you have learnt © Predators are consumers that eat other animals. Animals eaten by predators are called their prey. 2 Living things in the environment a2.4 Food Cli Words to learn tropical desert PT Mitel tie Ley savannah plankton There are many habitats on the Earth. This is because there are many climates which result in different plants. In hot wet climates there are tropical forests. In dry climates only a few desert plants grow. Different plants attract different animals. So we find different food chains according to the habitat. Food chains in a savannah habitat The savannah covers a large part of Africa. It is hot all year and the rain comes mainly in summer. Grass and scattered trees grow there. Some animals eat the grass and trees. Others are predators. This is a food chain in a savannah habitat. Discuss what is happening in the food chain. Which are the producers? Which are the consumers? Which consumers are predators and which are prey? What does each animal eat? tion giraffe hyena wildebees! . wild dog DN — cheetah zebra a 2 Living things in the environmentFood chains in an ocean habitat Almost three quarters of the Earth’s surface is ocean, so ocean habitats are very important. There are many types of seaweed. Most plants and animals are so small you can’t see them with the naked eye. These are called plankton. Some sea animals only eat plankton. Others are predators. Discuss what you can see in the picture of a food chain in the ocean. Which are the producers, predators and prey? Who is eating who? - Tae Questions ~The basking shark can reach a length of 8 m but it - Compare the producers in the savannah eats only plankton. and ocean habitats. 2 In the savannah habitat: a Name three animals that only eat plants. Which plants do they eat? b Draw two food chains containing predator and prey relationships. 3 In the ocean habitat: a Draw two food chains containing one predator and its prey. b Draw two food chains containing two predators and their prey. Talk about it! What would happen if all predators in the savannah habitat suddenly died? What you have learnt > Different habitats contain different plants and animals. This leads to different food chains. eee2.5 Deforestatio - a Words to learn deforestation Tropical rainforests are cut down at the negative rate of one football field every second! Deforestation environment happens when we destroy forests by cutting down trees. greenhouse gases Why does this happen? The main reasons are: global warming conserve ‘= to collect wood to make furniture % to collect wood to burn as a fuel © to clear land for farming <= to clear land for cities = to clear land for mining. Deforestation has negative effects on the environment. When trees are cut down in the rainforest, it can take 100 years for new trees to become fully grown. Without trees, there are no rotting leaves to make compost. This makes the soil peat Grasses grow, but not trees. Plants Cattle gaat aor ond (a and animals in the forest will disappear. used fo be covered with forest. Trees take carbon dioxide from the air to make food. So forests remove carbon dioxide and help to reduce global warming. Also, trees give out oxygen which humans and animals need to survive. a 2 Living things in the environmentWhy are forests so important? Habitats Medicines Removing carbon dioxide and Ina patch of People who live in giving us oxygen rainforest 6km the forests have The Earth is becoming hotter because square, there can found many plants humans are putting more gases like be 1500 kinds of that cure human carbon dioxide into the air. These are plant, 400 kinds of diseases. A lot of called greenhouse gases because they bird, 150 kinds of | modern drugs were trap the heat like a greenhouse does. butterfly and 100 originally made The process where the Earth is getting kinds of reptile. from forest plants. warmer is called global warming. Activity 2.5 Plant a tree You can help remove carbon dioxide from the air by planting a tree. Go to a plant nursery or a friend with a garden and ask them to donate a seedling. What kind of tree would you like? How about a shade tree? Would you like a fruit tree? Ask the person how and where to plant your tree and how often you must water it. Questions 1 Identify three negative factors that result from deforestation. 2 Compare the soil in a forest area before and after deforestation. 3 Explain why buying second-hand wooden furniture is a good way to conserve forests. 4 Predict what would happen to the carbon dioxide and oxygen in the air if all forests were destroyed. What you have learnt D Deforestation happens when people destroy forests by cutting down trees. > Deforestation has a negative effect on. i Why do you think that forests are called the ‘Lungs of the Earth’? the environment.2.6 Air polluti Words to learn pollution Our atmosphere consists pollutants mainly of two gases: nitrogen bronchitis and oxygen. There are smaller amounts of carbon dioxide and water vapour. None of these gases are harmful. But people pollute our atmosphere with particles of other gases. asthma Carbon monoxide is poisonous. - Cars, motorcycles, buses New cars are less polluting than and trucks give off carbon older ones because they are fitted _ monoxide in exhaust fumes. with a device that changes the exhaust gases into carbon dioxide. We burn coal and oil to give us Coaland oll but . in factories and energy. Wind power, solar power power stations and water power do not cause _give off the gases, olution, but fo tries [eames Pi ion, but for many countries nitrogen oxide. they are more expensive than coal or oil. Sometimes pollutants are blown away by the wind. But often dirty air lies over cities. Pollution has a negative effect on plants and animals. People in polluted areas often get bronchitis and asthma. & 2 Living things in the environmentMeasure dirt particles in the air 4] You will need: 4 i five glass slides Mark an area of 4 x 1 cm with a marker pen on i petroleum jelly a marker pen one side of each slide. Number the slides 1 to 5 peat lens Cover the other side of each slide with a thin layer . of petroleum jelly. Tape the slides to five different sites. The petroleum jelly must face outwards. Choose sites where your slides will not be disturbed. Leave these slides for one week. Then carefully put the slides in a box and bring them to school. Do not to touch the petroleum jelly. Predict which slide is going to have the most pollution. Give reasons. Examine each slide with a hand lens. Can you see particles of dirt? Count the number of particles in each marked area. Record your results on a table. Draw a bar chart of your results. Make sure the petroleum 7 jelly is facing out. Questions 2 Compare your results with other groups. Which site is most polluted? Can you explain why? 2 Identify the pattern in your results. Did any sites not fit the pattern that you expected? 3 Did the evidence you collected support your predictions? 4 Work in a group to produce an information leaflet on another type of pollution. You could choose water or land pollution. Present your information to the class. Talk about it! What causes air pollution in your country? What you have learnt ‘& Air pollution is caused by exhaust fumes and gases from coal and oil that is burnt in factories and power stations. © It has negative effects on the environment fa i health. ‘y 2 Living thin2.7 Acid rain All around the world, trees are dying, This is happening because of a kind of pollution called acid rain Words to learn acid rain When coal, oil and natural gas are burnt, they give off sulfur dioxide and nitrogen oxides. These gases dissolve in rainwater to form sulfuric acid and nitric acid. This makes the rain into acid rain. It can be as acidic as lemon juice. The picture shows how acid rain forms. The acid rain drains into lakes and makes the water in them acidic. You will need: : two healthy seedlings growin + in soil - tap water i Jemon juice Observe the effect of acid rain Water one seedling with tap water. Water the other with lemon juice. Predict what will happen using what you know about acid rain. Observe what happens over the next few days. 2 Living things in the environmentQuestions 2 Compare the two plants after five days. What has happened to: a the leaves b the stems? 2 Do these results support your predictions? How? 3 Use what you have learnt about acid rain to explain why these changes happened. 4 Research how acid rain can damage buildings. How does acid rain affect the environment? Soil contains nutrients that keep plants healthy. Plants take in nutrients through their roots. But acid rain washes nutrients out of the soil. The lack of nutrients weakens plants. They 4 the leaves grow slowly and their leaves fall off. have fallen due Plants need leaves to make food. With f.acid rain. fewer leaves, plants make less food. Even large trees are damaged by acid rain, Pest attack can kill “The number of frogs them because they are so weak a falling worldwide. and their branches die back. Eee i Eventually the trees die. insects that frogs ect. Talk about it! How could you monstrate that acid rain damages stonework? What you have learnt { % Acid rain is caused by sulfur dioxide dissolving in \ rainwater to form an acid. & Acid rain damages plants, animals living in water and stone buildings. 2 Living things in the environment aWaste disposal is a problem. How do we get rid of the mountains of rubbish we all throw away? Most of it is taken to landfill sites like the one in the picture. Landfill sites are huge piles of rubbish near towns that are later covered with soil. If we can reduce the amount of our rubbish, we will be helping the environment. Recycling is when something is not thrown away but processed into something that can be used again. Reducing and recycling is something everyone can do at home, at school and at work. Next time you are going to put something in the bin, stop and think. Could it be recycled? This jar has been ‘reused to collect tadpoles. — Thabiso makes toy chickens like this one out of plastic bags. He has recycled the bags. Save the environment by recycling Reusing and recycling are positive ways you can care for the environment by saving natural materials - Milions of trees are cut down t for “If you recycle pape .od pulp for paper. _Never becomes weaker. _Drink cans are made from aluminium which can be recycled. It takes a lot of electricity to get aluminium from the rock it is found in. Recycling aluminium uses much less energy. Many types of plastic never rot away. Reoyeting| plostic is is expensive. Use things again instead of f throwing 1 them away. Reduce | ‘the Paar "You use. If possible, don't buy fruit in plastic trays. 2 Living things in the environment Words to learn waste disposal lanaifil reduce positive compost ites take up valuable land which could be used for other things. - Use glass containers again or take them to be recycled. Glass can be melted down and reshaped to make new cannes It Op!Don't throw away all your kitchen and garden waste. You can recycle it by making compost. This will be good for the soil and your plants will grow better. ri eed Make compost Collect vegetable peelings, fruit, egg shells. a large plastic bag Collect grass cuttings, leaves and weeds. food scraps » garden waste Put the waste into the bag. Add some water but do not make it too wet. Leave the compost in a warm place for a few weeks. When the compost is dark and mushy, it is ready. Spread it on the soil around your plants. Questions Challenge 1 Suggest ways that you can use less paper. Go to the supermarket. 2 Suggest ways you can reuse plastic containers. List products in packaging 3 Suggest how compost could help your plants. _that can be recycled. 4 Encourage people to recycle. Make a poster to put in a local hall Falk about if How can you and your family re-use and recycle at home? What you have learnt f <> Recycling is when something is not thrown away || but processed into something that can be used again.\ ‘> Re-using and recycling helps to care for our environment.Words to learn resource pram RL: bf audit Everyone can care for our environment by using less water and energy. This helps to conserve each resource. «| You can conserve (use less) water quite easily. Here are some ideas. © Have a shower instead of a bath. ® Never leave a tap dripping. o Collect rainwater in a tank and use it for washing. © Discuss other ways you can use less water 4 & Switch off electricity when you are not using it. Use energy-efficient bulbs. G Walk or ride a bike rather than using a car or bus. « Use solar panels to heat your water. They are much cheaper and cleaner than using an electric heater. “ You can conserve (use less) energy quite easily Here are some ideas. = Discuss other ways you can reduce energy consumption. Litter pollutes our environment. It looks horrible, it Is dirty and It ‘smells. It harms animals who eat It, thinking that it is food. Turtles eat plastic bags because they mistake them for jellyfish. The plastic stays in their stomachs and they die. & 2 Living things in the environmentActi ly 2.9 Do a litter clean-up and a litter ow —T audit large dustbin bag You can audit litter by counting how many ‘notepad and pei h Tuber gloves Wear rubber gloves when picking up rubbish and be careful of broken glass, cans, bottles, papers and other things people throw away. This will help you to see how much rubbish can be recycled. Work in pairs to collect the litter, record it and put the litter into the bag. Leave the bag at a collection point for it to be taken away. Predict what will be the most common type of litter. Make a list of all the kinds of litter you found. Then add up how many items of each kind you collected. Make a table to record your results. Present your results in a bar chart. Questions 1 Did the evidence you collected in your audit support your predictions? 2 Compare the patterns in the results from everyone in the class. Do any audits not fit the pattern? Can you explain this? 3 Start an antilitter campaign. Make posters to put up around your school. alk about if What can you do in your community to stop littering? What you have learnt <> We can care for the environment by conserving water and energy. :> We can stop littering to help to care for the environment.BD write a tist of the words in Column A. Choose the correct meaning for each word from column B, Write the correct meaning beside each word. Column A Column B recycle a place where plant and animals live together habitat «@ feeding relationship between plants and animals nutrient to reprocess something so that it can be used again global warming another name for a food food chain the worldwide increase in temperature BB Look at the picture below 2 Living things in the environmentIdentify the following in the picture: a the source of energy b two producers c four consumers da predator and its prey EB inthe picture, what would happen if: a all the insects disappeared? b the Sun stopped shining forever? oO Write these food chains so that the living things are in the correct order. a Lion > grass > wildebeest 5S Ey, b Plankton > seagull > fish A c Beetle > lizard > seeds > hawk D> ke d Shark > plankton > small fish > seal Wr se BD choose three predators and their prey from the living things in QI. GD Explain how: a Deforestation helps to cause global warming. b Frogs can be killed by acid rain. Describe how each of these things can be recycled or re-used: =F 1 Humans and animals PaAe) cul changes See 3.1 Reversible and irreversible changes Reversible changes Words to learn reversible Observing changes to ice DN Place the ice cubes in the sun or other warm place for five minutes. What has happened to the ice after five minutes? What causes the ice to change? What will happen to the ice if you put it back in the freezer? Why? In a warm place the solid ice becomes liquid water. When you put the ice back in the freezer it becomes a solid again. We say that the changes are reversible because we can change solid ice back to liquid water and liquid water back to solid ice. Heat causes the ice to melt. When the water loses heat and cools it becomes solid again. This diagram shows phase changes between ice and water a 3 Material changesIrreversible changes When some substances are heated, the changes cannot be reversed. We call these irreversible changes. Sometimes irreversible changes turn one substance into another substance. For example, when we en burn a match the wood changes we bum a match? into a black substance called carbon. adeno change back to the Questions 2 When you mix boiling water with jelly powder, the mixture is a liquid. In the fridge it becomes solid. Can we make jelly change back to a liquid? Draw a simple flow diagram to explain your answer. 2 a Does boiling an egg cause a reversible or Glass can be collected in irreversible change? Explain why recycling centres and used again. b Does a new substance form when you boil an egg? 3 Think of an irreversible change that forms a new substance. How is glass recycled to form new glass products? What you have learnt : Heat makes substances change. © Some changes are reversible, for example, ice melting and refreezing Some changes are irreversible, for example, burning a match. 6 Some changes cause a new substance to form3.2 Mixing and separating solid : Words to learn mixture, Meee Mulan icy separate feact sort A mixture is made up of two or more different substances mixed together. The substances in a mixture are not chemically joined and so we can separate them. Mixtures can be solids, liquids or gases. Air is mixture of three main gases: nitrogen, oxygen and carbon dioxide, Think of some other mixtures. Making mixtures of solids Make the following mixtures in separate jars: © rice and flour ® salt and sand ‘> tea leaves and sugar ~ beans and marbles. sieve You will need: rice - flour - salt » sand ‘ea leaves - sugar » beans marbles - glass jars Stir each mixture well. Observe the mixtures. Can you see the different substances in each mixture? Have the substances in each mixture changed in any way? The substances in a mixture do not change when they are mixed together. We say that they do not react with each other. a 3 Material changesSeparating mixtures We can separate the substances in mixtures in different ways. Tf you pick out the nuts in a mixture of nuts and raisins, then you sort the mixture. Gardeners use a sieve to separate stones from the soil. Activity 3.2b Investigating separating mixtures of solids Peanuts and raisins are a mixture of solids. If you don't like raisins you can pick out the nuts. Select a method to separate each of the mixtures. jon weaiaeests the mixtures from You can choose sieving or sorting. Activity 3.22 » sieve Separate the mixtures. glass jars » bow! Questions 2 Were there any mixtures you could not separate? If so, why do you think this happened? 2 Which method is best for separating mixtures that contain: a large particles that you can see easily? b small particles that you cannot see easily? 3 Predict, with reasons, which method of separation is best for separating mixtures of: @ peanuts and beans b salt and breadcrumbs © peas and flour. How can scrap yards separate iron from a mixture of different rap metals? What you have learnt > A mixture is made up of two or more different substances mixed together. The substances in a mixture do not react with one another. ‘> Some solids can be mixed and separated again by sorting and sieving. 3 Material changes3.3 Soluble and insoluble substances Some solids like sugar can dissolve in a liquid. Sugar can dissolve in water. It is called a soluble substance. Words tolearn dissolve soluble insoluble ‘suspension Some solids do not dissolve in a liquid. Sand does not dissolve in water. We say it is insoluble in water, 7 Xes Investigating soluble and insoluble substances Look at all the solids that your teacher provided. Predict which substances will be soluble in water. Write down your predictions in a table like this. You will need: measuring cylinder glass jars . teaspoon 4 clean water - differen Substance Prediction: Observation: Conclusion: soluble or clear or cloudy? | soluble or insoluble? insoluble? Measure 100ml of water into each jar. Add one teaspoon of solid to each jar. Stir the water and observe what happens. Are the mixtures clear or cloudy? Can you still see the solid substance? Record your observations and conclusions in the table. Leave the mixtures for five minutes and observe them again. a 3 Material changesQuestions 1 a What happened to the solids in the cloudy mixtures? b What happened to the solids in the clear mixtures? 2 a What happened to the mixtures after five minutes b Why do you think this happened? 3 Which substances dissolved in the water? Were your predictions correct? 4 Why is it important to use the same amount of water and solid in every case? When you mix insoluble solids in a liquid you can still see the solid. An insoluble solid forms a Co Soluble substances mix completely with the suspension in a liquid. liquid so that you cannot see them. || Why do lumps of sugar dissolve slower than grains of sugar? What you have learnt sB Substances that dissolve in liquids are soluble. Substances that do not dissolve in liquids are insoluble. | s Soluble substances mix completely with the liquid so that you cannot see them. s Insoluble substances do not mix with the liquid and form a suspension. 3 Material changes aWords to learn filtering filter wetland Filtering is a method used to separate mixtures of a solid and liquid. A filter works like a sieve. A filter separates soluble and insoluble substances. It has tiny holes that let through very small particles but not bigger particles. The liquid and the soluble substances dissolved in the liquid pass through the holes. Insoluble solid particles are too big to pass through and stay behind. For example, the filter paper in a coffee pot lets the water through but not es the grains of coffee. Sand filters use layers of gravel and fine sand to separate particles of solids from water. In nature wetlands such as marshes and swamps acts as filters. As water passes through the wetland it slows down. The soil and gravel of the wetland filter out particles of different substances from the water. Some of these substances may be harmful, for example chemicals and human body wastes. The wetland makes the water cleaner. - wetlands fter water to make Itcleaner, ‘aa ) 3 Material changesSeparating mixtures by filtering Measure 100ml of water into each jar. Stir one teaspoon of solid into each jar. Use the filter funnel and filter paper to filter each mixture into another jar fou will need: sand water chalk filter paper - filter funnel jars or beakers measuring cylinder - spoon Questions 1 What was left behind on the filter paper after you filtered each mixture? 2 What went through the filter paper into the container? Why did this happen? 3 Can you separate the solid and liquid in a solution by filtering? Say why or why not. 4 a Predict the results you would obtain if you filter a mixture of flour and water. - Challenge b Give a reason for your prediction. Design a method to separate a mixture of Flamingoes and many other sand and salt. birds have filters in their beaks. They catch food like algae and small fish by filtering the water. Talk about it How does a teabag let the flavour and colour of the tea through, but keep the tea leaves What you have learnt f Filtering separates insoluble solids from liquids | in mixtures. In a filter, very small particles pass through { tiny holes in the filter, but bigger particles cannot pass through.