Science Student's Book 1grade

1
Science
Student Book
Deborah Roberts
Terry Hudson
Alan Haigh
Geraldine Shaw
Language consultants:
John McMahon
Liz McMahon
3
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Contents
How to Use this Book 5 Look at things moving in
water and wind 58
Being a Good Scientist 6
Explore how things move
1 Exploring Animals 12 (pushes and pulls) 60
Sorting animals 14 Fast and slow-moving objects 62
The vertebrate groups 16 Exploring the movement of toys 64
What eats what? 18 What have I learned about
Sorting some unusual animals 20 pushes and pulls? 66
Same but different 22
4 Making Sounds 68
Our body 24
Our senses: seeing, hearing 26 Talking and listening 70
Our senses: tasting, smelling, Making sounds 72
touching 28 Quiet and loud sounds 74
What have I learned about Sounds and moving about 76
exploring animals? 30 Sounds around us 78
How we hear sounds 80
2 What is it Made of? 32 What have I learned about
Different materials 34 making sounds? 82
What do materials look and
feel like? 36
5 Plants and the Seasons 84
What can materials do? 38 Parts of a plant 86
What else can materials do? 40 Looking at wild and garden
Metals 42 plants 88
Metals and non-metals 44 Weather 90
Useful materials 46 The seasons 92
Sorting materials into groups 48 Recording rainfall 94
What have I learned about Observing and measuring
materials? 50 the wind 96
What have I learned about
3 Pushes and Pulls 52 plants and the seasons? 98
Stopping and starting 54
Glossary 100
Look at things moving in wind 56
How to Use this Book
This Student Book for Oxford International loud quiet
Primary Science forms part of your science sound voice
The words on the Wow pages are
lessons for this year. Your teacher will included in the picture glossary at the back
introduce the ideas through whole-class of the book. You can add your own notes for
activities, then you will explore them in more each word.
detail using this book, before all coming back
Key words
together to discuss what you have learned. breathe
Find out more at: www.oxfordprimary.com/ feed

Gives you the key words for the lesson.
international-science In this lesson you will name the parts of the body.
Tells you what you
will learn in the lesson.
Structure of the book
This book is divided into ve units plus an Questions to help you talk to each
introduction called Being a Good Scientist other and share ideas about the science you
and a picture Glossary: are learning and the investigations you do.
Being a Good Scientist
Unit 1 Exploring Animals Practical and research activities
Unit 2 What is it Made of? to investigate and report on science topics.
Unit 3 Pushes and Pulls Sometimes your teacher will ask you to use
Unit 4 Making Sounds dierent equipment, which is available in
Unit 5 Plants and Seasons school. They may also ask you to carry out a test
Glossary in a dierent way, to make sure you are safe.
Each unit covers a dierent strand of science. Challenges you to take your
Stretch zone
You will need a science notebook to write in learning further.

and to record your investigation results and
conclusions.
Key idea Summarises what you have learned.
Being a good scientist Additional features

Think back Reminds you what has been
To be a good scientist you need to be curious
and ask questions. This section will help you covered before.
think about how to develop your scientic Science fact Interesting and amazing science
skills to work like a scientist. facts.
What you will nd in each unit Highlights the skills needed to be a
There are three types of lessons: good scientist.
Wow introduces each unit’s scientic ideas and
key words. It tells you what you will learn in the Important notes about how to stay safe.
unit and lets you discuss what you already know.
Focused lessons cover the scientic knowledge
Teacher’s Guide
and skills you need to learn this year. There is a Teacher’s Guide to help your teacher
to work out the resources needed and to oer
In What have I learned? you review your
alternative activities and approaches.
understanding and show your teacher what
you have learned about the unit. Workbook
What you will nd in the lessons At the bottom of each page in this book is
a link to a Workbook, where you can record
Although each lesson is unique, they have your work and get extra practice to do in your 5
common features: lesson or at home.
11
1 Exploring Animals
In this unit you will:
● f out how we are all the same and all
nd
dierent
● discover and name some animals
● sort animals into groups
● name the parts of the body
● explore the senses of touch, taste, sight,
hearing and smell.
Loo
Look at the photograph.

What is different about these children?
Say one thing that is the same about these children.
12
12
Sorting animals
In this lesson you will find out how we can sort
living things into groups. Key words
feature
group
Scientists have sorted animals into groups. This
skeleton
makes it easier to learn about them.
vertebrate/
To do this, scientists study different features. They invertebrate
study what the animals look like. They also look
at where the animals live, what they eat and how
they move.
parrot rabbit eagle
camel chicken
Work with your science partner to discuss

these animals.
Can you sort them into two groups?
Is it possible to make equal groups? Why?
List the features you used to sort them.
14
■ For more activities, go to Workbook 1 page 14.
Some animals have a skeleton inside their body. Part
of this is a backbone. Scientists call these animals Look at
vertebrates. the x-ray
photographs.
Other animals have shells, or no hard parts at all.
Scientists call these animals invertebrates. Which show
vertebrates?
Which show
invertebrates?
Talk with a
partner about
frog jelly fish rabbit why you made
these choices.
Researching vertebrates and invertebrates

Your group will be given one of the animals in
the word box to research: camel
butterfly
1 Use books, magazines or the internet to find out
worm
about your animal.
rabbit
2 Decide if it is a vertebrate or an invertebrate. spider
3 Find out where the animal lives and what it eats. horse
4 Draw the animal or cut out photographs you bird
have found. snail
5 Your teacher will give you a paper plate to present crab
jelly fish
1 Exploring Animals
your findings.
6 Walk around and look at the other plates.
Key idea
Stretch zone
We can put animals that are
How can snakes move without legs? like each other into a group.
15
The vertebrate groups
In this lesson you will sort vertebrate animals into
smaller groups. Key words
amphibian
bird
Think back
fish
How are vertebrates different from invertebrates? mammal
reptile
Vertebrates can be split into five smaller groups
called classes.
Science fact
Scientists identify large groups of animals by

splitting them into smaller groups. Each group is
called a class.
Young born live

Gills for breathing Lungs for and milk fed
Mammals
breathing
Lay eggs
Fish Lungs for breathing
Live in water
Fur Feathers
Scaly skin Birds
Wings
Vertebrates Lay eggs

Lungs for breathing
Young live in water and

Dry skin Reptiles have gills for breathing
Lay eggs Amphibians

Adults breathe with
Smooth
lungs or through the skin
Scaly skin skin
Adults live on land and in water Lay eggs in water

16
Look at the photographs.
Decide which vertebrate
class each animal
belongs to.
List the features you 1 2 3
used to help you decide.
Vertebrate survey
You are going to look for different vertebrates.
1 Write a list of those you see.
2 Write down your results in a table. Here is
an example.
Vertebrates seen How many did you see?
Amphibians
Birds
Fish
Mammals
Reptiles
3 Tell your class about your results.
Warning! Do not go near or

touch any of the vertebrates you see.
1 Exploring Animals
Key idea
Stretch zone
We can sort
Whales live and feed in the ocean. vertebrates
Guess which vertebrate class whales belong to. into five
Use the internet or books to check your guess. smaller groups.
17
What eats what?
In this lesson you will explore animals that are
carnivores, herbivores and omnivores. Key words
carnivore
herbivore
Think back
omnivore
How many different vertebrates pet
did you find in your area? What
do they eat?
Animals and humans have to eat to

stay alive. The food they eat gives
them energy. It helps them to grow.
Animals that eat
Animals that eat plants other animals
are called herbivores. are called
carnivores.
Look at the
pictures.
Talk about what
the animals and
the person are
doing.
Animals that eat
plants and What would
animals are happen to the
called omnivores. cow if it did not
eat the grass?
18
Pet survey Look at the
pictures on
1 Ask the people in your class if they have a pet.
page 18.
2 Ask them what their pet eats.
Which are
3 Decide if the pet is a carnivore, a herbivore or herbivores?
an omnivore.
Which are
4 Write a table like the one below in your carnivores?
notebook.
Is there an
omnivore?
Type of What it Herbivore, carnivore
pet eats or omnivore?
5 Draw a poster about three different pets.

Choose one carnivore,
one herbivore and
one omnivore.
6 Show what they eat
and how they are
looked after.
Key idea
1 Exploring Animals
Animals can
Stretch zone be sorted into
herbivores,
Write a list of the food you have eaten this week. carnivores and
Are you a carnivore, a herbivore or an omnivore? omnivores by
Explain why. what they eat.
19
Sorting some unusual animals
In this lesson you will learn about some animals
that are not easy to sort into groups. Key words
breathe
Some animals look as if they belong to one group. feed
But look closely and you will have to think again!
Think back Look at each photograph.

Talk to your partner Decide which vertebrate class each
about the features you animal belongs to.
used to group vertebrates. Why are the animals unusual?
I live in the sea. I live in the sea for half my life.

I must come to the surface I must come to the surface to
to breathe. I feed my offspring breathe. I have feathers.
on milk. Which group do Which group do I belong to?
I belong to?
I have wings. I can fly.

I have fur. Which
group do I belong to?
20
Bird feeders
Be a
scientist
You are going to set up bird feeders to attract Scientists make
different types of birds. observations at
different times
1 Make feeders like the ones in the pictures.
of the day and
2 Look at your feeders every morning and
over many
afternoon. Do this for 3 days.
days.
3 Write down how many different types of bird
page 9
visit your feeders. Take photographs if you can.
4 Try to sort the birds into smaller groups.
1 Exploring Animals
5 Were any of the birds unusual and difficult Key idea
to group?
Some animals
with unusual
Stretch zone
features are
Find out the features that scientists use to divide more difficult
the class of birds into smaller groups. to sort.
21
Same but different
In this lesson you will find out how we are all
the same and all different. Key words
ears
eyes
Which parts of the body can you name? face
Compare what you know with your partner. head
hair
We usually have a nose, two eyes, two ears, a mouth mouth
and hair. But each face is different. nose
We can compare our faces with other people’s faces.
Comparing your face to others
1 Point to a part of the face in the photograph

and say out loud what it is called.
How is your
2 Your teacher will give you a mirror. Look in face different
the mirror and point to the same part on from everyone
your face. else’s face?
22
Drawing faces
1 Draw your face in your notebook. Use this
diagram to help you label it.
hair
head
eyes
ears
nose
mouth
2 Practise making a happy face and a sad face

using a mirror.
3 Draw your happy and sad faces in your
notebook. Key idea
We are not all 1 Exploring Animals
What is the difference between the same but we
the happy and the sad face? do usually have
some of the
Stretch zone same features: a
nose, two eyes,
Can you show someone you are happy or sad if two ears and a
they can only see your eyes? Explain why. mouth.
23
Our body
In this lesson you will name the parts of the body.
Key words
arms
body
Naming parts of the body head
legs
1 Read the words in the box. Find these parts of

the body on the photograph.
head neck face teeth elbow Talk to your
arm hand leg knee foot partner about
2 Point to three of these on your own body. how you are
different from
Stretch zone the person in
the photograph.
Can you point to your fingers, toes and
Look at each of
shoulders?
the body parts.
24
Talk about the people in the
photograph. Look at their
arms, legs and heads.
How are the people
different?
How are they
the same?
Sing the
song ‘Head,
shoulders, knees
and toes’. Point
to each part of
the body as you
sing them.
1 Exploring Animals
Key idea
We have
names for
the parts of
our body.
25
Our senses: seeing, hearing
In this lesson you will learn about our senses.
Key words
Humans (people) and animals have five senses: animal
seeing, hearing, tasting, smelling and touching. hear/hearing
human
Our senses help us to find out about the world.
senses
sight/seeing
Talk about the photograph of the cat.
Which part of the cat lets it
hear things?
Which part of the cat helps
it see things?
Seeing
Have you
tried to shut
out light?
What part of
your body do
you cover?
Seeing things
Scientists use equipment to help them to see things.
1 Use a magnifying glass to

look at your skin.
2 Draw what you see.
3 Now use the magnifying How is a
glass to look at some objects magnifying
in the classroom. glass useful?
26
Hearing
Some things make a sound. Some do not.
Have you ever tried to shut out loud sounds?

What part of your body do you cover?
Investigating sound
1 Try to find an object in your classroom that
makes a sound.
2 Use the object to make as many sounds as
possible.
3 Listen very carefully to the sounds.
4 Let someone else hear the loudest sound you
can make from the object.
Be a scientist
Scientists need to use all of their senses to study

the world around them. This is called making
observations. 1 Exploring Animals
page 9
Key idea
● Our senses help us nd out about our world.
● We use our eyes to see. We use our ears to hear.
27
Our senses: tasting, smelling, touching
In this lesson you will learn about our senses.
Key words
salty/sweet
Tasting
senses
We use our tongue to taste smell/smelling
things. Some food tastes salty taste/tasting
and some food tastes sweet. touch/touching
Our taste can keep us safe. feeling
Things that taste bad can
sometimes make us ill.
Salty or sweet
Look at the different foods.
1 Point to the salty foods.
2 Point to the sweet foods.
What are
your favourite
foods? Did you
all choose the
same?
28
Smelling
Talk about
Smell is used for many things. things that
Our sense of smell can keep us safe. It can warn us smell good to
about things that could make us ill. you.
Some animals use their strong sense of smell to find Did you all
food to eat. choose the
same?
Touching
Our sense of touch keeps us safe. When we touch
something like a sharp object we can move away
quickly before we do too much damage to our body.
Look at
these
photographs.
Point to the
things which are
dangerous to
touch.
What makes it
dangerous?
Stretch zone 1 Exploring Animals

Look at the photograph. Which
Key idea
of your senses would stop you
wanting to eat this food? We have five
senses. They are:
seeing, hearing,
Check how much you know. tasting, smelling
Try the puzzles on pages 30–31. and touching.
29
What have I learned about exploring
animals?
1 Join the dots to make the words.
Now say the words out loud.

2 Draw a line to join the part of the body to its name. One is done for you.
shoulder
hand
foot
arm
knee
leg
3 Tick the one thing that mammals have that birds do not have.
legs head eyes fur
30
4 Draw a line between each animal and the main group it belongs to.
vertebrate invertebrate
5 Join the part of the body to the sense. Draw a line.
ears touch
eyes hearing
skin taste
tongue smell
nose seeing
6 Circle the correct word to finish each sentence.

I only eat mice. I am a carnivore herbivore omnivore.
1 Exploring Animals
I only eat fruit. I am a carnivore herbivore omnivore.
I eat worms and seeds. I am an carnivore herbivore omnivore.
7 A student is investigating the differences in arm length in the class.

Which sense does she mainly use to make her measurements?
31
2 What is it Made of?
● explore objects and the materials they are
made of
● describe what some materials look and feel like
● nd out what some materials do
● name some common materials
● sort materials into groups.
Imagine you are

holding this toy.
What does it feel like?
32
fabric glass
material metal
paper plastic
rock water wood
Describe this toy.

What does it feel like?
Point to a toy in the
photograph that might feel
the same.
Sciencefact
Science fact
In 2018, scientists from all
Objects that do the same job can
over the world worked
look and feel different.
together to make a new
Look at the toy trains. Can you see material. It is called
any differences? schwarzite.
It is strong
but very
light.
33
■ For more activities, go to Workbook 1 pages 32–33.
Different materials
In this lesson you will explore objects and the
materials they are made of. Key words
hard/soft
material
Think back
object
In Unit 1 you learned that we use our senses to rough/smooth
find out about objects.
We look at them. We feel them.
Can you
remember the
five senses?
Imagine you are touching these objects in a

dark room.
How do you know that you are touching the
apple and not the wool?
stone wooden spoon balloon candle
apple paintbrush wool

34
Some objects feel hard. Some objects
feel soft.
Look at the different objects on page 34 again.

1 Point to an object that is soft.
Is this object soft
2 Point to an object that is hard. or hard? Point to
3 Point to an object that is soft and hard. the correct word
and say it out
Objects are made of different materials. loud.
Some materials feel hard. This toy is
Other materials feel soft.
Some materials feel smooth.
soft
Other materials feel rough. hard
What materials can you find?
1 Put your hand inside a bag.
2 Don’t look inside. Just feel the objects.
What can you find?

You have used your sense of touch.
Talk to your partner about what
each object feels like.
Key idea
● Objects are made of materials.
● Materials look and feel dierent.
35
What do materials look and feel like?
In this lesson you will find out what some
materials look and feel like. Key words
dull/shiny
hard/soft
A ‘property’ means how a material looks. Or what it
property
feels like. Or what it can do.
rock
rough/smooth
Look at the objects and the words in the balloons.

1 Point to each object. Say its name out loud.
2 Choose the words from the balloons that describe it.
The red line shows you can use the word ‘hard’ to describe the rocks.
a b c d
g
soft hard rough smooth
see-through
e f h
shiny dull strong
36
What is the object like?
1 Find objects in the classroom. What property does
Here are some examples. each object have?
2 Sort the objects into groups.

Are they hard or soft? Shiny or dull? Rough or smooth?
3 Record what you find. You can use a table like this one.
Object Hard Soft Shiny Dull Rough Smooth

Book ✓ ✓ ✓
Which object is the hardest?

Which object is the shiniest?
Which object is the smoothest? Be a scientist
Good scientists record their findings
Are some objects in and present their results in tables.
more than one group? page 10
Key idea
Science fact
● Materials 2 What is it Made of?
Scientists test how have dierent
hard materials are by properties.
scratching them on ● They can be
other materials. hard, soft,
Diamonds can scratch shiny, dull,
glass easily. rough or
Diamonds are the hardest natural material. smooth.
37
What can materials do?
In this lesson you will learn that some materials
are waterproof. Key word
waterproof
If a material keeps water out, it is waterproof.
What do you
This child is have at home
dry in their that is
raincoat. waterproof?
Which material will keep a person

dry in the rain?
Work with your group. Imagine you are going to
Be a
make an umbrella.
scientist
You will need to test some materials. Scientists make
1 Choose four different materials, such as guesses based
paper, tin foil, plastic wrap and cloth. on information
2 Use each material to wrap a ball of they have
cotton wool. collected.
This is called a
3 Guess which material you think will keep
prediction.
the cotton wool dry. This will be the best
material to make an umbrella. page 7
Which material do you think will not make a

good umbrella?
38
4 Put each cotton wool ball in water. Leave each
one for 5 minutes.
Talk in your
paper tin foil group about
your results.
Did you
correctly guess
which material
is the most
waterproof?
Which material
plastic wrap cloth is best to make
an umbrella?
5 Copy and complete the table. Put a tick under
Why?
the material that kept the cotton wool the driest.
Have you ever
Paper Tin foil Plastic wrap Cloth
seen an
umbrella made 2 What is it Made of?
from this
This table shows your results. material?
Key idea
● Some materials keep water out.
● We say they are waterproof.
39
What else can materials do?
In this lesson you will learn that some materials
stretch and some materials can float. Key words
fabric
Materials that stretch float/sink
heavy/light
stretch

Talk to your partner about it.
Why does the hair band
need to stretch?
This person is using a hair band. What material is the hair
See how it stretches! band made of?
Which materials can stretch?

You are going to investigate some materials.
1 With your partner, look at the objects in the photographs.
2 Guess (predict) which materials Talk about the objects

will stretch. with your partner. Do
you know what materials
3 Test each material to see if your
the objects are made of?
prediction was correct.
40
Materials can float or sink
Some materials float. This means they can stay on top of water.
Other materials sink. They go below the surface of water.
Can you think of a time

you saw something sink?
float Discuss with your partner
what material it was
sink made from.
Investigating floating and sinking

You are going to test which materials
float in water.
Warning! Be careful
Your teacher will give you and your because splashed water
partner some objects. They will be can make the floor slippery.
made out of different materials.
1 Predict which objects will float and which will sink. Think about why
you make your prediction.
2 Gently place each object onto the Were your predictions
water. Let go of the object and correct? What helped you
observe what happens. to decide if each object
3 Draw the objects. Tick those that float. would float or sink? 2 What is it Made of?
Draw a line through those that sink.
Heavy objects are more likely to sink.

Light objects are more likely to float.
Key ideas
● Some materials stretch.
Stretch zone
● Some materials oat,
Why are clothes made of fabric not wood? others sink.
41
Metals
In this lesson you will discover that metals are
useful materials. Key word
metal
Think back
You learned some words to describe properties

of materials earlier in this unit.
1 Point to each word in the box and read it out loud.

2 Talk with your partner about what each word means. soft
3 Can you think of any objects that the words describe? hard
dull
4 This bracelet is made of metal. Which words above
shiny
describe this metal bracelet?
What are metals like?

Metals are usually hard and shiny.
Metals can be shaped to make different objects.
Metals can be heated up to make them soft. They can be
hammered to make shapes. Or stretched to make wire.
Talk with
your partner
about why this
bowl is made
of metal.
42
Metal makes a ringing noise when you hit it. Science fact
One metal is not

hard. It is liquid,
like water.
It is called
mercury. It is a
dangerous
material.
Look for metal objects

1 Look around the classroom.
2 Find objects made of metal.
Do they all have the same

properties of metals?
Do they ring? 2 What is it Made of?
Are they shiny? Are they hard?
3 Draw the objects you find in your notebook. Key idea

Metals can be
made into lots
Warning! Be careful when handling metals. of different
They can sometimes be heavy. shapes.
43
Metals and non-metals
In this lesson you will name some materials and
sort them into metals or non-metals. Key word
non-metal
If a material is not a metal we call it a non-metal.
Some common non-metals are plastic, wood, glass,
clay pottery, rock and fabric.
clay pottery
wood plastic rock
glass fabric
44
Is it a metal or a non-metal?
Think back
Use a table of results

to record your list, like
a scientist does.
Work with a partner to investigate materials.
1 Look at the object your teacher gives you. Is the object

metal or non-metal?
2 Think about how you will test to see if the material
makes a ringing noise.
3 How will you test if it is shiny or hard?
4 Has it been made into a shape?
5 Now look for other objects around your Tell your teacher
school. In your notebook, make a list or and the other people
draw pictures of what you find. in your class about 2 What is it Made of?
your results.
6 Tick the non-metal objects.
Key idea
Stretch zone
Materials are
How do you know if an object is made of plastic either metals
or wood? or non-metals.
45
Useful materials
In this lesson you will name some useful
materials. Key words
glass
paper
Think back
plastic
Think of some objects you have used so far in wood
this unit. What did you use them for? Why?
Talk to your
partner about
why you think
bridges are
made from
metal and not
paper.
We can name some common materials.

These are the ones that we use the most.
Wood is very common.
Which one of these objects a b

is normally made of wood?
What is the other object
normally made of?
46
Plastic and glass are also used to make a lot of objects.
tumbler alarm clock
spoon door
glasses
hair brush
Look at the photographs.

Key idea
1 Tell your partner two things we use glass for.
Some materials
2 Name two things in the photographs made are so important
of plastic. we use them
3 What do you use that is made of glass? a lot.
47
Sorting materials into groups
In this lesson you will sort materials into groups.
Key words
Rubber can be stretchy or bouncy. compare
groups
It is always waterproof.
sort
Science fact
We get natural
rubber from
rubber trees.
The liquid
rubber balls rubber boots rubber is
collected by
cutting into the
rubber gloves bark.
rubber bands
Talk about the photographs with your partner.

Point to each of the names and read them
out loud.
Can you match the names to the objects?
Talk about why you think rubber is used to make
these objects.
48
Grouping materials
1 Your teacher will give you some objects made from different
materials. Use two sorting circles or hoops to compare and sort them.
You can use the photographs below as one example of sorting.
2 Put each group inside a sorting circle.
Stretch zone
Why is grouping objects by colour not scientific?
Objects are often made from more than one

material. Look at this bicycle and answer the
questions using the words in the box.
What is the What is the
handle frame made of?
made of?
What is the 2 What is it Made of?
tyre made of?
Key idea
We can
metal plastic rubber
compare and
sort materials
Check how much you know. into groups,
Try the puzzles on pages 50–51. like families.
49
What have I learned about materials?
1 Circle two objects that are made of metal.
2 Here are four properties of materials.

Write out the words in full.
s f d l h r s y
3
sink
float
a Draw a line from the correct word to describe

what is happening to the apple.
b Draw a line from the correct word to describe

what is happening to the spoon.
50
4 Here are four non-metals. Write out the words in full.
Draw a line from each word to match it to the correct photograph.
p p r r b r
f b c w d
5 Circle the best answer.

a Pans are made of metal because
they need to be shiny. they need to let heat through.
b Pans are not made of paper because
paper is not shiny. paper will catch fire.
Complete the table to record the properties of these objects. One has 2 What is it Made of?
been done for you.
Object Hard Soft Shiny Dull Rough Smooth
Book ✓ ✓ ✓
Cushion
Pencil
51
3 Pushes and Pulls
● explore and describe movement
● understand that pushes and pulls are forces
● learn what makes things speed up, slow down
or change direction.
Science fact
A speed skater can move at Talk about

48 kilometres per hour. how the two
That is as fast as a car! balls are
moving in the
picture.
What is making
them move in
this way?
52
fast move
pull push What is making the
stroller move?
slow stop
Stretch zone
Talk about how the swing is

moving.
What is making the swing
move in this way?
53
Stopping and starting
In this lesson you will learn that forces can make
things move and stop things moving. Key words
forces
move
Some of the cars in the photograph are moving.

Some of the cars have stopped.
Forces can make things move.
Forces can also stop things moving.
Can you see

any flags
moving?
What is making
the flags move?
Which way are
they moving?
The flags are not going anywhere.
They stay on the flagpole and they move backwards
and forwards in the wind.
Stretch zone
Why do some things move in the wind but others

do not?
54
How many
different ways
can you move
your body?
Runners start in this position. They push their feet

away from the ground so that they can start
running quickly.
How do we move?
1 Think about when you walk. How do your legs move?
Do you swing your arms?
Your teacher will take you to a safe Talk to a partner about
open space. how you started to run.
2 Try to copy the starting position of Does the starting position
the runners in the picture. help you to move quicker?
3 Now stand up straight and start
to run. Talk to your partner
Your teacher will show you the finish line. about how you stopped.
Did you slow down before
4 Use your best starting position to run
3 Pushes and Pulls
you stopped?
as fast as you can to the finish line.
Stretch zone Key idea

What do you think would happen if you just Forces help
stopped your feet moving when you were things to move
running quickly? and stop.
55
Look at things moving in wind
In this lesson you will learn what makes things
speed up, slow down or change direction. Key words
direction
slow down/
speed up

Is the sand falling straight
down?
Why not?
Science fact
Turbines use wind to make

The wind is blowing the sand away from
electricity. The largest wind
the hand.
turbine in the world is in
The wind makes leaves in the trees move. Hawaii. It has blades the
length of a football field.
Talk about how the

wind turbine moves. What
makes its blades move?
56
Make a paper windmill Talk to your partner.
Work with a partner and help each Decide what the missing
other. words are using the word
box below.
1 Cut a piece of square paper,
When I blow hard, the
as shown.
windmill moves
f a s t e r.
When I blow softly, the
windmill moves
.
2 Take each corner and overlap them The windmill

at the centre hole. Help each other
to do this. round and round, but it
3 Hold all the corners in place with a does not move to another
paper fastener. .
moves slower
faster place
4 Wrap the ends of the paper

fastener around the stick. Put some
tape over the stick to hold it in
3 Pushes and Pulls
place.
Key idea
The wind can make things
go faster and change
5 Blow your windmill. direction.
57
Look at things moving in water and wind
In this lesson you will learn what causes things
to move. Key words
move
A sailboat uses the wind to move. speed up/
slow down
Science fact
Racing sailboats can move at speeds

of up to 28 kilometres per hour. That’s
pretty fast.
Racing a sailing boat

Your teacher will give you a model sailing boat.
1 Float the boat in a water tray.

Pretend to be the wind. Blow on the boat to
make it move.
Make the boat start, speed up, slow down
and stop, using your breath.
2 Take it in turns to make the boat move.
Who can make the boat move the fastest?
Stretch zone
Was it harder to make the boat start or to make it stop?

58
This boy is pouring some water into the toy
waterwheel. Can you
describe how
the water is
making the
wheel move?
What happens
when the boy
stops pouring
the water?
Predict what
happens if the
boy pours lots
of water in.
Be a
scientist
How do bubbles move in the wind?
When you
1 Use some bubble liquid and a wand predict
to blow bubbles. something you
2 Predict what will guess what is
happen to the most likely to
bubbles. happen.
page 7
3 Pushes and Pulls
What makes the bubbles move in this way? Key idea

Why do the bubbles change direction? Water and
When do they move faster? wind can
make things
When do they slow down?
move.
59
Explore how things move (pushes and pulls)
In this lesson you will look at how things move.
Key words
forces
We cannot see forces. But they make things move.
move
push/pull
Looking at a moving ball
1 Sit opposite your
partner. Push the ball
Be a
to your partner.
scientist
Scientists look
2 Now pull the ball closely to find
back to you. out about the
What happens to the ball? world. This
is called
Talk with your partner. How is the ball observation.
moving? What is movement?
page 9
Forces are making objects move all the time.
Finding moving things

1 Look around the classroom. Find things that are moving.
2 Predict whether a push, a pull or both are making the things move.
3 Then write what you see in a table like the one below.
Push, pull or push

Object moving Describe the movement
and pull?
Ball rolling The ball is rolling Push
across the floor.
Your teacher will tell you the correct force for each movement you
wrote down. Was this what you predicted?
60
Indoor bowling using
pushes and pulls
1 Line up 10 empty water bottles.
2 Take turns to pull a ball back and
then push it towards the bottles.
3 Who can knock the most bottles
down using only one push?
4 How many pushes does it take to
knock all of the bottles down?
Warning! Push the ball

along the floor. Do not throw
it or you could hurt someone.
Look at the
picture of
children playing
games.
Point to a
person using a
push force.
Point to a
3 Pushes and Pulls
person using a
pull force.
Key idea
Pushes and
pulls are forces.
61
Fast and slow-moving objects
In this lesson you will understand that pushes and
pulls can make things move faster and slower. Key words
faster/slower
Some vehicles move much slower than others.
Some vehicles move much faster than others.
What
happens to the
forces to make
the cars move
faster?
Looking at the movement of traffic

Your teacher will take you outside to Warning!
look at the traffic. Listen to and
stay near
1 Can you see any vehicles speeding up? your teacher
2 Can you see any vehicles slowing down? when you are
near the road.
3 Can you see any vehicles that have stopped?
62
Making a ramp for toy cars
1 Work with a partner to make a ramp using books.

2 Make the toy car move up the ramp. What force did you use to move
the toy car up the ramp?
3 Now move the toy car along a flat surface. What force did you use?
4 Is it harder to move the toy car up the ramp or on the flat surface?
5 Now move the toy car down the ramp. Don’t let it go.
What force did you use to move the toy car down the ramp?
6 When did the car move faster? Point to your answer.
up a hill down a hill flat surface
Warning!
7 When did the car move slower? Don’t push the car
Point to your answer. very hard or it may 3 Pushes and Pulls
up a hill down a hill flat surface hurt someone.
Key idea
Stretch zone
Forces can make
What might happen if you used a bigger, objects move
heavier car? faster or slower.
63
Exploring the movement of toys
In this lesson you will make and watch moving
things. Key words
faster/slower
You can use forces to make toys move. move
What
Make a toy car
different ways
1 Work in a small group. can toys move?
2 Think about how to make
a moving toy from card
or wood.
You will need some wheels.
How could you make it

even better?
Make a balloon toy car

1 Fix a balloon to the toy car you made.
2 Put a straw in the balloon.
3 Hold the end of the straw between your fingers.
4 Carefully blow up the balloon.
5 When you let go, the air from the balloon
pushes the toy car forward.
What forces Warning!

move the toy Only blow up
car? your own
balloon.
64
Testing a bouncy toy
Your teacher will give you a toy Warning! Be
made from a spring. careful not to over
stretch the spring.
1 Stretch the spring and let it go. It could spring
back into your face.
What force moves the
bouncy toy?
2 Some toys use a key to
wind the toy up.
What force do you
use when you use
the key?
Classroom hunt for moving toys

1 Work with a partner to find moving toys in
your classroom.
2 Choose one toy. Talk about how the toy moves.
How could you make the toy move

3 Pushes and Pulls
faster? How could you make it slow down?

How could you make it stop?
Key idea
Check how much you know. We can make
Try the puzzles on pages 66–67. moving toys.
65
What have I learned about pushes
and pulls?
1 Here are some ways you can move your body.
Draw a line to the correct word that matches each picture.
spinning swinging
hopping walking
2 What is moving the things in these pictures?

Circle the correct word under each picture.
wind wind wind wind
water water water water

66
3 How can you make these toys move? Underline the correct answer.
You might need to underline more than one word for some toys.
push push push push

pull pull pull pull
both both both both
4 Write in the correct words for each sentence from the word box.
Forces can make things m .
Forces can also s things moving.
P and p are f r s.
forces pulls pushes move stop
5 Complete the table to describe the movement and the forces in these
pictures.
3 Pushes and Pulls
Push, pull or push

Object moving Describe the movement
and pull?
Ball being thrown
Car rolling
Playing bowling
67
4 Making Sounds
● name some of the sources of sound
● explore what happens to sounds when we
move about
● understand that our ears hear sounds.
Talk about what the children What sounds do you think

are doing in the photograph. these children are making?
What do you think their audience What are they using to make
is doing? the sounds?
68
Science fact
loud quiet
sound voice Some animals,
like sea sponges,
do not make
sounds.
Who do you
think is making
the loudest
sound? Who is
making the
quietest sound?
69
Talking and listening
In this lesson you will find out about the sources
of sound. Key words
sound
We can make many sounds with our voices. voice
Lots of animals make sounds.
Look at the
picture.
Can you point to
where sounds
are being made?
Can you make
the same sounds
using your voice?
Think about
Sitting in silence
why we talk to
1 In your group try to sit quietly and not talk. each other.
How many minutes did you not talk for? Can you
2 Talk to the rest of the class about how this felt. imagine not
talking?
We talk to each other to share ideas.
Some animals make Or to frighten other animals

noises to warn of danger. that might hurt them.
70
Humans and other animals can sing.
Birds sing to pass on information.
People sing for lots of different reasons.
Do you know any songs that you could hum

to the others in your group?
Take it in turns to hum a song to the group.
Did they recognise the song?
Why do we
sing?
4 Making Sounds
Key idea
Animals and
Science fact
humans talk
Some people cannot fully hear all sounds. This and listen to
affects about 1 in 20 people. each other.
71
Making sounds
In this lesson you will learn that we can use our
body to make sounds. Key words
loud/quiet
We make lots of sounds with our body.
Some sports people whistle to get the Science fact
attention of the other players.
Humans can use
Other people whistle because it is
a special whistle
good fun.
that only dogs
They whistle along to music. and some cats
can hear.
What is the
child doing?
Why do you
think people do
this?
What sounds can you make?

You are going to make different sounds When do people clap?
with your body. What happens when you
clap hard? What happens
1 Try to whistle. Purse your lips together
when you clap gently?
and then gently blow.
Can you whistle a tune?
2 Clap your hands together.
Clap hard and then gently to make
different sounds.
3 Listen to the clapping rhythm your teacher makes.
Can you copy it?
72
Animal sounds
Choose an animal from the pictures. Make the sound it makes.
Can your partner match the sound to the picture?
a b
c d
4 Making Sounds
Key idea
We use our body to make sounds.
73
Quiet and loud sounds
In this lesson you will learn that some sounds are
loud and some are quiet. Key words
hear
We are very good at listening to sounds and listen
guessing what they are.
Science fact
Humans can
Listen carefully only hear some
Your teacher will give you some small pieces sounds. Moths
of card. can hear many
more sounds
1 Write the name of one sound that you can hear
than we can.
or draw a picture of it.
2 Add your sounds to a class display.
Did you all hear different sounds or

did you all hear the same sounds?
Think about how many sounds there are in the

world. Make a poster of all the sounds you can think
of. Some ideas are shown below.
74
Some sounds can be loud, for example, a siren. Some
sounds can be quiet, for example, a butterfly flying.
Describing sounds in school

Be a
Go on a listening walk around the school. scientist
Scientists can
1 Predict what you think the loudest sound
measure and
will be.
record sounds
2 Predict what you think the quietest sound using a special
will be. bit of equipment
3 Listen to the sounds you hear. Are they loud, called a sound
quiet or both? meter.
Tell your teacher when you hear a sound.
Write down your sounds in a table of results like
this one.
Sound Quiet, Loud or Both page 8
Did anyone hear anything different?

How many sounds did the whole group hear?
4 Making Sounds
Stretch zone Key idea

Sounds can
Compare your predictions with the results in
be quiet, loud,
your table. Do they agree?
or both.
75
Sounds and moving about
In this lesson you will explore how sounds change
when we move closer to them or further away Key words
from them. listen
sounds
Think back
Do you remember the listening walk? You had to

listen very carefully to hear some of the sounds.
Listen to your teacher walking away from you.
What happens to the sound when your

teacher moves further away?
What happens to the sound when your teacher
moves closer again?
When we move further away from where a

sound is made, does the sound get quieter?
76 You can investigate this by playing a game.

What happens to sounds when
we get further away from them?
Predict what will happen to a sound when you
get further away from it.
Be a
scientist
Scientists ask
questions and
listen carefully
1 Go outside into a big open space. to the answers.
This helps them
One person stands in the centre with their eyes
to work out
closed.
solutions to
They are the Listener. difficult
2 Stand in a circle around the Listener. problems.
Stand as far away as possible. page 7
3 Tiptoe very quietly towards the Listener.
The Listener listens very carefully.
If they hear a sound, they turn around quickly Key idea
and open their eyes. Sounds
4 Making Sounds
If they see you moving, you must go back to change when

the start. See who gets to the centre first. we move
closer to them
or further
Were some of you quieter
away from
than others? Why?
them.
77
Sounds around us
In this lesson you will discover the importance of
quiet and loud sounds. Key words
loud/quiet
Think back
Do you remember the listening walk? You had to

listen very carefully to hear some of the sounds.
Wild animals have quiet feet.

Animals that hunt have very quiet feet!
Look at the photograph of the leopard paw. Their
feet have soft pads. This is so they can creep up on
other animals.
They try to get as close as they can before the other
Padded
animal hears them. Just like you did in the game
leopard paw
you played on the last page.
Imagine you
are in the
jungle. You want
to creep up on
an animal. What
Hyena creeps shoes would
up on prey you wear? Why?
Moving quietly
1 Your teacher will give you some items to investigate.
Can you make some special shoes to help you move quietly?
78
2 Choose a pair to put on your feet.
Do they make you move quieter or louder?
Which ones would you wear to creep up on an animal?
Talk to your
partner
about what
emergency
vehicles you
know. Can you
name any?
The sirens let people know that there could be danger. Why do
these vehicles
They also let people know that help is coming. need sirens?
On busy roads other drivers hear the siren and can
move out of the way.
Key idea
● Some
4 Making Sounds
animals can
move very
quietly.
Stretch zone
● Some
What happens to the sound of a car when it is vehicles are
moving nearer to you? very loud.
79
How we hear sounds
In this lesson you will discover that we use our
ears to hear sounds. Key words
ear
hear
Sound travels from the place where it is made,
into our ears.
We hear when sound travels into the ear.
We have two ears to help us hear sounds all
around us.
Can you hear with only one ear?

1 Sit quietly and close your eyes.
2 Put your hand over one ear. Listen.
3 Now take your hand away from
your ear. Listen again. Talk about
4 Cover your other ear and listen. how we hear
things.
Can you hear the same Point to the part
sounds? Are there some of the body that
sounds you can hear better we use to hear
than others, such as quieter things. Say the
sounds or louder sounds? name out loud.
5 Predict what would happen if you covered

both of your ears.
Sit in a safe place and
try this. Are two ears
better than one?
Did you predict correctly?
80
Science fact
Eyes and hearing?
Many animals
1 Your teacher will make a sound. Listen to this have two ears.
carefully. The praying
2 Now close your eyes and listen to the sound mantis only has
again. one ear. This is
3 Can you hear the sound clearer with your eyes in the centre of
open or closed? its chest.
Stretch zone
Do you think our eyes and ears work together?
About 70 million people in the world use a language

called sign language to communicate.
This child is
signing ‘thank you’. 4 Making Sounds
Key idea
We use our
Check how much you know. ears to hear
Try the puzzles on pages 82–83. sounds.
81
What have I learned about making sounds?
1 Tick the photograph that would be quieter.
2 Underline the correct answer in each of these sentences.
We hear sounds through our eyes / ears.
Sounds from further away are quieter / louder.
Sounds closer to us are quieter / louder.
This vehicle has a loud / quiet siren.
82
3 Humans and animals make sounds for different reasons.
What are they? Use the words in the box to complete the sentences.
To w To f r en To p s
of danger. other animals. on information.
frighten pass warn
4 Which two senses are most important when we cross the road?
Circle the correct pictures.
a b c d e
4 Making Sounds
smell taste hearing touch seeing
5 Which piece of equipment does a scientist use to measure sound

accurately?
83
Plants and
5 the Seasons
● name the main parts of plants and trees
● nd and name wild plants and garden plants
● observe changes across the seasons
● describe weather and day length in dierent
seasons.
Look at the
plants. Which
parts of them
can you name?
Talk about some
of the different
plants you can
see. Can you
name their parts?
What living thing can you see

in this photograph? Talk about
why the two sides look different.
84
84
flower
leaf plant roots
season stem
trunk wild
Science fact
There are
thousands of
different types
of plants on
Earth. We use
many of them
for food and
shelter.
What is the weather like in this photograph?

What other types of weather do you know?
85
Parts of a plant
In this lesson you will name the major parts of
a plant. Key words
flower
leaves
Plants have four main parts:
roots
● the roots ● the leaves stem
● the stem ● the ower.
Look at this plant and read the labels.
flower
leaf
stem
roots
Finding the parts of a plant

Look at the plant your teacher has given you.
1 Study any flowers. What colour are they?

2 Find the roots. How long are they?
3 Count the leaves. How many are there?
4 Look at the stem. Does it bend easily?
5 Draw your plant and label the parts.
Display your plant picture.
86
We can eat parts of plants.
1 Look at these photographs. Write the name of each plant in your
notebook. Use the words in the box to help you.
a b c d
carrots celery lettuce saffron flower
2 Point to the right word to match the description of the food to the
correct photograph. The first one is shown by the red line.
When we eat lettuce we are eating the roots
When we eat carrots we are eating the leaves

When we eat celery we are eating the
flower
When we eat saffron we are eating part of the
stem
Many plants are good to eat because they help
to keep us healthy.
5 Plants and the Seasons

Warning! Some plants can make us very ill.
They are not good to eat. Key idea
We can eat
Stretch zone some parts of
some plants:
Name two other plants that you eat. stem, flower,
Which parts do you eat? root, leaf.
87
Looking at wild and garden plants
In this lesson you will find and name plants
and trees. Key words
deciduous
evergreen
stem
trees
trunk
Some trees are flowering plants. Trees

have a woody stem in the middle. This is Science fact
called a trunk.
Trees are much bigger than flowers. Shrubs Some trees never lose their
are also bigger than flowers. Shrubs are leaves. These are called
smaller than trees and have many stems. evergreen trees. Trees that
lose their leaves are called
deciduous trees.
Look at the picture of the forest.
Point to the flowers, shrubs and trees.
In your group, talk about the plants

you have seen before. Decide which
are flowers, which are shrubs and
which are trees.
88
Survey of flowering plants
You will visit a garden and a wild place, such as a forest.
1 With a partner, look for any examples of flowers,

shrubs and trees in both places. Draw or take
photographs of them.
2 Make a scrapbook of your drawings or photographs.
In one section, show the plants you
found in the garden. How were the plants in
the garden different from
In the second section, show the
the plants in the wild place?
plants you found in the wild place.
Investigating trees
1 Look at three different trees near your school.
2 Make a leaf rubbing from each tree. Use this as
the centre of an information card about each tree.
3 Measure how wide the trunk is.
Write this on the card.

4 Identify any trees that lose their Be a scientist
leaves. Write this on the card. Scientists measure very carefully
so that results are correct.
5 Draw each tree on its
page 9
information card.
Key idea
There are many types of plants in your area.
These can be flowers, shrubs or trees.
89
Weather
In this lesson you will observe and find out about
the weather. Key words
cloudy
day
rain
snow
sunny
symbols
weather
windy
Look at the
pictures.
With a partner,
talk about these
different types
of weather.
Which types of
weather have
you seen where
The different types of weather are given symbols. you live?
You may have seen these while watching TV
weather forecasts.
Point to the symbol to link it with the name of the
weather it shows.
sunny windy snow cloudy rain

90
Observing weather
1 Observe the weather at the same time every
day for five days.
2 Write down what you see.
You could use a table like the one below.
Prediction
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6
for day 6
Weather
symbol
3 What do you think the weather will be like on day 6? This is your
prediction.
4 Observe the weather on day 6 to see if your prediction was correct.
Scientists who study the weather are called

meteorologists.
They use new technologies such as satellites to

gather information about the weather.
Stretch zone
Key idea
Research in books or on the internet to find out There are
where the hottest, coldest, driest and wettest different types
parts of the world are. of weather
How does your region compare? Share your around the
findings with the class. world.
91
The seasons
In this lesson you will observe the changes in
weather and the length of day across the seasons. Key words
autumn
season
The weather and day length can change over
spring
a year.
summer
Summer is the hottest In Autumn or Fall the winter
and the days are days get colder and shorter.
longer. Some plants begin to
die and some lose their
leaves. Animals move
around less.
Talk to
your partner
about the
weather
in these
pictures.
Winter is the coldest and In Spring it gets warmer
What is the
the days are shorter. and days get longer.
same and
Some plants die and Plants begin to grow and what is
animals hibernate or animals start to come different in
move to hotter countries. back or wake up. each season?
92
Not all countries have four clear seasons. Some have Science fact
wet and dry seasons. Others seem to have winter or
summer all year. Countries near
the equator do
not have four
seasons. They
often have a
wet and a dry
season.
What are the

seasons in these
photographs?
Talk about why
you think it is
that season.
Which
seasons do you
have in your
country?
Which season is it?
1 Survey the area around your school.
2 Study the plants. Are they starting to grow? 5 Plants and the Seasons
Are any losing their leaves?
Key idea
3 Study the animals. Are there many? Can you
The weather
see young animals or eggs?
and length of
4 Draw what your area looks like now. day change
5 Predict what it will look like in 6 months. across the
Draw your prediction. seasons.
93
Recording rainfall
In this lesson you will explore ways to measure
rainfall. Key word
rain gauge
The amount it rains varies around the world. It also
varies at different times of the year.
Meteorologists use a rain gauge to record how much
rain falls.
Look at the
table. With a
partner, talk
about which is
A rain gauge the wettest
place and which
Amount of rainfall in a is the driest
Place
year (in millimetres) place.
Dubai, UAE 150 How will this
Auckland, New Zealand 1100 affect the plants
Atacama desert, Peru 15 and animals in
Mawsynram, India 11 800 the area?
94
Making and testing a rain gauge
1 Make a rain gauge by using the top of a plastic bottle.
2 Add some pebbles to the bottle and add water until they are covered.
3 Turn the top of the bottle over to be a funnel.
4 Tape a ruler to the side of the bottle. Make sure the 0 of the ruler is
level with the top of the water you added.
5 Place your rain gauge outside. Choose a place that is open to the sky
but not too windy.
6 Check your rain gauge every day.
7 Write down the rainfall in a table like Be a scientist
this one. Scientists take readings
regularly. This is so that
Amount of rainfall no water evaporates from
Day
(in millimetres) the gauge and changes

the results. This helps to
make their results fair.
8 Talk about any patterns you see in
page 8
your results.
Key idea
Special instruments can be used to measure the
weather.
95
Observing and measuring the wind
In this lesson you will explore ways to measure
the wind and look for patterns. Key words
anemometer
wind vane
Scientists use equipment to measure the weather.
Making and testing

a wind vane
1 Design and make your own wind vane.
Use the picture to help with your ideas.
Test that the wind vane spins.
2 Place your wind vane outside.
Make sure it is not too near trees or buildings.
Use a compass to find north, south, east
and west.
3 Observe the wind direction every day for
five days.
Write down your observations in a table.
Be a
Did the wind always blow scientist
from the same direction? Scientists think
about how well
Stretch zone an investigation
has worked.
Compare your wind directions with some
They also
reported in weather forecasts for your
suggest
local area.
improvements.
How could you make your wind vane better?
page 11
96
Making and testing an anemometer
An anemometer tells you how strong the wind is
blowing. This is the wind speed.
The cups of the anemometer spin around fast in a strong wind.
1 Design and make an anemometer.
Test that your anemometer spins.
You can blow on it or use a hair drier to test it.
2 Take your anemometer outside and measure
the speed of the wind. Talk about any
Count how many times it spins in 10 seconds. patterns in your
3 Measure the wind every day for five days. results. Was every
day windy?
Write down your results in a table.
Stretch zone
Science fact
Why is it important to be able to predict the
weather? The strongest
winds on Earth
have been
Key idea measured at
By measuring weather over time we can look over 370
for patterns and predict what it is going to be kilometres per
like in the future. hour.
Check how much you know.

Try the puzzles on pages 98–99.
97
What have I learned about plants
and the seasons?
1 What is the weather symbol for rain? Tick the correct answer.
2 Circle the words for the four parts of a plant. Then draw a line from each
word to the correct part of the plant.
hand
roots
family glass
stem voice
leaf flower
3 Underline the correct answers.
When we eat lettuce we are eating the flowers / leaves.
Tree stems are called trunks / roots.
Shrubs are smaller than flowers / trees.

98
4 a Which device is used to measure the speed of the wind? Circle the
correct picture.
b What is the device called? Complete the word.
an om r
5

a Tick the part of the photograph that shows summer.
b Underline the correct answer.
The day length in summer is usually short / long.
6 Which person needs to know the weather forecast

to do their job?
99
Glossary
amphibian
animal
bird
body
100
carnivore
day
deciduous
evergreen
Glossary
101
fabric
fast
fish
flower
102
glass
herbivore
human
invertebrate
Glossary
103
leaf
loud
mammal
material
104
metal
move
omnivore
paper
Glossary
105
plant
plastic
pull
push
106
quiet
reptile
rock
roots
Glossary
107
season
senses
slow
sound
108
stem
stop
trunk
vertebrate
Glossary
109
voice
water
weather
110
wild
wood
Glossary
111
Science 1
This edition of Oxford International Primary Science teaches students the
skills they need to become condent scientists. Across the six levels, students
discover the joy of learning science through experiments and investigations
that stimulate their curiosity.
• Enquiry-based activities promote active learning and participation from
every student
• Students learn to think creatively through answering questions about
real-life situations
• Engaging topics have been selected to develop a sense of value and
responsibility. Students learn to look after themselves and the world
around them
• New Stretch zone activities challenge the more able students
• New interactive eBooks for teachers and students make front-of-class
or online teaching simple
• New assessment resources help you track and evaluate students’
progress against key learning outcomes
• New enhanced Teacher’s Guides make the course content accessible
for all teachers, whether science specialist or not
Also available:
9781382006606 9781382006613 9781382006620 9781382006637 9781382006644 9781382006651
9780192772466
9781382017329 9781382017336 9781382017343 9781382017350 9781382017367 9781382017374
1
How to get in touch: ISBN 978-1-382-00654-5
web www.oxfordprimary.com
email schools.enquiries.uk@oup.com
tel +44 (0)1536 452610
fax +44 (0)1865 313472 9 781382 006545

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1

Find out more at: www.oxfordprimary.com/ feed

You will need a science notebook to write in learning further.

Being a good scientist Additional features

Look at the photograph.

parrot rabbit eagle

Work with your science partner to discuss

Researching vertebrates and invertebrates

Scientists identify large groups of animals by

Young born live

Vertebrates Lay eggs

Young live in water and

Lay eggs Amphibians

Adults live on land and in water Lay eggs in water

Warning! Do not go near or

Animals and humans have to eat to

5 Draw a poster about three different pets.

Think back Look at each photograph.

I live in the sea. I live in the sea for half my life.

I have wings. I can fly.

Comparing your face to others

1 Point to a part of the face in the photograph

2 Practise making a happy face and a sad face

1 Read the words in the box. Find these parts of

1 Use a magnifying glass to

Have you ever tried to shut out loud sounds?

Scientists need to use all of their senses to study

Stretch zone 1 Exploring Animals

Now say the words out loud.

5 Join the part of the body to the sense. Draw a line.

6 Circle the correct word to finish each sentence.

7 A student is investigating the differences in arm length in the class.

Imagine you are

Describe this toy.

Imagine you are touching these objects in a

stone wooden spoon balloon candle

apple paintbrush wool

Look at the different objects on page 34 again.

What can you find?

Look at the objects and the words in the balloons.

2 Sort the objects into groups.

Object Hard Soft Shiny Dull Rough Smooth

Which object is the hardest?

Which material will keep a person

Which material do you think will not make a

Look at the photograph.

Which materials can stretch?

2 Guess (predict) which materials Talk about the objects

Can you think of a time

Investigating floating and sinking

Heavy objects are more likely to sink.

You learned some words to describe properties

1 Point to each word in the box and read it out loud.

What are metals like?

One metal is not

Look for metal objects

Do they all have the same

3 Draw the objects you find in your notebook. Key idea

wood plastic rock