Cambridge PRIMARY

Science
Teacher’s Resource

with
CD-ROM

Fiona Baxter and Liz Dilley

CAMBRIDGE PRIMARY
Science
Teacher’s Resource

FT 5
A
R
D

Fiona Baxter and Liz Dilley

University Printing House, Cambridge cb2 8bs, United Kingdom

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© Cambridge University Press 2014
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notice to teachers
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References to Activities contained in these resources are provided ‘as is’ and information
provided is on the understanding that teachers and technicians shall undertake a thorough
and appropriate risk assessment before undertaking any of the Activities listed. Cambridge
University Press makes no warranties, representations or claims of any kind concerning the
Activities. To the extent permitted by law, Cambridge University Press will not be liable for
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any loss, injury, claim, liability or damage of any kind resulting from the use of the Activities.

The photocopy masters in this publication may be photocopied or distributed free of

charge for classroom use within the school or institution that purchased the publication.
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Worksheets and copies of them remain in the copyright of Cambridge University Press, and
such copies may not be distributed or used in any way outside the purchasing institution.

The publisher is grateful to the experienced teachers Mansoora Shoaib Shah,

Lahore Grammar School, 55 Main, Gulberg, Lahore and Lynne Ransford for their careful
reviewing of the content.
 Contents
Introduction 5
Unit 1
Teaching ideas 13
1.1 Seeds 16
1.2 How seeds grow 18
1.3 Investigating germination 20
1.4 What do plants need to grow? 23
1.5 Plants and light 25
Check your progress 29
Worksheets
1.1a Observe and draw a fruit and
seeds 31
1.1b Find a pattern and make a
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prediction 33
1.1c How many seeds? 34
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1.3 Plan an investigation on
germination 36
1.4 Draw a bar chart and picture
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of plant growth 38
1.5 Analysing results on plant
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growth 40
Unit 2
Teaching ideas 42
2.1 Why plants have flowers 46
2.2 How seeds are spread 48
2.3 Other ways seeds are spread 51
2.4 The parts of a flower 54
2.5 Pollination 57
2.6 Investigating pollination 59
2.7 Plant life cycles 61
Check your progress 63
Resource sheets
2.3 Methods of seed dispersal 65
2.4 Flower part templates 66
2.7 Life cycle cards 67
Worksheets
2.1 Draw a bar chart of flower
colours 68
2.2 Do a sock walk 70
2.3 Design a wind dispersed seed 72
2.4a Draw and press a flower 74
2.4b Look for patterns and make a
prediction about flowers 76
2.6 Which colour flowers do
pollinators visit most? 78
Unit 3
Teaching ideas
3.1 Evaporation
3.2 Why evaporation is useful
80
83
86
3.3 Investigating evaporation 87
3.4 Evaporation from a solution 90
3.5 Condensation 93
3.6 The water cycle 95
3.7 Boiling 97
3.8 Melting 100
3.9 Who invented the temperature
scale? 104
Check your progress 105
Worksheets
3.1 Investigating evaporation
in other liquids 106
3.3 Draw a line graph of
evaporation 108
3.4 Separating salt and sand 110
3.6 Design a fresh water system 112
3.7 How fast does water boil? 114
3.8a Draw a line graph of melting 116
3.8b Investigating melting points 118
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 Unit 4
Teaching ideas 120
4.1 Light travels from a source 122
4.2 Mirrors 124
4.3 Seeing behind you 126
4.4 Which surfaces reflect
light the best? 128
4.5 Light changes direction 130
Check your progress 133
Worksheets
4.2 Making a periscope 134
4.4a Which surfaces reflect
light the best? 135
4.4b Which surfaces reflect
light best? 136
4.5a Looking at reflections 137
4.5b Measuring angles and
reflections 139
5.4a What affects the size of
a shadow? 162
5.4b Using a line graph to show
what affects the size
of a shadow 163
5.5a Investigating shadow lengths 164
5.5b Making your own sundial 165
Unit 6
Teaching ideas 167
6.1 The Sun, the Earth and
the Moon 171
6.2 Does the Sun move? 173
6.3 The Earth rotates on its axis 175
6.4 Sunrise and sunset 176
6.5 The Earth revolves around
the Sun 178
6.6 Exploring the solar system 180

Unit 5
Teaching ideas
FT141
6.7 Exploring the stars
Check your progress
Resource sheets
182
183

5.1 Light travels in straight lines 144 6.6a Nicolaus Copernicus 185
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5.2 Which materials let light 6.6b Galileo Galilei 186
through? 146 6.6c Edmond Halley 187
5.3 Silhouettes and 6.7 Facts about the Hubble Space
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shadow puppets 148 Telescope 189

5.4 What affects the size of Worksheets
a shadow? 150
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6.1
Make a model of the Sun, the
5.5 Investigating shadow lengths 152
Earth and the Moon 190
5.6 Measuring light intensity 154
6.2 Track the Sun with a
5.7 How scientists measured and
shadow stick 191
understood light 156
6.3 Make a model of the Earth’s
Check your progress 157
rotation 192
Worksheets 6.4a Sunrise and sunset data 193
5.2a Which materials let light 6.4b Sunrise and sunset graph 194
through? 158 6.4c Sunrise and sunset for Doha,
5.2b Which materials let light Qatar 195
through? - Drawing a bar chart 159 6.6 Finding out about
5.2c Which packaging materials let an astronomer 196
light through? 160
5.3 Make shadow puppets with
your hands 161

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 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:

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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.
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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
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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.
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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. FT
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.
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Sequence 1:
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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
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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.

proposed by three different scientists.

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For example, in Topic 3.9, learners find out about three different scales for measuring temperature

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
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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.
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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.
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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.

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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
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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.
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Obtain and present evidence

Make relevant observations.
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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.

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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
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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
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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

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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
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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.
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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
A
to test an idea
Identify factors that need
to be taken into account in
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different contexts
Obtain and present evidence
D
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
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Activities 1.3, 2.3, 2.4,
3.3b, 3.5b, 4.4, 5.2
Exercises 3.3, 5.5 Worksheets 1.3, 1.5, 2.3,
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

results
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Activities 3.7b, 5.4 Worksheet 3.7

Recognise and make Activities 1.1, 1.3, 1.5, Exercises 5.4, 6.2, Worksheets 1.1b, 2.3,
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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
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scientific knowledge and

understanding

Interpret data and Activities 1.3, 2.1, 2.4, Activity 1.5 Worksheets 1.3, 1.5. 2.1,
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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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 Unit 1
Teaching ideas
Background knowledge
Seeds and germination
A seed is the product of sexual reproduction in flowering plants. In dicotyledonous plants, such as
beans, the seed consists of a miniature plant (the embryo) and two modified leaves (the cotyledons)
which contain the seed’s food reserves.

Testa – hard, dry seed coat that Cotyledons – seed leaves which
encloses and protects the seed. contain food reserves.

FT Plumule
– the first
shoot.
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Radicle – the first root.
Micropyle – opening
through which water
enters when the seed
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starts to germinate.

(a) External appearance (b) Testa removed (c) Longtitudinal section

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Germination
Germination is the process by which the embryo grows and develops into new plant. The new plant
eventually becomes a fully mature plant. The energy and raw materials required for growth come
from the food stored in the cotyledon.

seed coat

cotyledons
plumule

radicle

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 Unit 1 Teaching ideas

Seeds need water and warmth to start germinating. When conditions become suitable for
germination, the seed takes in water through the micropyle. The tissues absorb water and swell, and
the seed coat becomes soft. The radicle grows first. It pushes through the testa and enters the soil.
Next, the plumule pushes upwards through the soil.
The embryo grows between the cotyledons, and up through the soil. It leaves the cotyledons below
the ground. As the plumule grows, it brings the cotyledons for most plants above ground. Note that
in broad beans, the cotyledons stay below the ground.
It is easiest to observe and understand seed structure and germination if large seeds, such as peas
and beans, are used.

Factors needed for seed germination

Some seeds need light for germination, but most seeds germinate in the absence of light.
The essential factors for seed germination are:
• water
• oxygen
• temperature.
Water
A dormant seed contains 10−15% of its mass as water and is generally dry. A dormant seed is one
which is inactive and has not yet germinated. The dormant seed has to absorb water to become
FT
active and start germination. Water makes the seed coat soft, which causes it to split. The seed
absorbs water and swells. Cell processes are activated and germination starts. Water is also needed to
bring in the dissolved oxygen for use by the growing embryo.
Oxygen
A
Dormant seeds use very little oxygen. When seeds germinate, they need large quantities of oxygen to
allow respiration, and other metabolic processes associated with growth, such as hydrolysis of starch
to glucose, to occur. The seeds obtain this oxygen from the air contained in the soil. Seeds sown
deeply in soil often fail to germinate because they do not have enough oxygen. Seeds are likely to
R

germinate better in ploughed soil because ploughing aerates the soil (adds air, and therefore oxygen
to the soil).
Temperature
D

Germination can take place over a wide temperature range (from about 5 –40 °C), but the optimum
temperature (best temperature) for most seeds is between 25 –30 °C.

Plant growth
Like animals, plants require air, water and food for survival. They also need light. Light is essential
for plant growth because it is used in the process of photosynthesis. In photosynthesis, plants make
food substances such as glucose and starch. Chlorophyll, the green pigment in plants, absorbs the
light in order for photosynthesis to take place. Light is also needed for the formation of chlorophyll.
This is why plants kept without light are yellow and not green.

Plants require both oxygen and carbon dioxide gas. They use oxygen for the process of respiration.
They use carbon dioxide during photosynthesis as a source of carbon for the manufacture of food
molecules, for example, starch.

Water is needed for photosynthesis. Without water, the stems and leaves of plants would not be
strong and firm. Water transports dissolved food, oxygen and minerals around the body of the
plant, much as blood does in the human body.

Cambridge Primary Science 5

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 Teaching ideas Unit 1

Unit overview
Topic Number Outline Resources in Resources Resources in
of of lesson Learner’s Book in Activity Teacher’s Resource
lessons content Book
1.1 Seeds 1 A seed Activity 1.1 Exercise 1.1 Worksheet 1.1a
contains an Su Su
embryo that Questions 1, 2, 3 Worksheet 1.1b
grows into a Ex Worksheet 1.1c
plant.
Ex
1.2 How 1 Under Activity 1.2 Exercise 1.2
seeds grow the right Su
conditions, Questions 1, 2, 3,
seeds 4, 5 Ex
germinate
and grow a
first root and
first shoot.
1.3 2 (over Seeds Activity 1.3a Exercise 1.3 Worksheet 1.3
Investigating a period need water, Ex
Activity 1.3b
germination of one warmth
week) and air to Questions 1, 2, 3, 4,

1.4 What do 2
germinate.

What do
FT
5

Activity 1.4 Exercise 1.4 Worksheet 1.4

plants need Note: plants need Su
to grow? Cover an to grow? Questions 1, 2, 3, 4,
A
area of 5, 6
grass two
or three
days
R

before
the
lesson.
D

1.5 2 (over Investigating Activity 1.5 Exercise 1.5 Worksheet 1.5

Plants and a period plant growth. Questions 1, 2, 3 Su Ex
light of three
weeks)
Challenge activity
Ex

Check your 1 Questions 1,2 Language

progress L , 3,4, 5 review L

Ex Extension L Language Scientific enquiry Su Support



Cambridge Primary Science 5

15
 Unit 1 Teaching ideas

Resources Curriculum links

• fruits with seeds, such as cucumber, tomato • You can link this lesson with Art. Learners
and pumpkin can make coloured drawings of different
• large fresh seeds, such as broad beans fruits and their seeds. They could also make
• a hand lens seed pictures from dried beans, lentils and
• water sunflower seeds.
• a container for soaking seeds in
• a selection of different seeds Ideas for the lesson
• a saucer
• a plant for making cuttings from, such as • Find out what learners already know by
geranium, impatiens (Busy Lizzie), basil or asking them where seeds come from and
African violet what seeds do. Learners will know that we
• a knife, scissors or secateurs plant seeds to grow new plants, but they
• an onion may not know that seeds are found in fruits.
• glass jars
• Show learners examples of different
• soil, sawdust, paper towel or cotton wool fruits, including some that they would not
• a measuring cup or cylinder instinctively classify as fruits, such as a
• some small seeds such as mung (moong) pumpkin, cucumber or tomato. Explain that
beans or lentils seeds form inside fruits.
• small plastic bags and bag ties
• drinking straws • Talk about the numbers of seeds and the
•
•
•
•
a candle
a bell jar or large glass jar
a brick
two similar pot plants
FT •
sizes of seeds that different fruits have. Get
learners to think about patterns in these
features.
Get learners to do Worksheet 1.1b, which
• a dark cupboard can be completed at home if there is not
• a ruler enough time in class. Learners have to
A
recognise a pattern in the number and sizes
Topic 1.1 Seeds of seeds and make predictions based on this
pattern.
Learners will have explored how seeds develop
R

into plants in Stage 1. This topic builds on that
knowledge. Learners will discover that seeds
develop inside fruits and grow into new plants.
D
• Ask the class why a seed is able to grow into
a new plant. Discuss the structure of seeds.
It will be helpful if learners can observe real
seeds during this discussion.

Each seed contains an embryo, which develops

into the new plant.
Learning objectives
• Know that plants reproduce.
• Discuss the need for repeated observations
and measurements.
• Recognise and make predictions from
patterns in data, and suggest explanations
using scientific knowledge and
understanding.
• Interpret data and think about whether it is
enough to draw conclusions.
• Present results in bar charts and line graphs.
• Get learners to do Activity 1.1, in which
they examine and make observations of seed
structure. They should answer Questions
1–3 about the functions of different parts of
a seed.
• Exercise 1.1 in the Activity Book
consolidates the learning from this topic.
• Worksheet 1.1c gives learners an
opportunity to practise data handling skills.
Notes on practical activities
Activity 1.1
Each group will need:
• a large fresh seed
• a hand lens.
Learners should work in groups of 4 or 5.

Cambridge Primary Science 5

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Large seeds are best. Try broad bean seeds or
other large bean seeds. Chick peas are also
suitable. Maize seeds are not suitable because
they cannot be split in two to see the internal
structure.
Seeds should be soaked for an hour or two to
soften the seed coat and make it easier to peel
away. The seed coat should be wrinkled but the
seed should not have absorbed much water and
swelled yet.
Demonstrate the use of a hand lens if the
learners have not used them before.
Some learners may struggle with their drawings
of seeds. Support them by giving clear
guidelines:
Look very carefully at the object you are drawing.
Notice the shape and size of the parts, how many
parts there are and how they are arranged.
Press lightly with your pencil in case you make a
mistake and have to erase it.
FT
Make sure your drawing is big enough to see all
the parts clearly. You may have to draw them
bigger than they really are. Always label the parts
of a drawing. Draw pencil lines with a ruler to the
parts you want to label. Write the labels with a
A
pen.
Write the labels in line with one another down the
page. Leave enough space between the label lines
R
so the labels are clear.
You can extend the activity by letting learners
observe different seeds. Ask these questions:
D
Do all seeds look alike inside? Are the food
storage areas alike? What and where is the
embryo? What does the embryo look like? Where
are the future leaves?
Internet and ICT
The website: http://www.easyfunschool.com/
article1941.html has ideas for exploring fruits
and seeds further.
Assessment
• Can learners label the parts of a seed
correctly? Ask learners to check each others
labelled drawing of a seed made in Activity
1.1 and suggest any corrections that need to
be made.
• Get learners to look at their diagrams of
the seed from Activity 1.1 and the fruit from
Worksheet 1.1a. Are they happy with them?
How can the diagrams be improved?
Teaching ideas Unit 1
Differentiation
• Lower achieving learners can use Worksheet
1.1a to practise their drawing and
observation skills.
• Higher achieving learners could research
why some fruits, such as bananas and some
varieties of grapes, are seedless. How do
the new plants grow? (Note: seedless fruits
actually do contain seeds at some point.
However, a genetic mistake prevents the
seeds from forming hard outer coats like
normal seeds do, and the seeds do not
develop. Because seeds don’t form, new
plants cannot grow from seeds. They come
from cuttings instead. For example, a piece
of the grape vine is cut off, dipped in rooting
hormone and then placed in moist soil so
that roots and leaves form. With bananas,
new shoots grow from the base of the plant
and produce flowers and fruits.)
Talk about it!
Ask the class what they think the answer is.
Do big plants produce big seeds? You could
ask them to do some research to find out. The
largest seed is the Coco de mer, the seed of
a palm tree. It can reach about 30 cm long,
measure 3 m in diameter and weigh up to 18 kg.
The palm tree grows to about 30 m tall. But
other trees like redwoods found in the USA
grow to about 100 m tall and have much smaller
seeds than the Coco de mer seed.
Common misunderstandings and
misconceptions
Many learners at this level think that all fruits
are sweet and edible. In this topic, you will be
introducing the biological concept of a fruit that
will address this misconception. You should also
explain that not all fruits are edible and some
may be poisonous. Learners should never eat
any unknown fruit, no matter how colourful or
tasty it looks.
Homework ideas
• Exercise 1.1 in the Activity Book could be
completed by lower achieving learners.
• Worksheet 1.1c can be completed by higher
achieving learners. The worksheet asks
learners to identify a pattern in results, think
about using repeated measurements to
draw a conclusion and present the results in
a bar chart.
Cambridge Primary Science 5
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 Unit 1 Teaching ideas

• Discuss answers to homework in class. 2 orange

Allow learners to check their own answers 3 The flesh is soft.
for self-assessment. 4 The flesh is juicy.
5 The seeds are white.
Answers to Learner’s Book 6 a eight seeds
questions b The seeds are small.

1 So that the embryo can get energy to grow Worksheet 1.1b

into a new plant.
2 To protect the inside of the seed.
3 Learners may suggest water, warmth, soil,
air.
Answers to Activity Book exercise
1 Maria (girl 1) is right. A pumpkin is a fruit
because it has seeds.
2 food store
seed coat
embryo
1 The plum has the largest seed.
2 The kiwi fruit has the smallest seeds.
3 The kiwi fruit has the most seeds.
4 The plum has the fewest seeds.
5 Fruits with small seeds have lots of seeds.
Fruits with large seeds have few seeds.
6 No. Only four fruits were investigated. To be
able to form a conclusion you would have to
look at lots of different fruits.
7 The seeds would be quite big.
Worksheet 1.1c
1

scar
FT Fruit
avocado pear
orange
Number of seeds
1
8
3 embryo – grows into new plant
seed coat – protects the seed broad bean 5
scar – joins the seed to the fruit
A
groundnut 2
food store – gives the seed energy to grow
2
Answers to Worksheets
R

9
8
Worksheet 1.1a
Number of seeds

7
Learners’ drawings will depend on the fruit they 6
D

choose. 5
If there are no fruits available, they can draw 4
and label the orange from the Worksheet. 3
2
Drawings must be:
1
• At least 5 cm high and 5 cm wide. 0
Avocado Orange Broad Ground
• Neatly drawn with a sharp pencil. pear bean nut
Type of fruit
• Clearly labelled with label lines drawn with
a ruler.
Answers and drawing are based on an orange. 3 a The avocado pear will. The number of
seeds will be different in the others.
1 skin b Cut open lots of each type of fruit and
count the seeds.

flesh Topic 1.2 How seeds grow

In this topic, learners learn about the stages
in the process of germination. Knowing the
seeds
stages of germination is not required by the

Cambridge Primary Science 5

18

curriculum, but this addtional material is
important for understanding the life cycle of the
plant. Learners observe the changes in seeds as
the seeds prepare for germination.
Learning objectives
• Investigate how seeds need water for
germination.
• Make relevant observations.
• Make predictions based on scientific
knowledge.
• Decide whether results support predictions.
Ideas for the lesson
• Begin the lesson by revising the structure
of a seed. Ask the class what happens when
the seed starts to grow. What makes the
seed start growing? Which part of the seed
grows? You can record learners’ ideas on the
•
board in a mind map. FT
If possible, show the class a video clip of
seed germination so they can see all the
stages (see Internet and ICT). Discuss the
stages that take place.
A
• Learners can then start doing Activity 1.2.
At the start of the activity, they must predict
the changes they expect to take place in
the seed overnight. The activity should be
R
completed the next day. Learners observe
the changes that have taken place and decide
whether their observations support their
D
predictions.
• You can add to the discussion of the ‘Talk
about it!’ question by demonstrating how to
make a leaf or stem cutting. Learners could
make their own cuttings and observe the
growth of their cuttings. Most soft-stemmed
plants are suitable to make cuttings from.
If possible, also show the class examples
of bulbs or corms. These are underground
stems which develop shoots that grow into
new plants.
• Exercise 1.2 in the Activity Book
consolidates the learning from this topic.
Notes on practical activities
Activity 1.2
Each group will need:
• a bean seed
• a saucer of water.
Teaching ideas Unit 1
Learners should work in groups of 4 or 5.
Learners can prepare their beans and make a
prediction about what will happen to the seed in
the water at the end of one lesson. They should
note their prediction.
In the next lesson, let learners observe how
their beans have swollen. They can also feel the
seed and observe that it quite soft. They should
compare their observations to their prediction.
Learners may give a range of predictions at the
start of Activity 1.2, which could include:
• It will start growing.
• It will get bigger.
• It will get softer.
• It will split open.
The bean seed swells up and becomes softer.
This happens because water enters the seed and
makes it swell and get softer.
Learners may give range of answers. The best
answer is at the scar. It is the only opening on
the outside of the seed coat.
Internet and ICT
• The website: http://videos.howstuffworks.
com/discovery/30704-assignment-discovery-
germination-of-a-seed-video.htm has a good
quality time lapse video on germination.
• The website: http://www.kidsgrowingstrong.
org/germination gives a simple explanation
for learners about germination.
• The website: http://urbanext.illinois.edu/
gpe/case3/c3facts3.html has an interactive
game and text about seeds and germination
featuring Detective Leplant and his partners
Bud and Sprout.
Assessment
• Can learners correctly sequence the different
stages in the process of germination? Get
them to peer assess the answers to
Exercise 1.2.
Differentiation
• Lower achieving learners can be supported
if you read through the instructions for
Activity 1.2 with the class to ensure that
they understand the task. Lower achieving
Cambridge Primary Science 5
19
 Unit 1 Teaching ideas
learners can also do Exercise 1.2 in the
Activity Book, which will help them
consolidate their understanding of the
different stages in germination.
• Higher achieving learners could find the
information to answer these questions: What
is seed dormancy? How can it be ended? Can
seeds start growing into new plants while they
are inside the fruit?
Talk about it!
Bring an onion to class. Ask learners how they
can grow a new onion. Do they need onion
seeds? Many of them will have seen an onion
sprout roots and shoots. New onions grow from
the onion bulb that we eat. You could also make
a leaf cutting a few days in advance from a plant
such as a begonia. New roots will start to grow
from the leaf as the leaf begins to grow into
a new plant. Explain that we can grow plants
from other parts of the plant, such as stem and
leaf cuttings and from bulbs and corns.
Common misunderstandings and
misconceptions
FT
• A common misunderstanding is that seeds
A
are not living things because they do not
actively show any characteristics of living
things. Seeds are living. They contain an
embryo that is capable of germinating
R
to produce a new plant. Seeds use small
amounts of stored energy to stay alive and
are ‘waiting’ for good conditions to begin
D
to grow. Most seeds need water and certain
temperatures to begin to grow.
Homework ideas
• Questions 1–5 in the Learner’s Book.
Discuss answers in class at the start of the
next lesson. Allow learners to check their
own answers for self-assessment.
Answers to Learner’s Book
questions
1 Seeds need to absorb water to start the
growth process/germination.
2 a The first root is the first part to grow.
b The first root grows downwards to get
water and to anchor the new plant in the
ground.
3 The first shoot grows upwards.
It needs to break through the soil to get
light.
Cambridge Primary Science 5
20
4 The new leaves start to grow above the
ground because they need light so they can
make food for the plant.
5 The seed shrivels and becomes small after
germination because the food store gets used
up during germination.
Answers to Activity Book exercise
1 Correct order of pictures is:
i Seed coat splits.
ii The first root grows.
iii The first shoot grows.
iv The first leaves grow.
v Leaves get bigger and seeds shrivel.
2 Yes. The seed absorbs water and swells.
Topic 1.3 Investigating
germination
In this topic, learners conduct investigations
to determine the conditions needed for seed
germination.
Learning objectives
• Investigate how seeds need water, warmth
and air for germination but not light.
• Use knowledge and understanding to plan
to carry out a fair test.
• Discuss the need for repeated observations
and measurements.
• Make predictions of what will happen based
on scientific knowledge.
• Collect sufficient evidence to test an idea.
• Interpret data and think about whether it is
sufficient to draw conclusions.
Ideas for the lesson
• Start the lesson with a discussion about
what people and pets need for growth.
Explain that plants also have needs for
growth. Ask learners for ideas about what
seeds need to make them start to grow.
• Use Worksheet 1.3. Discuss the statements
made by the learners in the picture on the
worksheet. Record your learners’ ideas and
suggestions in a mind map.
• In Activity 1.3a, learners make observations
and suggest a reason for them based on
deduction.

• Next, start Activity 1.3b. Learners can
set up their jars of seeds and draw their
observation tables.
• After eight days, learners should answer the
questions relating to the activities on
page 11 of the Learner’s Book. The
questions address learners’ understanding
of a fair test and get them thinking about
the need for repeated observations and
measurements. They also make predictions
and use these predictions to plan their work.
• Exercise 1.3 in the Activity Book
consolidates the learning from this topic.
Notes on practical activities
Activity 1.3a
Each group will need:
• ten small seeds such as mung (moong) beans
or lentils
• paper towel
FT
• water
• two small plastic bags
• two bag ties
• a drinking straw.
Learners should work in groups of 4 or 5.
A
Use smaller seeds as they will germinate quickly.
Radish and cress seeds germinate very quickly,
so you could use them as alternatives if they are
R
available. The plastic bags must be big enough
for a saucer to fit into. You could use Petri
dishes instead of saucers, if they are available.
Demonstrate how to suck the air out the plastic
D
bag with the straw. Learners should hold the
bag closed around the straw while they suck out
the air. They must quickly pull out the straw
and tie the bag without getting any air into it.
The results for Activity 1.3a should be as
follows. After two days the seeds in the bag
containing air germinated. No seeds germinated
in the bag without air. The reason is that seeds
need air to germinate.
Activity 1.3b
Each group will need:
• twenty seeds
• four glass jars
• soil or sawdust
• water
• a measuring cup or cylinder.
Learners should work in groups of 4 or 5.
Teaching ideas Unit 1
Before the lesson, set out the materials so that
learners can collect them from a central point.
Fill the jars with sand or sawdust in advance.
Use seeds that germinate fairly quickly and
are large enough to be observed easily. Kidney
beans, peas or seeds of similar size are suitable.
The seeds will take a few days to germinate.
Carry on with the next topic during this time.
Demonstrate how to place the seeds against the
sides of the jar. The seeds must be visible so that
their growth can be observed. You can use paper
towel or cotton wool on saucers instead of soil
or sawdust in jars. As these materials dry out
quickly, learners must keep the relevant seeds
moist at all times. You could extend the activity
by getting learners to draw bar charts of the
results they obtain.
Possible results for Activity 1.3b are given here,
but the learners may come up with different
numbers of germinated seeds.
Days Number of seeds germinated
Moist
soil in
Dry soil
in warm
Moist
soil in
Dry soil
in cold
warm place cold place
place place
2 2 0 0 0
4 4 0 1 0
6 5 0 2 0
8 5 0 3 0
1 Give jars the same amount of water, use the
same number of seeds, use same amount of
soil in each jar
2 a More seeds germinated in the jar with
moist soil in a warm place. No seeds
germinated in the jars without water.
 The germinating seeds in the jar with
moist soil in a warm place grew best.
The seeds in moist soil in a cold place
did not grow as well. The seeds in the
other jars did not grow.
b Reasons could include: seeds need water
and warmth to germinate and grow.
c Using more seeds would give better
results because it would show that the
growth patterns of the seeds observed
under different conditions can be
repeated.
3 No. There is air all around us and in soil.
None of the seeds had any air.
4 Seeds need water, warmth and air to
germinate.
Cambridge Primary Science 5
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 Unit 1 Teaching ideas
5 a No – light is not needed for
germination.
b Use two jars, each with the same
number of seeds, in moist soil. Place
one jar in the dark, inside a cupboard.
Place the other one in the light in the
same room, but not in a warmer place.
Observe the differences between the
seeds in the two jars every two days for
eight days.
Worksheet 1.3
Each pair or group will need:
• big and small seeds
• glass jars
• soil
• water
• saucers
• paper towel
• water.
Learners should work in pairs or small groups.
FT
Get learners to plan the investigation. Set out
the materials they will need and allow them to
choose how to set up the experiment. This can
be done in one lesson. To make the test fair,
they should give the big and the small seeds the
A
same amount of water and put them in the same
place so they get the same amount of warmth
and air.
R
Learners will need to leave the seeds for
about two days before the small seeds start to
germinate.
D
Get learners to check their seeds every day
until all seeds have germinated. During this
time the seeds must be kept moist. Learners
should discover that larger seeds take longer
to germinate. Once the seeds have germinated,
learners can decide if their prediction was
correct or not and form a conclusion.
Alternative activity or demonstration
This is an alternative to show that seeds need air
for germination. You can use this demonstration
to introduce the idea that oxygen in air is
necessary for living organisms to stay alive and
grow.
Do not allow learners to work with the
lighted candle.
• Place seeds on a damp paper towel on two
saucers as in Activity 1.3a.
Cambridge Primary Science 5
22
• Light a candle and place it next to one of
the saucers.
• Place a bell jar or large glass jar over each
saucer.
• Let learners observe that the candle goes out
in the one jar. Explain that this is because
the candle uses up the oxygen gas in the air
inside the jar. The air in the other jar still
contains oxygen gas.
• Leave the jars in a warm place for two
days and then observe how many seeds
germinated in each jar.
• Discuss the observations. You could
explain that living things need the oxygen
in air. Seeds therefore need the oxygen
to germinate and grow. When there is no
oxygen in the air, seeds cannot germinate.
Internet and ICT
The website: http://www.buzzle.com/articles/
steps-of-seed-germination.html gives a good
overview of factors and processes involved in
germination.
Assessment
• Can learners identify the conditions
(factors) that seeds need for germination?
Have a quick question-and-answer session
in class to find out. Name each factor,
and ask the class to say if it is needed for
germination or not. You can include some
other factors that have no effect such as day
length, type of soil, and how deep the seed
is planted.
Differentiation
• Lower achieving learners will benefit if you
sit down with them on a one-on-one basis to
make sure they understand the lesson. After
answering their questions and helping them
to get started, check back occasionally to
make sure their progress is on track. They
can also work in mixed ability groups with
more able learners who can provide peer
support.
• Higher achieving learners could do
Worksheet 1.3 in which they plan an
investigation. This activity addresses
learners’ understanding of fair tests, their
ability to use existing knowledge to make
predictions and collect sufficient evidence.