Cambridge Primary Scientific Methods and Skills eeeshork I Led rata mace iculum for 0 Level/IGCSE Biology, eau apatey fh — BJey Gy HopperContents Biology Unit 1 Alive or not alive? 4 Self-check 8 Unit 2 Plants 9 Self-check 18 Unit 3 Ourselves 19, Self-check 31 Chemistry Unit 4 Material properties 32 Self-check 43 Physics Unit 5 Forces 44 Self-check 50 Unit 6 Sound 51 Self-check 58 Unit 7 Electricity and magnets 59 Self-check 65 Earth and space Unit 8 Planet Earth 66 Self-check 73 Unit 9 Earth in space 74 Self-check 80Unit 1 Alive or not alive? Is it alive or not alive? Draw a circle around the things that are alive. One has been done for e. nc * (eal 7 { giraffe ) - 2 aay ——_, lizard (chair) plant } Gs Draw something that is alive and something that is not alive. ee _ r =A living thing @ Camila has a pet bird called Bluey. @ Complete the sentences. Use these words: grown | eats ‘breathes i) a Bluey ___________around his cage. b Bluey —__________ when he is hungry. Bey through two holes on his beak. d Camila started looking after Bluey when he was a baby. Bluey has now_______ bigger.Unit 1 Alive or not al Find out! Find out if a dandelion plant is alive. Tick (V) yes or cross (X) no. ————— Yes¥ Nox ] [BEscseeet eepaeeee Se (a Does the dandelion Euplanugiaw a 1 | | b Does it make new dandelion plants? c Does it need food? | dandelion plant @) Is a dandelion plant alive? Tick (Y) yes or cross (X) no. me) mh) Find out if a kettle is alive. Tick (Y) yes or cross (X) no. title toed Question Yesv Nox | ‘a Does the kettle move? b Does it make new kettles? (4) Is a kettle alive? Tick (“) yes or cross (X) no. of] vf)Find living things Help Joe find the living things in his street. Draw circles around the living things.Unit1 Aliveornotalive? = Self-check See how much aaa ae aaa Teenie amie you know! Ican do this. 2) Ican do this, but I need to keep trying. 22) can't do this yet. What can I do? 1. Ican sort things into groups. 2 I can say what is a living thing. 3 Ican say how I know something is a living thing. 4 Ican say what is alive or not alive. 5 I can say why humans are living things. 6 Ican say why plants are alive. 7 Ican say why animals are alive. 8 Icansay what an animal needs to stay alive. 9 Ican sort things into alive and not alive. Ineed more help with:Plant parts ce Label the parts of the plant. Use these words: (leaf) (stem { flower } { root } Look at each word. Cover each word. Write each word. Check your spelling. Write the word again. You have three chances. a roots b stem c leaf d_ flowerParts of a plant Maris made a plant wristband. She stuck parts of a plant on it. Draw lines to label the parts of the plant. flower leaf roots stem p/ (2) Design your own plant. ( Flawen ) ( leat Label the parts of your plant. Name your plant. OGL My plant is calledA plant hunt @) Bashir looked for plants in his school grounds. a Goon aplant hunt in your school grounds. b Draw three plants that you find. ¢ Name the plant and label the parts. Plant name: Plant name: Plant name: 1Make a model plant Make a model of a plant. Use recycled materials. a Draw what your model plant will look like. b What materials will you use for each part of the plant? c Label the parts of the plant. | | | @) Show your model to a partner. Ask them to say: ¢ something good about your model ¢ how you can make your model better. 12Grow seeds Gemi planted a seed. She kept a diary of how the seed was growing. Below each picture, write down which part of the plant has grown. Day 1 Day 4 Day 7 Day 8 13What do seeds need to grow? coffe Help Zara find out if seeds Do seeds need a need water to grow. water to grow? sa ah! — Water No water }—— Ka | /Predict what will happen Predict what will happen to the seed. to the seed. Tpredictthat._- | predicethat Predict what will happen to the seeds after three weeks. I predict that aeUnit 2 Plants What do plants need to stay healthy? Gemi’s teacher gave her two plants. Gemi put one plant in a dark cupboard. She put the other plant on the windowsill in the light. Gemi kept a diary. need light to grow? eS j Raa | ‘Day1 Day3 ‘Day 5 ‘Day 7 aie | a | Seis Plant in no reen green green ‘green leaves the light change [eaves [eaves leaves thick stem plant | thick looks healthy | |growing stem jes | pallets een Plant in no ‘leaves ellow pale, ‘very pale, the dark change ‘getting leaves jellow —_yellow leaves — ‘= no light yellow very long leaves ‘thin, long and stem thin and floppy stem | long stem does not look | | healthy Complete the sentences. a Onday 5 the plant in the dark had_________ leaves. b On day 7 the plant in the light hada _____ stem. ¢ On day 7 the plant in the dark had a a —— stem. d Onday 9 the plant in the _____ was healthy. 15,Unit 2 Plants How to measure bean plants Anton and Bashir grew a bean plant. They measured the plant every two days. E > Here are their results. ae (day 1 } day 3 day 5 day 7 day 9 Answer these questions. a How many cubes tall was the plant on day 3? b How many cubes tall was the plant on day 5? ¢ Onwhich day was the plant the tallest? d On which day was the plant three cubes tall? _-_Plant words @) Learn to spell these plant words. Ask someone to test you. a plant b stem a x ig d|_ flower Us e(_ tree) # (_ roots Dani has mixed up six plant words. Sort each word so that it is correct. Write the correct word. Use the words in question 1 to help you. a mste uae Unit 2 PlantsSee how much | you know! I can do this. ~ ert I can do this, but I need to keep trying. I can’t do this yet. ae/ 1 Ican make a prediction about what I think will happen. IT can use a magnifying glass. I can record my observations in a table. IT can say what happened. Ican name the different parts of a plant. T can say what seeds need to grow. I can tell someone how to grow seeds into plants. 2 2 la 5 I can say why plants are living things. 6 ri 8 9 I know plants need water and light to grow. 101 can name parts of plants in the school grounds. Ineed more help with:Unit 3 Parts of the body Label the picture. Draw a line from each word to the correct part of the body. shoulder = (2) a Find out where each of these parts are on the body. b Write labels for these parts on the picture in question 1.Unit 3 Ourselves Who has the biggest hand? Jack, David and Zara wanted to find out who had the biggest hand. This is what they did: a_ Who has the biggest hand? b Who has the smallest hand? ¢ How many marbles did David pick up? Work in a group. Do what the learners did to find out who has the biggest hand in your group.Unit 3 Ourselves What size are your shoes? The children wanted to find out what size shoe learners wear. They made this block chart. Number of | children 6 5 | | 10 11 12 Shoe size | Siniwls @ Look at the chart and answer these questions. a How many children wear size 9 shoes? b How many children wear size 10 shoes? ¢ How many children wear size 12 shoes? peg d What size shoe do you wear? Twear'size 2 shoes. a Shoe sizes in different countries uk [9 [9% |10 [10% [11 [11% [12 [12% /13 [13% [1 ; 2 13_ _ | [2 | us [94/10 [10% |11 [11% [12 [124/13 |a3%|1 [1A [2 |2K [EU |26 |27 |274|28 | 28% i 30 [30% 31 [31% |32%|33_ [34 | cm (16 (16% |17_|17% [174 |18 [184/19 [19 |19% |20 [20% [21 | @ Find out who else in your class has the same size shoe as you. 21Unit 3 Ourselves The optometrist Mario goes to see the optometrist. What does an optometrist look after? Circle the correct word below. teeth eyes @) You can get new glasses at the optometrist. Design a pair of glasses that you would like to wear. My glasses design 22Unit 3 Ourselves Where are our senses? @ a Draw a picture of yourself. b Label your five senses. Use these words: \ _smell_}|_touch hearing (taste ) fer ee , SEEESEPas a sessoessesssenessnoninencoNWaraeetPeosarserrsensteestst @ Match the sentence to the correct word. One has been done for you. a You use this for your sense of smell. lees eyes L tongue ) b You use this for your sense of touch. ¢ You use these for your sense of sight. d_ You use these for your sense of hearing. skin) no: 23 e You use this for your sense of taste.Our senses Write a sentence about what you can do with each sense. One has been done for you. a b c d e smell I can smell flowers with my nose. sight touch hearing taste @) Label the parts of the eye. Use these words: 24Unit 3 Ourselves Find the differences! Sight is one of the five senses. Write the names of the other four senses. @ a Find six differences between the pictures. b Draw a circle around all the differences you can see in picture 2.How big are your hands? @) a_ Is your hand bigger or smaller than your partner’s hand? b How can you use these squares to find out? What will you do? c Try out your idea. What did you find out? Is your hand bigger or smaller? Complete these sentences. a Myhandis_______ than my partner’s hand. b_ Iknow this because my hand is____ squares big. My partner’s hand is ____________ squares big. 26Different smells @ a_ Which smells do you like? Which smells do you not like? b Draw things you like to smell and things you do not like to smell. \ Things I like to smell > 2 i i "Things Ido not like to smell }——— = | | “Weicenemnentaee 27Nice smells @ This pictogram shows smells that some learners like. 28 Number of learners % SSSSI3S9 > | roses apples | c ‘Smells a How many learners like & b Which smell did one learner like? c How many learners like +"? d_ Did more learners like we or oe Draw things that you can smell. ele Indoor smells | 5 Outdoor smellsUnit 3 Ourselves Questions about taste Annay asked his partner questions about taste. Write three of your own questions about taste. What is your What taste do you favourite taste? like that is sour? Do you like the taste of an apple or a pear? a Question 1 b Question 2 ¢ Question 3 @) Ask your partner your questions. Write down their answers. res EA Earl acer seeeeecceereeceSreee gy SS Sg ae ees Ie Cues Eira 2 cea ee Gi QUES EI 3 iMore about senses @) Complete the sentences. Use these words: ~~ nose touch taste buds smell ee 4 A sweel 4 SES @ Where Gre se Se ences: The senses are sight, hearing, taste, rT ae Tuse my eyes to d_ If you hold your_________ when you eat an apple, you cannot taste it very well. e There are____.=s=+_—_——_on the tongue. f ‘Tasteibuds help'youito.taste. and, fds, Complete the sentences. Choose from these words: ( hearing touch ) a_ I think that the most important sense is b It is important becauseUnit 3 Ourselves Self-check See how much (@tanconm SSSSC*SYSC Ican do this, but I need to keep trying. i) I can’t do this yet. | See seceecstecesEeeeCeeeeec cael eee What can I do? 1 Ican measure and put my results in a table. 2 Ican say what is similar and different about me and someone else in my class. 3 Icanname le parts of my body. 4 Teo can name the five senses. i} Te can name the part of the body for each sense. 6 Ican say that an optometrist is someone who ust ience to make sure eyes are healthy. Ineed more help with: 31Materials all around us Complete the sentences. Use these words: a Everything around you is made from one or more b All __________ are made from one or more materials. @) a Find six different objects around you. Draw each object in one of the boxes below. b What material or materials is each object made from? Write the name of the materials under each picture.Different textures The labels on the wheel show different textures. Draw objects that are made from materials with each texture. One has been done for you.Unit 4 Material Materials in the kitchen Draw an arrow pointing to each object in the picture. Write what material the object is made from. One has been done for you. Jal Name one object in your kitchen that is made from these materials: GD ARRAN sk aa aS rea ea as (GEA PNA SUN cree ce cca eae eee CG ea ig peace eeMetal objects @ Cora collected these objects. {coin = apple cy drinks can cana paper clip spanner —— screwdriver Draw the objects that are not made from metal. Tick (7) the words that (furry say what most metal materials are like: | cold to touch hot to touch eee es ab:Plastic and wood @) Look around your classroom. Find objects made from plastic and wood. Draw the objects in these boxes: (Made from plastic Made from wood _)~ What objects in your home are made from plastic? Write three objects here: a b aan ic Hint: Think about the different rooms in your home.Glass objects Read each sentence. Tick (Y) true or cross (X) false. Sentence True c a Glass can break. 'b Glass is soft. d All glass is red. Glass can be transparent (see-through). @) Draw four objects in your home that are made from glass. ~ Made from glassUnit 4 Material pr Clay A potter is a person who uses clay to make things. Potters know about materials. They use science to help them change the shape of the clay. This potter is making a clay pot. @) Tick () the words below that say what clay feels like. fluffy e = © sticky hard prickly |Unit 4 Material properties @) Which hats do you think are waterproof? Which hats might not be waterproof? Tick (“) your predictions. T 1 I predict the hat is I predict the hat is. | waterproof. not waterproof. Material paper hat | ( plastic hat | _metal foil hat @) Test your predictions to find out if you are correct.Unit 4 Material proper Waterproof test David tested different materials I wonder which to find out if they were waterproof. material is Here is what happened. waterproof? Eee = ean tie |I predict it is Material waterproof. What happened ... ees — Serre eee S| plastic yes Tt did not let water through. = poe eee ode cotton fabric no jk let water through. pc neti -ennleticnreninneiaiancl A paper jyes It let water through. tissue paper jyes It let water through. @ Tick (Y) the correct sentences. a The plastic was waterproof. (an) b_ The cotton fabric was waterproof. @ c The paper is was waterproof. (a) d_ The tissue paper was waterproof. [a e All David’s predictions were correct.Unit 4 Material Stretch, squash, bend, twist Cora is doing her exercises. Write the correct word under each picture. Use these words: {_ squash } (twist } ( bend ) stretch) b aUnit 4 Material properties Change materials @) Tick (VY) the objects below that twist, stretch, squash or bend. One has been done for you. | Object Twist Stretch Squash Bend balloon Ve ple FA metal fork tomate, eee fo | | | | | o | | Paper strawUnit 4 Material properties Self-check See how much ze you know! (=e ©) Ican do this. aS j ; a ‘© I can do this, but I need to keep trying. | | Ican’t do this yet. | bomen eevitrerret Pe einige ee What can I do? 1 Ican say what happened during a test and if the predictions were correct. 2 Ican sort materials into groups. | 3 Ican name different materials. | | | 4 Ican say that objects are made from different materials, | 5 I can describe how different materials have : | different textures. 6 Ican describe how different materials have | different properties. I 7 Ican describe what different eer are like. 8 Ican tell someone how to change the shape of materials. | 9 Ican describe how people use science when they | \___use materials. Ineed more help with: | 43Unit 5 How things move Things move in different ways. Match the pictures to the correct words. One has been done for you. slither | crawl swim roll run fly hopTwist, stretch, squash or bend @ What is happening in these pictures? Use these words: ( bending) ( squashing | ( stretching ) {_ twisting} a This boyis_____________his legs. Ca a i b These hands are___ the dough. ¢-Meazae}> © These handsare__ the scarf. —.) d These hands are __________ the ruler. @ Draw other objects that you can twist, stretch, squash or bend. ot SEE Se aUnit 5 Forces Pushes and pulls @ Complete the sentences. Use these words: ke pull \_ push a When you_____, you move the object away from you. b When you____, you move the object towards you. @) How do you move the objects below? Tick (/) push, pull, or both. One has been done for you. : Push | Pulll_ Both push CRESS _tomove and pull doorbell | “arFloat and sink Do you think the objects in the table will float or sink? Tick (V) float or sink. One has been done for you. Object — marble ‘metal free | ene at plastic pot ¢ “metal spoon Unit 5 ForcesUnit 5 Forces Float or sink objects @) Draw these objects in the water tank to show whether they float or sink. © metal paper clip Coe) Ga) plastic bottle cork (building block = iqUnit 5 Forces ~~ Design a sailboat Design and make a sailboat. a_ Draw your sailboat here: {My sailboat design §.}_——_—_-— b Write labels for the materials you will use to make your sailboat. ¢ Will you use a push or a pull to make the sailboat move?Unit 5 | Forces Self-check | (C3) I can do this. } Ican do this, but I need to keep trying. | | I can’t do this yet. J See how much you know! What can I do? © | 1 Ican sort objects into groups. 2 Ican make predictions about what will happen. 3 Ican record and use simple tables. 4 Ican talk about how objects move. 5 I can say what a push is. 6 Ican say what a pull is. 7 Ican say which objects float and which objects sink.Sounds I do not like @ a Draw four sounds you do not like. b Write a sentence about why you do not like each sound. I do not like the sound Ido not like the sound because «because I do not like the sound Ido not like the sound becouse__________._ becauseSources of sound Match the pictures to the correct sound. One has been done | tick tock | bang | buzz meow @) Draw a source of sound in each box. Write the name of the sound. One has been done for you. A drum is a source of sound. A is a source of sound. A A is a source of sound. is a source of sound.Make sounds Match the instrument with what you must do to make a sound. One has been done for you. a triangle b maracas ic trumpet ) ty d sitar e drum blow hit pluck beat shakeAmazing sounds Imagine that you have an amazing bag of sounds. a Which sounds would you put into your bag? b Would they be sounds you like or sounds you do not like? ¢ Draw and write the names of the sounds that you would put into your bag.Unit 6 Sound Make sound boxes @) Taman and Malik made sound boxes. They put different objects into their boxes. They shook the boxes to make different sounds. Here are objects they used: ~ a» WO (' ( stone } ( plastic cube } | fabric ) (button ) (feather } ae ied Draw a line from each object to the correct sound box. One has been done for you. Draw four other objects that could go into a sound box. Think of objects that will make interesting sounds.Sounds near and far Cp) ‘ Layla made some sounds. Li listened to find out which object she could still hear from 20 steps away. Here is what they found out: Object Could Li hear it? 1 feather shaker no 2 tambourine -— yes | 13 cymbals T ‘en |4 whistle CF a ‘es tapping sticks vos XK | no | Write the numbers of the objects. a Which sources of sound could Li hear? b Which sources of sound could Li not hear? 2) How can Layla make a louder sound with the tapping sticks?Unit 6 Sound Sounds get fainter A group of learners wanted to find out how far away they could still hear sounds. One learner hit a drum while the others walked away. They stopped when they could not hear the drum. This bar chart shows what happened. Use it to answer the questions below. Bar chart to show when learners could not hear the drum 30 a 25 2 20 6 15 3 10 5 5 | 0 | (Annoy ) Zara) Maris David Learners @) a Who could hear the drum the furthest away? b How many steps did Maris take until she could not hear the drum? ¢ Draw a picture of the sound test the learners did. Use another piece of paper if you need to.Unit 6 | Sound See how much you know! <-)) Ican do this, but I need to keep trying. @® I can’t do this yet. | What can I do? I can understand a bar chart. x © I can say what happened in a test. 3 I can say how objects that make asound are called ‘sources of sound’. 4 Icanname sources of sound. 5 I can tell someone how a sound gets fainter as it _travels away from the source of the sound. 6 Icanuse my senses to nam urces of sounds. 7 can say which part of my body I use to hear.Unit 7 Electricity at home Electricity helps us in our daily lives. a_ Draw four things that use electricity. Things that use electricity b Draw four things that do not use electricity. Things that do not use electricityThen and now Colour in the boxes in the table to show: ¢ electrical appliances used today * objects used before there was electricity. Two have been done for you. Used today with | Used before there | % electricity 5 electricity vacuum | cleaner Appliance lantern | dishwasher television typewriterAttracted to a magnet ) Which objects will be attracted to the magnet? Draw a line from the object to the magnet. A ~ A [2K ? x (steel spoon) — ff (iron nail) — (steel coat hanger) coat | (steel coat hanger) sweetDo magnets pull (attract) all metals? A group of learners wanted to find out what happened when they put a magnet near different objects. Some learners thought that all objects made from metal were pulled towards the magnet. Adi and Kim did not agree. They tested objects made only from metal. — | aluminum foil Here are their results: steel paper clip Ae eens Read the sentences below. Tick (W) yes if the sentence is correct or cross (X) no if the sentence is not correct. a The magnet pulls (attracts) all metals. Yes C} Nol) b The magnet does not pull all metals. Yes(_} No(_} c The magnet pulls (attracts) only metals made from iron or steel. Yes(_) No(_)} @) Try out the test at home to find out if magnets pull (attract) all metals.Down the snakes and up the ladders GB) Play this game with a partner. You need a counter and a spinner. Take turns to spin the spinner and to move your counter. 34 Ohno! How can we see in the dark with no electricity? 27 23 1) Goup. f Go up. Magnets Yes, electrical attract objects appliances use made from electricity. some metals, 16 18 Go up. Oh ele Amagnet. Mead . j wall afract a . spoon made TO from a metal called steel, 12 W o 9 Oh nol ‘The flashlight does not have a battery, so it does not work. 3 4 Go up. Seenaie Electrical ‘are magnetic. appliances can give out heat ‘and light. 63Find a way through a maze @ You need a magnet and a small magnetic object. Put the magnet under this page. Put the magnetic object on top of the maze on this page. Work out the way from START to FINISH with your magnet and object. Then use a pencil to draw the way through the maze.Unit 7 Self-check See how much — @ Ican do this. © Tcan do this, but I need to keep trying. Ican’t do this yet. you know! What can I do? : 3 e me) Ican sort and group objects. I can follow instructions when I do practical work. 1 2 3 Ican complete a table. 4 I can tell someone how electrical appliances need electricity to work. wu Ican name things that need electricity to work. 6 Ican name things that use a battery to work. 7 Ican describe how a magnet attracts objects made from some metals. 8 I can say how a magnet will not attract objects that are not made from metal. Ineed more help with:Water everywhere Most of the Earth is covered in water. Match the picture to the correct name. One has been done for you.Unit 8 Planet Earth Where do these animals live? @) Write the correct word next to each animal. Use these words: @ Complete this sentence. Use one of these words: chocolate water Most of the Earth is covered in leavesUnit 8 Planet Earth Do not litter @ a There are objects in the picture that do not belong on the beach. They harm people and animals. b Cross (X) the objects that should not be on the beach.Unit 8 Planet Earth Which objects are made from rocks? @ Tick (Y) the objects that are made from rocks. - Bs Ca GaWhat does a geologist do? @) Complete this sentence. Use your own words. A geologist finds out @) a_ Draw yourself as a geologist finding out about rocks. b What are you doing in your drawing? “70Unit 8 Planet Earth Objects in the soil @) Chen dug up soil. He used a magnifying glass to look at the soil. What do you think he found in the soil? a_ In each magnifying glass, draw a picture of what Chen found in the soil. b Write the names under each picture. “ AX A 71Design a rock garden @ a What will you use to make your tock garden? I will need these things: b What do your plants need to grow? My plants need these things to grow: My rock garden designUnit 8 — Planet Earth Self-check © Ican do this, but I need to keep trying. ) I can’t do this yet See how much you know! What can I do? 1 Ican tell someone that the Earth is ial covered in water. 2 Ican tell someone about ¢ oceans, lakes, rivers, streams and ponds. w Ican say what some rocks look like. Ican n say whee soil is made from. I can say what different soils look and feel like. I can say what the land is made from. I can say what soil is made from. ON|aluls I can sort rocks into groups. Ineed more help with:Unit 9 | Earth in space Planets and the Sun @) Which of these is planet Earth? Circle the correct box. (2) Tick (W) the correct sentences. Cross (X) the incorrect sentences. a The Earth is flat. b The Earth is a planet in the Solar System. | c The Earth is mostly covered in water. C) d= Humans can live on planet Earth. J e The Earth gets its heat and light from the Moon. @ ©) Tick (V) the things the Sun gives us. \ light C) |. sound (2) a 74Unit 9 Earth in space The Sun Jack made a mind map of what he knows about the Sun. Read each sentence. Tick (V) the sentences that are correct. One has been done for you. We get light from the Sun. | v | The Sun is made from ice. The Sun is a star. The Sun is a planet. The Sun gives us heat.Unit 9 Earth in space Look at the stars @ What is Tony’s hobby? Tick (/) the correct answer. football | astronomy | reading Draw what Tony looks at through his telescope. = s ) @) Is Tony a scientist? Tick (Y) yes orno. Yes ie No fay (4) Draw lines to join up the stars to see the shapes that Tony sees. 76Unit 9 Earth ~~ Travel to the Moon @) The first person to walk on the Moon was Neil Armstrong. He walked on the Moon in 1969. This is a picture of his space suit. Label the parts of his space suit. Use these words: Ct boots \ _gloves | oxygen pack (visorApollo 11 @) What do you think astronauts took with them when they went to the Moon? Write seven things:Design a space rocket @) a_ Design your own space rocket. ( My space rocket ee Unit 9 Earth in space b What will you use to make your space rocket? Make a list. @) Ask your partner to write something good about your design. e I like the design because | ISA ea Eaton —) BauUnit9 Earth in space Self-check See how much you know! I can do this. ) I can do this, but I need to keep trying. | I can’t do this yet. What can I do? 1 Ican say that we live on the planet Earth. 2. Ican tell someone what the planet Earth looks like. 3 Ican tell someone that the Sun is a star. 4 Ican tell someone that the Sun gives us heat |__and light. 5 1 can tell someone about ihe starsi in the sky. 6 Tec can say what the Earth looks like from space.Cambridge Primary Scientific Methods and Skills Workbook | G-4 : = eter ioe es eee a eet ot ; designed to provide learner support for the new Cambridge Primary ee kaa aC eR a occa) > . ceoneNesck ene ees Stretch learners’ knowledge with varied activities perfect for extra practice Dean ete eer Re cre ees ma ecco es eon Se een ee U cre Meneses ‘© Reinforce understanding of every unit by practising skills covered in the een For more information on how to use this workbook, please vist: te erate ec tReet For over 25 years we have been trusted by Cambridge schools around the world to provide quality support for teaching and learning. For this reason we have been selected by Cambridge Assessment International Education as an official publisher of endorsed material for their syllabu Drea a aCe HODDER EDUCATION e: [email protected] w: hoddereducation.com Wii)