Introduction

The Cambridge Primary Science series series has been developed to 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 Teacher’s Resource for Stage 5 gives extensive support for teaching Stage 5 of the curriculum
framework. It frequently references the Learner’s Book, ISBN 978-1-107-66304-6, and Activity
Book, 978-1-107-65897-4, for Stage 5, offering guidance on how to get the best out of using those
products. There are also many additional teaching ideas for you to choose from.

The main sections in this Teacher’s Resource are:

Teaching ideas. These give you a whole range of ideas for how to present the topics in the
classroom. This includes ideas for classroom activities, assessment and differentiation, and
suggestions for ICT resources. References to the Learner’s Book and Activity Book are provided
throughout, including guidance notes on the activities suggested in the Learner’s Book. The
Teaching ideas are also available in editable format on the CD-ROM included with this Teacher’s
Resource, so that you can include your own notes.

Worksheets. A large collection of worksheets offers further activity and exercise ideas in addition
to those included in the Learner’s Book and Activity Book, while some of the worksheets are
intended to support the Learner’s Book activities. The worksheets are also available in editable
format on the CD-ROM included with this Teacher’s Resource, so that you can adapt them to
your own needs.

Answers to questions. Answers to all the questions from the Learner’s Book, the exercises in the
Activity Book and the worksheets in this resource are provided.

We hope you enjoy using this series.

With best wishes,

the Cambridge Primary Science team.

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 Teaching sequence
Throughout the Cambridge Primary Science series, the units are presented in the same order as
in the Cambridge International Examinations Primary Science curriculum framework, for easy
navigation and to help you ensure that the curriculum is covered. However, this is not necessarily
the best sequence in which to teach the material. For example, all the biology topics would be
taught in one large block, whereas you may prefer to present a more balanced and varied route
through the different areas of science.

When planning your teaching sequence, it is advisable to think about how the science topics fit in
with the other subjects you teach. Unit 5 requires some knowledge of angles, so you should ensure
learners have covered the required content of the Mathematics framework before teaching this unit.
You should also consider topics within the science curriculum that are best taught at a particular
time of year. For example, Unit 2, The life cycle of flowering plants, is best taught at a time of
year when there are likely to be plants in flower. Topics 5.1 and 5.5 both have activities that need
sunshine. The best time of year to teach these units will therefore depend on where you are in the
world.

We suggest beginning the year with Unit 1, Investigating plant growth, or Unit 4, The way we see
things, because both these units start with content that is known and familiar.
We advise teaching Unit 4 before Units 5 and 6. Unit 4 provides conceptual background about
light which helps learners understand what light is and how it travels in Unit 5, Shadows and Unit
6, Earth’s movements.

These are two alternative sequences you might consider, depending on your geographic location.
Alternatively, you may develop a different teaching sequence which suits you better. In the
suggested sequences the following colour code is used: Biology units are dark grey, Chemistry units
light grey and Physics units white.

Sequence 1:

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Earth’s

Investigating The life cycle Evaporation The way we Shadows movements
plant of flowering and see things
growth plants condensation

Sequence 2:

Unit 4 Unit 5 Unit 1 Unit 2 Unit 3 Unit 6 Earth’s

The way we Shadows Investigating The life cycle Evaporation movements
see things environment plant of flowering and
growth plants condensation

Scientific enquiry
Scientific enquiry is about how scientific ideas come about, supported by investigations and
evaluating the data and other evidence that are produced through those investigations. The ideas
underpin all areas of science. Therefore, the scientific enquiry section of the curriculum framework
is not included as a separate teaching unit in the teaching sequences suggested above. Rather,
scientific enquiry should be taught in an integrated fashion, alongside teaching of the other
content areas.

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Cambridge Primary Science has been written to support this way of working. By allowing learners
to carry out the activities in the Learner’s Book you will cover all the scientific enquiry objectives
in the curriculum framework. These activities can be supported by further activities suggested in
the Teaching ideas and Worksheets in this Teacher’s Resource, and through the exercises focused
on planning investigations and evaluating data in the Activity Book.

Here, we give a further introduction to the scientific enquiry objectives listed in the Cambridge
Primary Science curriculum framework for Stage 5. For each framework statement, some
background information is given on the level that learners are expected to achieve at this stage.
Also, some specific examples are given of activities suggested in this series that can be used to help
learners develop each skill. There is a ‘Reference’ section in the Learner’s Book. This contains
skills that should be taught as part of the activities within these resources. This section can be used
to support learners when needed.

Ideas and evidence

Know that scientists have combined evidence with creative thinking to suggest new ideas and
explanations for phenomena.
Learners find out about scientists involved in discovering phenomena about the measurement
of temperature in Unit 3, light in Unit 5 and the solar system and the Universe in Unit 6. They
discover how one scientist would come up with an idea which would only be disputed hundreds of
years later when another scientist obtained evidence and changed the idea.
For example, in Topic 3.9, learners find out about three different scales for measuring temperature
proposed by three different scientists.
In Topic 5.7, learners find out how ideas changed about rainbows. Learners answer questions
about this and do their own research into changing ideas about the speed of light.
In Topic 6.6, learners discover how ideas about the solar system have changed completely over the
years as new information becomes available. Learners answer questions about this and do their
own research into the life and discoveries of an astronomer.
In Topic 6.7, learners discover how ideas about the Universe have changed over the years as more
powerful telescopes and space equipment became available. Learners answer questions about this
and do their own research into the Hubble Space Telescope.
When learners have predicted events in an investigation they have to test their predictions by
observing or measuring and link this with what they already knew in order to make the prediction.
For example, in Exercise 1.3 learners make predictions using data on a bar chart and their previous
knowledge.
In Activity 3.4b, learners predict what will happen and test their prediction by observation.
In Activity 5.2, learners predict the results from everyday knowledge, and then test their prediction
by observation.

Plan investigative work

Make predictions of what will happen based on scientific knowledge and understanding, and suggest
and communicate how to test these.
Learners often have a fair idea of what will happen in an investigation before they do it. This is a
good opportunity to ask them to predict what will happen, record their predictions and then later,
after the investigation, compare their results with their predictions.
In Worksheet 1.3, learners make predictions about the results from a planned investigation into
seed germination and then suggest how to test their predictions.
Learners do this again in Activity 4.4.
In Activity 3.1b, learners predict what will happen by using what they already know about
evaporation.
In the questions following Activity 6.4, learners are asked to predict how the length of day will
change in April based on what they have seen in data for previous months.

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 Use knowledge and understanding to plan how to carry out a fair test.
Learners should be able to design simple fair tests in which they change one factor or variable and
keep all the others the same. Learners should be familiar with the concept of fair testing. There are
several opportunities across the units for you to reinforce the concept. For example: in Worksheet
1.3, learners plan an investigation on germination using fair testing. In Worksheet 2.3, learners
design a wind dispersed seed and think about whether they used fair testing techniques.
In Activity 3.3b, learners plan a fair test to see how containers of different shapes and sizes affect
evaporation. In Worksheet 3.1, learners plan a fair test to investigate evaporation of water and
milk. In Activity 4.4, and again in Activity 5.6, learners are asked to plan and carry out a fair test
and later asked to comment on the ways they made their test fair in the questions at the end
of the topic.

Collect sufficient evidence to test an idea.

By this stage learners should realise that, in science, we have to collect a lot of evidence to prove
something. Obviously there is a limit to the amount of evidence that learners can collect but you
should reinforce the importance of collecting evidence and keep asking whether they think they
have sufficient evidence to test an idea. For example, in Worksheet 2.1, learners collect flowers
to test an idea about flower colour but are then asked if they think they have collected enough
evidence to test this idea. In questions relating to Activity 1.5, learners must consider whether they
have enough evidence. In Topic 3.3 on evaporation, in both Activities 3.3a and 3.3b learners collect
enough evidence to test an idea.

Identify factors that need to be taken into account in different contexts.

In this stage, we introduce the concept of factors in several contexts, beginning in Unit 1, where
learners look at the factors necessary for plants to grow. They must then identify which of these
factors must be taken into account in the investigations they do, for example, investigating plant
growth in Activity 1.5. In Topic 3.3 on evaporation, in both Activities 3.3a and 3.3b, learners
identify different factors that lead to different evaporation rates. In Worksheet 3.1, learners
consider factors to take into account when they plan an investigation into evaporation of milk and
water. In Worksheet 2.3, learners must think of another factor they could have taken into account
when they design a wind dispersed seed. In Activity 5.4, learners have to consider a control factor
and a variable.

Obtain and present evidence

Make relevant observations.
Learners should obtain evidence by making relevant observations from simple practical
investigations, and from research using age-appropriate books, websites or from people. They
should be able to do this working in small groups or individually. This will include making visual,
auditory or tactile observations and finding information from different sources. Learners may need
support and guidance in dealing with evidence, for example in sifting relevant information.
The skill of collecting evidence should be developed across the whole stage, but examples
could include:
• Worksheet 1.1b, Observing a diagram of a plant to obtain information.
• Worksheet 1.5, Analyse results on plant growth (data on table).
• Exercise 2.6, Find information from a graph.
• Activity 2.1, Observe a seed.
• Activity 4.3, See what is on your back.
• Worksheet 1.5, Draw a graph and picture of plant growth.
• Activity 4.5, Demonstrate how light travels when it reflects.
• Activity 5.1b, Observe and make shadows
• Activity 6.3, Use a model to show day and night.
• Activity 5.4, Is the size of a shadow affected by changing the position of the object?

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The scientific enquiry objective of making relevant observations is common to many activities
found in the Learner’s Book and is not therefore always mentioned in the objectives listed for each
topic in the Teacher’s Resource.

Measure volume, temperature, time, length and force.

Measuring is a quantitative way of collecting evidence. Learners will use simple measuring
instruments and methods in Stage 5 to measure length, time, temperature and volume. There is
no unit on force in Stage 5, so this skill is not covered here. It was covered at Stage 3 and will be
treated again in Stage 6. Learners have the opportunity to measure length in Unit 1, topic 1.5,
when they measure the height of plants. In Activities 3.1b, 3.3a and 3.3 b, 3.4, 3.5b, they measure
volume and in Activities 3.7b and 3.8 they measure temperature. In Worksheets 3.1, 3.7 and 3.8b,
learners measure time and temperature. In Activity 5.5, they measure time and length.
Learners also use a light meter (if available) to measure light intensity in Topic 5.6.

Discuss the need for repeated observations and measurements.

You can explain to learners that sometimes we need to repeat measurements to make sure they
are correct. For example, if we use a measuring instrument such as a thermometer incorrectly, the
measurements will not be accurate. However, the main reason for repeating measurements is to
make sure they are reliable and will apply each time an investigation or test is repeated. Learners
discuss the need for more data to reach a conclusion in questions following Activity 4.4, in Activity
5.4 and again in Activity 5.5.

Present results in drawings, bar charts and tables.

At this stage, learners should increasingly be making measurements and presenting numerical or
quantitative data in tables, line graphs and bar charts. They should be getting to the stage where
they can decide which is the best way to show their results, for example, Activity 1.5.
In Worksheet 1.4, learners draw a bar chart using data in a table and in Worksheet 1.5 they draw a
line graph using data in a table. Learners have more practice in drawing bar charts and line graphs
in Worksheets 2.2 and 2.6. In Unit 3, there are many instances when learners record their results in
bar charts or line graphs, for example, Activities 3.3a, 3.7b and 3.8, and Worksheets 3.1, 3.3, 3.8a
and 3.8b. In Activity 5.4, learners present their results in line graphs. At this level, learners would
be provided with blank tables and charts on which to record their results. A number of worksheets
and Activity Book exercises are provided to support the activities in the Learner’s Book in this way.
More able learners might be encouraged to construct their own.

Consider evidence and approach

Decide whether results support predictions.
This skill is practised on many occasions throughout the stage. Usually results do support
predictions but the occasions in which they don’t lead learners to realise that this is why
investigation is such an important part of science. For example, in Activity 1.5, learners predict
how plants will grow and then make measurements later to see whether their predictions were
correct. In Activity 2.6, learners predict how flowers will be pollinated, then observe the flowers to
see whether their predictions were correct. In Worksheets 3.1, 3.4 and 3.8b, learners decide whether
the results they get from an investigation support their predictions or not.

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 Begin to evaluate repeated results.
Learners should, by now, be realising that the more results they get the easier it is to evaluate these
results and come up with a conclusion. For example, they do this in Activity 5.4. In Activity 3.7b,
learners evaluate the temperatures they measured before, during and after boiling point.

Recognise and make predictions from patterns in data and suggest explanations using scientific
knowledge and understanding.
Having gathered evidence, learners should consider it and identify whether patterns exist and
then suggest an explanation for the pattern based on what they have learnt so far. They should
consider whether their results would be likely to help them predict what might happen in a new
investigation, or in the real world. Identifying trends and patterns is a skill that will help learners
to formulate general rules about scientific phenomena, such as the pattern of the length of the
shadow and the time of day in Q3 Topic 5.5. More practice in this skill is given in Worksheet
1.1b, where learners find patterns in data on fruits and seeds and make predictions based on
these patterns. In Worksheet 2.4b, they look for patterns and make predictions about flowers.
In Worksheet 3.3, learners describe the pattern in the data of amounts of water evaporated and
suggest explanations based on what they have learnt about evaporation.

Interpret data and think about whether it is sufficient to draw conclusions.

At the end of an investigation, learners must interpret their results or data and reach a conclusion
based on their results. If learners work in groups it will be interesting to see how different the results
are from different groups – this will be an opportunity for learners to appreciate that one set of
data is not always sufficient to draw conclusions. Examples of where learners carry out this enquiry
skill are in the questions following Activity 5.4 and in the questions following Activity 6.4. More
practice is given in Worksheet 1.3, where learners plan an investigation of germination, and in
Worksheet 1.5, where learners make a conclusion based on analysis of plant growth. In Worksheet
2.1, learners consider whether there is enough evidence to come to a conclusion about plant colour.

The following table gives an overview of which resources are available in the Stage 5 products in
this series to support each scientific enquiry objective.

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Framework statement
Ideas and evidence
Know that scientists have
combined evidence with
creative thinking to suggest
new ideas and explanations
for phenomena
Use observation and
measurement to test
predictions and make links
Plan investigative work
Make predictions of what
will happen based on
scientific knowledge and
understanding, and suggest
and communicate how to
test these
Use knowledge and
understanding to plan how
to carry out a fair test
Collect sufficient evidence
to test an idea
Identify factors that need
to be taken into account in
different contexts
Obtain and present evidence
Make relevant observations
Learner’s Book Activity Book Teacher’s Resource
Activity 6.6 Exercise 5.7 Worksheets 6.6a, 6.7
Activities 1.2, 3.1b, Exercises 1.3, 3.7 Worksheets 1.3, 2.4, 3.2,
3.4b, 3.7b, 5.2 3.4
Activities 1.2, 1.3, 1.4, Exercises 1.3, 3.7, Worksheets 1.3, 2.6, 3.1,
4.4, 3.1b, 3.4b, 5.2, 5.5, 5.6 3.2, 3.4, 3.6, 3.8b
6.4
Activities 1.3, 2.3, 2.4, Exercises 3.3, 5.5 Worksheets 1.3, 1.5, 2.3,
3.3b, 3.5b, 4.4, 5.2 3.1
Activities 1.3, 3.3a, Worksheets 1.3, 1.5, 2.3,
3.3b, 5.1a 3.1
Activities 1.4, 2.3, 3.1, Exercises 3.3, 5.5 Worksheets 2.1, 2.3, 3.1
3.2, 3.3a, 3.3b,
3.6, 5.4
Activities 1.1, 1.2, 1.3, Exercises 1.1, 1.2, Worksheets 1.1a, 1.1b,
1.5, 2.1, 2.2, 2.3, 2.4, 1.5, 2.6, 3.3, 6.5 1.3, 1.4, 1.5, 2.1, 2.2,
2.5, 2.6, 3.1a, 3.1b, 2.3, 2.4b, 3.1, 3.2, 3.4,
3.2, 3.3a, 3.3b, 3.4a, 3.8b
3.4b, 3.5a, 3.5b, 3.6,
3.7a, 3.7b, 3.8, 4.1,
4.2, 4.3, 4.4, 4.5, 5.1,
5.2, 5.3, 5.4, 5.5, 5.6,
6.1, 6.2, 6.3, 6.4, 6.7
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 Measure volume, Activities 1.5, 2.3 Exercise 6.4 (time) Worksheets 3.1 (time),
temperature, time, length (length), 3.1b, 3.3a, 3.2 (time and volume),
and force 3.3b, 3.4, 3.5b 3.4 (volume). 3.8b
(volume), 3.7b, 3.8 (temperature), 5.5b
(temperature) 5.5 (length and time), 6.1
(time), 5.6 (light (length), 6.2 (length and
intensity) time)

Discuss the need for Activities 1.3, 2.1, 2.3, Worksheet 2.3
repeated observations and 2.4, 3.7b, 3.8, 4.3, 5.4,
measurements 5.5, 6.2

Present results in bar charts Activities 1.4, 1.5, 2.1, Exercises 1.3, 1.5, Worksheets 1.1c, 1.4,
and line graphs 2.2, 3.1, 3.3a, 3.7b, 2.6 1.5, 2.1, 2.2, 2.6, 3.1,
3.8, 4.4, 5.2, 5.4, 6.4 3.2, 3.7, 3.8a, 5.2b,
5.4b, 6.4b

Consider evidence and approach

Decide whether results Activities 1.3, 3.4b, Worksheets 1.3, 2.1,

support predictions 4.2, 4.4 2.4b, 3.1, 3.4, 3.8b

Begin to evaluate repeated Activities 3.7b, 5.4 Worksheet 3.7

results

Recognise and make Activities 1.1, 1.3, 1.5, Exercises 5.4, 6.2, Worksheets 1.1b, 2.3,
predictions from patterns 2.4, 2.5, 2.6, 3.7b, 3.8, 6.3, 6.4 2.4b, 2.6, 3.2, 3.7, 3.8a,
in data and suggest 5.5 3.8b, 5.2c, 6.4c
explanations using
scientific knowledge and
understanding

Interpret data and Activities 1.3, 2.1, 2.4, Activity 1.5 Worksheets 1.3, 1.5. 2.1,
think about whether 3.3b, 3.7b, 3.8, 4.4, 2.4b, 3.1, 3.2, 3.7, 3.8b
it is sufficient to draw 5.1a, 5.4, 6.4
conclusions

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