Cambridge Primary

For over 60 years, Marshall Cavendish Education has been empowering

educators and students in more than 85 countries with high-quality,

Cambridge
research-based, Pre-K–12 educational solutions. We nurture world-ready

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global citizens by equipping students with crucial 21st century skills through
our resources for schools and education centres worldwide, including
Cambridge schools, catering to national and international curricula.

Primary

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Within the Marshall Cavendish Education Cambridge Primary Science series, you will find Singapore’s
tried-and-tested methodologies embodied in high-quality resources that support the Cambridge

Science

Science
Primary Science curriculum framework. This programme includes a range of supporting resources
customisable for both online and face-to-face learning, in order to consistently deliver outstanding

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learning and teaching experiences.

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The 2nd edition has retained the active learning approach, easy-to-understand language and

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rich visuals. It builds on the previous edition by incorporating the new Thinking and Working
Scientifically strand in order to nurture active learners who understand the relevance of science to
the world around them.

Student’s

Student’s Book

SA C CA
SB The Student’s Book:
•
•
Develops critical and creative thinkers
Explains concepts in a concise manner with infographics and colourful visuals Book
• Supports subject literacy with simple, concise sentences and language support
2nd Edition

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• Presents opportunities to learn science in context for students to understand the relevance of science in

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their daily lives

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• Has an international flavour, with multicultural references and photographs
• Helps students develop the 21st century skills with well-designed hands-on activities, preparing them for

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success in future work

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• Provides for student engagement with mascots, videos, stickers and fun activities

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Series architecture

2nd Edition
• Student’s Book (Stages 1–6)
• Activity Book (Stages 1–6)
• Teacher’s Guide (Stages 1–6)

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• e-book (Stages 1–6)

This resource is endorsed by

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Cambridge Assessment International Education

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✓ Provides support as part of a set of resources for the Registered Cambridge International Schools
Cambridge Primary Science curriculum framework benefit from high-quality programmes,
(0097) from 2020 assessments and a wide range of support so that
teachers can effectively deliver Cambridge Primary.
✓ Has passed Cambridge International’s rigorous Visit www.cambridgeinternational.org/primary to
quality-assurance process
find out more.
✓ Developed by subject experts
✓ For Cambridge schools worldwide ISBN 978-981-4971-81-2

9 7 89 8 1 4 97 1 8 12
Consultants: Dr Roy van den Brink-Budgen and Dr Teo Tang Wee • Author: Alexander Gray

CAIE Science SB_Cover v4.indd 13-15 8/12/21 6:06 PM

 How to Use This Book
This book is written to help you learn and enjoy science. You will build the knowledge and
skills needed to understand the world around you. You will also learn how to think and

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work like a scientist!

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The Student’s Book has the following features:

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The Chapter Opener uses a real-life

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example and an interesting picture to
introduce the topic. A fun language

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activity will help you build language
skills as you learn science.

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Sticker activities make the
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learning of science fun. The
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stickers can be found at the
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back of the book.

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U
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In this section, I will

A list of the big ideas show you what you
will learn in each section.
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A

Thinking cap
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You will think about what you know

about the topic and ask questions.

Let's Explore!
You will carry out activities to help you
explore and understand the topic.

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 Let’s Learn
Step-by-step explanations and pictures
help to make science easier to learn.

Option

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Watch!

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Exciting video clips and quizzes

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will make learning “come alive”.
The video clips and quizzes can be
launched on a smartphone or a

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tablet by scanning the page using
the MCE Cambridge app.

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Word Boost
SA C CA Build your knowledge of words to help
you understand the topic better.
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Problem-based Learning
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ED L

Apply your knowledge and skills to solve

a problem that affects you, society or the
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environment.
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The Thinking and Working Scientifically icon

tells you where you will develop science skills,
such as using models and doing practical work.
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A

Check Your Learning

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Check Your Learning helps you test

yourself on what you have learnt in
each section.

‘I can…’ statements at the end of each section

help you think about what you have learnt.

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 Tech Talk!
This feature shows you the latest
technologies and helps build

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thinking skills in you.

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PL IO N
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SA C CA
The Science in Context icon tells
you how science is used in the
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world around you.
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Activity Book links lead you
to the related activities in the
ED L

Activity Book.
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U
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Science at Work
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Learn about people who use

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science in their work and how

science is found everywhere
around us. A question at the end
helps you build your IT and
research skills.

CAIE Sci SB5 Prelims_7pf.indd 5 7/12/21 3:07 PM

 H
Science Words

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The meanings of science words

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that appear in bold text within
each chapter help you learn and
understand the topics better.

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M T VE
SA C CA
L
A
ED LA
U
SH
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Practice Worksheet
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Answer these questions to test your

understanding and apply what you
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have learnt.

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 H
Two Social and Emotional Learning
mascots, Lana and Leo, help you to

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learn how to work with others and
take care of your feelings.

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PL IO N
M T VE
SA C CA
L
A
ED LA
U
SH

Lana
R
A
M

Leo

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 Contents
Think and Work Like a Scientist Page 1

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CHAPTER 1 Flowering Plants Page 3

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A Flowers • Sort living things by • Identify people who
• What Are Flowering and observation. use science and

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Non-flowering Plants? • Complete a key based describe how they
• What Are the Parts of a on differences that can be use it.
Flower? observed.

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• What Are the Functions of • Learn that a model shows
Some Parts of a Flower? the important features of an
B Reproduction in Flowering object.

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Plants • Use a diagram to illustrate a
• What Is the Life Cycle of a scientific idea.
Flowering Plant? • Use knowledge and
• What Is Pollination? understanding to make

Produced?
SA C CA
• How Are Fruits and Seeds

• What Is Seed Dispersal?

predictions.
• Plan a fair test and identify
the three types of variables.
C Germination of Seeds • Choose equipment and
• What Is Germination? use it properly during an
investigation.
L
A
• Recognise the features of
different scientific enquiries.
ED L

• Describe if a prediction was

accurate based on results.
A

• Create tables and diagrams

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to present the results of

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my observations when
appropriate.
• Suggest and explain how
an investigation could be
improved.
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• Ask a scientific question and

find the best scientific way to
get to the answer.
A
M

Biology/ Chemistry/ Thinking and Working

Science in Context
Physics/ Earth and Space Scientifically

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 CHAPTER 2 The Digestive System Page 22

A A Balanced Diet • Use tables and bar

• What Is a Healthy charts to explain my
Diet? results.
B The Digestive System • Use evidence I have

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• What Is Digestion? researched in various
• Do Other Animals Have sources of information to

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a Similar Digestive answer questions.
System? • Sort objects by observation.
• Learn that a model shows

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important features of a
process.
• Use a diagram to illustrate a

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scientific idea.

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CHAPTER 3 Adaptations Page 34

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A Adapting to the Environment
• What Are Adaptations?
• How Are Plants and
• Use science to
support my points of
view in discussions.
• Identify people who use
Animals Adapted in a Hot
and Dry Environment? science and describe how
• How Are Plants and they use it.
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A
Animals Adapted in a Cold
Environment?
ED L

• How Are Plants and

Animals Adapted in a Wet
A

Environment?
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B Adaptations of Flowering
Plants
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• What Adaptations Do
Flowering Plants Have for
Pollination?
• What Adaptations Do
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Flowering Plants Have for

Seed Dispersal?
C Adaptations of Predators
A

and Prey
• What Adaptations Do
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Predators Have?
• What Adaptations Do Prey
Have?

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 CHAPTER 4 States of Matter Page 55

A Particle Model of Solids, • Learn that a model • Describe the use of

Liquids and Gases shows the important science locally.
• What Are Gaseous features of an idea.
Substances? • Use a model to explain a

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process.
• How Can the Particle
• Plan a fair test and identify
Model Be Used to

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the three types of variables.
Describe Gases?
• Choose equipment and
B Evaporation and use it properly during an

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Condensation investigation.
• What Happens During • Describe risks in practical
Evaporation? work and ways to minimise

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• What Factors Affect the them.
Rate of Evaporation? • Use knowledge and

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understanding to make
• What Happens During
predictions.
Condensation?
• Decide when to repeat
observations to get reliable
results.
SA C CA • Do practical work safely.
• Take measurements
accurately.
• Create tables and diagrams
to present the results of
my observations when
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A
appropriate.
• Recognise the features of
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different scientific enquiries.

A
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5 Interactions of Matter Page 72

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CHAPTER

A Properties of Water • Choose equipment and • Use science to

• What Are the Melting use it properly during support my points of
and Boiling Points of an investigation. view in discussions.
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Water? • Take measurements

• What Happens When accurately.
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Water Solidifies? • Use line graphs to explain my

• How Is Temperature results.
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Measured? • Describe patterns in results

B Solutes, Solvents and and identify any unexpected
Solutions results.
• What Are Solutes, • Describe if a prediction was
Solvents and accurate based on results.
Solutions? • Use a diagram to illustrate a
• How Can the Particle scientific idea.
Model Be Used to • Describe risks in practical
Describe Solutions? work and ways to minimise
• How Can the Solvent them.
and Solute Be • Do practical work safely.
Separated From a • Create tables and diagrams
Solution? to present the results of
my observations when
appropriate.
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 CHAPTER 6 More About Forces Page 89

A Types of Forces • Decide when to repeat • Use science to

• What Forces Are observations to get support my points of
There Around Us? reliable results. view in discussions.
• Suggest and explain how • Identify people who use

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B Force Diagrams
an investigation could be science and describe how
• How Do We Show improved. they use it.
Forces in Diagrams?

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• Use a diagram to explain a
scientific idea.
• Ask a scientific question and

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find the best scientific way to
get to the answer.
• Describe risks in practical

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work and ways to minimise
them.

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• Recognise the features of
different scientific enquiries.

CHAPTER 7
SA C CA Sounds Page 105

A How Sounds Are Made • Do practical work

• How Are Sounds Made? safely.
• Describe risks in
• Can Sound Travel
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practical work and ways to
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Through Other States of
minimise them.
Matter?
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• Describe patterns in results

B Pitch and Volume and identify any unexpected
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• Why Do Sounds Have results.

Different Pitches? • Reach a scientific conclusion
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• Why Do Sounds Have from my results.

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Different Volumes? • Take measurements

accurately.
• Ask a scientific question and
find the best scientific way to
get to the answer.
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• Create tables and diagrams

to present the results of
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my observations when
appropriate.
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• Recognise the features of

different scientific enquiries.

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 CHAPTER 8 Magnets and Forces Page 118

A Magnets and Magnetic • Sort objects by testing. • Use science to

Materials • Construct a key based support my points of
• What Are the Differences on differences that view in discussions.
Between Magnets and can be observed.

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Magnetic Materials? • Decide when to repeat
B Magnetic Force observations to get reliable

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• What Is Magnetic Force? results.
• Can Magnetic Force Act • Use dot plots to explain my
Over a Distance? results.

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• What Is Magnetic • Choose equipment and
Strength? use it properly during an
investigation.

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• Do practical work safely.
• Create tables and diagrams

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to present the results of
my observations when
appropriate.

CHAPTER
SA C CA
9 The Atmosphere and the Water Cycle Page 131

A The Atmosphere • Learn that a model • Identify people who

• What Is the shows the important use science and
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Atmosphere? features of a process. describe how they
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B The Water Cycle • Use a model to illustrate a use it.
ED L

• What Is the Water scientific idea. • Discuss the positive

Cycle? • Suggest and explain how effects of science and
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C Water on the Earth an investigation could be technology on my local

• What Is in Our Water? improved. environment.
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• Use evidence I have

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researched in various
sources of information to
answer questions.
• Ask a scientific question and
find the best scientific way to
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get to the answer.

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10 Pollution Page 145

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CHAPTER

A Pollution and Our • Use evidence I have • Describe the use of

Environment
• What Is Pollution?
B Types of Pollution
• What Are Some
Examples of Pollution?
researched in various
sources of information
to answer questions.
science locally.
• Discuss the positive
and negative effects of
science and technology on my
local environment.
• Identify people who use
science and describe how
they use it.

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CAIE Sci SB5 Prelims_7pf.indd 12 7/12/21 3:08 PM

 CHAPTER 11 Movement of Earth Page 158

A Earth’s Orbit • Use a diagram to • Use evidence

• How Does Earth Move? illustrate and explain obtained to show how
• How Does the Tilt of Earth a scientific event. scientific knowledge
Cause Different Seasons? • Learn that a model shows and understanding have

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B Satellites the important features of an changed over time.
• Are There Objects That idea.

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Orbit a Planet?

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Acknowledgements Page 173

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Stickers Page 179

M T VE
SA C CA
Get ready to
start an exciting
Ron learning journey
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with us!
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Caz
ED LA

Eddy Ralph
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Izzy
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R
A
M

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 Think and Work Like a Scientist
The learning of science starts with being curious about the world around
you.

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What Do Scientists Do?

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Scientists try to find out things and understand the world around them. They

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ask questions and find a way to answer the questions. This is called scientific
enquiry. There are five types of scientific enquiry that scientists use to
answer questions.

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M T VE
To think and work like a scientist, you can do the following:

Research
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You research to find out information about the questions you have. To research,
you can speak to people or refer to books or the Internet. Then, select and
organise the information to make a conclusion in a scientific investigation.
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A
You can use this type of scientific
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enquiry to find out:

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• how many times you have travelled round the

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Sun each time you have a birthday.

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• how much of a certain type of food your

classmates eat in a day.
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Fair Testing
A

Fair testing involves carrying out an investigation to find out how one
variable is affected when another variable is changed. It is important to
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keep all other variables the same.

You can use this type of scientific

enquiry to find out:
• how the length of a string affects the
pitch of the sound produced.
• how the temperature of a liquid affects
the rate of dissolving.
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 Observing over Time
You can observe changes to living things, materials and processes over a
period of time. The observations can be made over minutes, hours, days or
even years.

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You can use this type of scientific
enquiry to find out:

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• how the temperature of ice changes as it melts.
• the changes in appearance of the Moon over
each month.

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M T VE
Identifying and Classifying
When you observe objects, materials and living things, you look at their main
features. You can then use the similarities and differences to classify them
into groups.
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You can use this type of scientific
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A
enquiry to find out:
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• if an object is a solid, a liquid or a gas.

A

• if a plant is flowering or non-flowering.

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SH

Pattern Seeking
You may find a pattern in your observations or in the information collected.
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You may observe a sequence or a repetition.

A

You can use this type of scientific

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enquiry to find out:

• if the structure of a fruit affects the way its

seeds are dispersed.
• if your pulse rate is affected by the types of
exercise you do.

As you learn science in this book, you will carry out scientific activities. You
need to select the most suitable scientific enquiry to use to help you find the
answers to the questions.
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 CHAPTER

1 Flowering Plants

S H
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PL IO N
M T VE
SA C CA
L
A
ED LA
U
SH
R

Look at the two plants.

Do you think all plants have flowers? What differences do you observe
A

between the two flowers? You may have seen insects near flowers.
M

Which of these flowers would attract more insects? Why?

What colour would you use to paint a flower to make it more

attractive?

I would paint the flower .

CAIE Sci SB5 C1_7pf.indd 3 7/12/21 3:09 PM

 A Flowers
In this section, I will

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• learn that not all plants produce flowers
• identify parts of a flower

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• describe the functions of some parts of a flower
• sort living things by observation

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• complete a key based on differences that can be observed
• learn that a model shows the important features of an object

PL IO N
M T VE
Thinking cap
SA C CA
What is inside a flower?
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Let's Explore!
A
ED L

Do all plants have flowers?

A

In groups, take a walk around the

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school garden or a nearby garden.

SH

1. Ask yourselves the following

questions:
R

• What do you look out for to

tell if something is a plant?
A

• What are some of the

M

common parts that all

plants have?
• Do all plants have flowers?
2. Find out the names of the
plants in the garden from your
yes no
teacher. Complete the key to
sort the plants into two groups.

CAIE Sci SB5 C1_7pf.indd 4 7/12/21 3:09 PM

 Let’s Learn
What Are Flowering and Non-flowering Plants?
You have learnt that plants have roots, stems and leaves. Some plants
produce flowers too. They are called flowering plants.

S H
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PL IO N
M T VE
SA C CA
L
A
ED LA

Rose and daisy are flowering plants.

U
SH

Not all plants produce flowers. Plants that do not produce flowers are called
non-flowering plants.
R
A
M

Ferns and conifers are non-flowering plants.

5

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 What Are the Parts of a Flower?
Flowers are the parts of a plant that help it reproduce. They are the
reproductive parts of the plant.

The petals of a flower surround its male and female parts. The stamen of the

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flower includes the male parts. The carpel includes the female parts. Each
part of the flower has a different function.

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The labelled diagram below is a model of a flower. As some flowers look
different from others, a model helps us understand the common features
of flowers.

PL IO N
M T VE
stamen carpel

filament anther stigma style ovary

SA C CA
L
A
ED LA
U
SH
R
A

petal
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sepal

ovule

Word Boost
How do you think
non-flowering surround
plants reproduce? function
6

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 What Are the Functions of Some Parts of a Flower?

The anther contains The stigma is the part

pollen. Pollen consists that pollen grains land on.
of tiny powdery grains.

S H
E N DI
PL IO N
M T VE
The petals of some flowers The ovary contains one
are brightly coloured. They or more ovules. Each
SA C CA
attract insects that transfer
pollen from the male part to
ovule contains an egg.
the female part. This helps
the plant to reproduce.
L
A
ED LA

Check Your Learning

U
SH

Name some parts of a flower and

describe their functions.
R
A

Tick (ü) to show what you can do.

I can state that not all plants produce flowers.
M

I can identify parts of a flower.

I can describe the functions of some parts of a flower.
I can sort living things through observation.
I can complete a key based on differences
that can be observed.
Activity Book
I can explain that a model shows the important Activity 1A, p. 1
features of an object.
7

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 B Reproduction in
Flowering Plants

S H
In this section, I will
• name the stages in the life cycle of a flowering plant

E N DI
• describe how flowering plants reproduce
• use a diagram to illustrate a scientific idea

PL IO N
M T VE
Thinking cap
SA C CA
How does a large tree grow from a tiny seed?

Let's Explore!
L
A
ED L

How does a plant change?

A

1. In pairs, discuss how a plant changes as it grows.

U
SH

2. Choose stickers from the back of the book and paste them here to show
how a plant grows.
R
A
M

When your
partner is talking,
listen respectfully.

CAIE Sci SB5 C1_7pf.indd 8 7/12/21 3:09 PM

 Let’s Learn
What Is the Life Cycle of a Flowering Plant?
Scientists use diagrams to represent certain scientific ideas. The diagram
below shows how a seed goes through various stages of growth and

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development before it develops into an adult plant. These stages repeat in a
cycle and make up the life cycle of the flowering plant.

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E N DI
PL IO N
N T
L A
P S

M T VE
E
LT

E
D
U

SA C CA
AD

L
A
ED LA
U
SH
YO

RU

G
N

IN
G
A

P
L

LA D
NT S EE
M

With the help of the diagram above, share with a

Word Boost
partner what is happening in the various stages of
the life cycle of the flowering plant. develops
repeat
cycle
9

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 The reproduction of flowering plants involves many processes. Pollination,
fertilisation, fruit and seed production, and dispersal are some of them.

What Is Pollination?
Pollen grains need to be transferred from the anther to the stigma of the

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same flower or another flower. This transfer of pollen grains is known as
pollination.

S
E N DI
Insects, birds and wind play an important part in pollinating flowers. As insects
and birds travel from one flower to another, pollen gets stuck to their bodies.
Thus, they help transfer pollen from the anther to the stigma.

PL IO N
M T VE
SA C CA
L
A
ED L

an insect and a bird pollinating flowers

A
U

Some flowers are also pollinated by wind. The light pollen grains are easily
SH

carried by the wind from one flower to another.

R
A
M

pollination by wind

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 How Are Fruits and Seeds Produced?
After pollination, the pollen and egg join in a process called fertilisation. The
diagram below shows what happens after a pollen grain lands on a stigma.

pollen grain

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stigma
pollen tube

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style

pollen tube pollen tube

PL IO N
M T VE
ovary

ovule

egg
SA C CA egg
L
A
ED LA

how fertilisation occurs

U
SH

1. 2. 3.

When a pollen grain The pollen tube grows The pollen and the
R

lands on the stigma, it downwards into the egg join. Fertilisation

develops a tiny tube ovary. occurs.
A

called a pollen tube.

M

Word Boost
tube
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 This diagram shows how fruits and seeds start to develop after fertilisation.

1.

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The petals and the stamen

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wither and fall off.

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PL IO N
2.
The ovary swells to develop

M T VE
into a fruit. The ovules
develop into seeds.
SA C CA
L
A
ED LA
U
SH
R
A
M

3. Word Boost
The fruit develops wither
fully and ripens. swells
ripens
development of fruit and seeds after fertilisation
12

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 What Is Seed Dispersal?
Seeds need to be scattered away from the parent plant. Growing close to the
parent plant can result in overcrowding. This can cause plants to compete
with the parent plant and one another for water, light and space. The plants
may not grow healthily and may die.

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The scattering of seeds away from the parent

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plant is known as seed dispersal. Seed dispersal Word Boost

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allows the plants to have enough water, light overcrowding
and space. compete

PL IO N
scattering
Different seeds are dispersed in various ways,

M T VE
such as by wind, water, animals or explosion.

SA C CA
L
A
ED LA
U

Some seeds are dispersed by wind. Some seeds are dispersed by water.
SH
R
A
M

Some seeds are dispersed by animals. Some fruits explode to disperse their seeds.

What characteristics do
you think the respective
seeds have for the various
methods of dispersal?
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CAIE Sci SB5 C1_7pf.indd 13 7/12/21 3:09 PM

 Using some science books or the Internet, find out how the following seeds
are dispersed.

S H
E N DI
spanish needles violet maple cattail

Group the seeds under the correct method of dispersal.

PL IO N
M T VE
Wind Water Animals Explosion

SA C CA
Option
Check Your Learning
L
A
Watch!
ED L

How are seeds formed? Scan this page to

A

Name the different ways in which watch a video on

U

seeds can be dispersed. the life cycle of a

SH

flowering plant.

Tick (ü) to show what you can do.

R

I can name the stages in the life cycle of a flowering plant.

A

I can describe how flowering plants reproduce.

M

I can use a diagram to represent scientific ideas.

Activity Book
Activity 1B, p. 3

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 C Germination of Seeds
In this section, I will

H
• describe seed germination and the conditions required for it
• use knowledge and understanding to make predictions

S
• plan a fair test and identify the three types of variables
• choose equipment and use it properly during an investigation

E N DI
• recognise the features of different scientific enquiries
• describe if a prediction was accurate based on results
• create tables and diagrams to present the results of my observations when

PL IO N
appropriate
• suggest and explain how an investigation could be improved

M T VE
• ask a scientific question and find the best scientific way to get to the answer
• identify people who use science and describe how they use it

SA C CA
Thinking cap
L
A
Do all dispersed seeds grow into new plants?
ED LA
U

Let's Explore!
SH

What do seeds need?

1. Work in pairs.
R

2. Plan an investigation to find out if seeds need water to grow into new plants.
A

3. Consider the materials and equipment needed when planning the

investigation.
M

4. Identify the type(s) of scientific enquiry that you would use in this
investigation.
5. Predict the results of the investigation.
6. Carry out the investigation and record your results in a table. Use your
results to help you write a conclusion.
7. Use the results of your investigation to describe the accuracy of your
prediction.
8. Compare your method with some other groups. How could you improve
on your investigation? Explain why you would like to have those changes.
15

CAIE Sci SB5 C1_7pf.indd 15 7/12/21 3:09 PM

 Let’s Learn
What Is Germination?
The process by which a seed develops into a young
plant is known as germination.

H
Seeds need air, water and a suitable temperature

S
to germinate. If the temperature is too high or too

E N DI
low, seeds may not germinate.

This diagram shows how a seed germinates.

PL IO N
M T VE
3. 6.

More roots grow. The stem starts The leaves start

to grow above the ground. to make food.
SA C CA
1. 5.

The seed absorbs The first leaves

L
A
water. appear.
ED LA
U
SH

2.
R

The root grows

downwards into
A

the soil.
M

4.

The stem grows

upwards. Activity Book
Activity 1C, p. 4

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 Problem-based Learning
Help pollinate the plants!

S H
E N DI
PL IO N
M T VE
SA C CA
L
A
ED LA
U
SH

Many of the plants grown for food depend on pollination. Honeybees play an
important role in pollinating the flowers, but their population is reducing. We
need to find other ways to pollinate flowers so we can produce enough food.
R

1. Work in groups. Design a machine that can be used for pollination.

It could be hand-powered or wind-powered, or use another way to
A

transfer pollen.
M

2. List down a scientific question that your group wishes

to investigate in order for you to understand the Can you think of any
other ways we can help
pollination process better. Select the appropriate
pollinate the flowers?
scientific enquiry to use to find the answer.
3. Which type of scientific enquiry has your group
chosen to use? Why?
4. Present your idea or model to the class.

17

CAIE Sci SB5 C1_7pf.indd 17 7/12/21 3:09 PM

 Science at Work
Agronomists study how plants can be
grown in different ways. They work to

H
increase the quality and quantity of
plants produced, particularly those used

S
as food.

E N DI
Agronomists carry out experiments
on plants to help them live longer and

PL IO N
survive harsh conditions.

M T VE
How can plants that live longer be useful to us?

SA C CA
Check Your Learning
L
What does a seed need for
A
germination?
ED LA

Tick (ü) to show what you can do.

U
SH

I can describe seed germination and the conditions required for it.
I can use knowledge and understanding to make predictions.
I can plan a fair test and identify the three types of variables.
R

I can choose equipment and use it properly during an investigation.

A

I can recognise the features of different scientific enquiries.

M

I can describe if a prediction was accurate based on results.

I can create tables and diagrams to present the results of my
observations when appropriate.
I can suggest and explain how an investigation could be improved.
I can ask a scientific question and find the best scientific way to get to
the answer.
I can identify people who use science and describe how they use it.

18

CAIE Sci SB5 C1_7pf.indd 18 7/12/21 3:09 PM

 Practice Worksheet
1. Tick (ü) the correct box beside each sentence.
True False

H
Leaves are the reproductive parts of flowering

S
plants.

E N DI
The anther contains pollen grains.

The transfer of pollen grains from the anther

PL IO N
to the stigma is known as fertilisation.

M T VE
The ovary develops into a fruit after
fertilisation.
Seeds are dispersed only by animals.
SA C CA
Seeds need light to germinate.
L
A
2. Draw lines to match the parts of flowers to their functions.
ED LA

part function
U
SH

anther attract insects for pollination

R

ovary the part where pollen lands

A

petals contains pollen grains

M

stigma contains ovules that may develop into seeds

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CAIE Sci SB5 C1_7pf.indd 19 7/12/21 3:09 PM

 3. This plant has brightly coloured flowers that are useful for a process.

S H
E N DI
PL IO N
M T VE
Which process is it?

SA C CA
Tick (ü) the correct answer.

germination
L
A
pollination
ED L

seed dispersal
A
U
SH

4. Reza and Vinit placed some bean seeds in identical pots of soil and gave
them an equal amount of water. Reza kept his pot in the refrigerator.
Vinit kept his pot at the window sill. The pictures below show what they
R

observed a few days later.

A
M

Reza’s pot Vinit’s pot

Give one reason why the seeds in Reza’s pot did not germinate.

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 Science Words
A O

H
anther ovary
the male part of a flower that contains the female part of a flower that contains

S
pollen grains ovules

E N DI
C P
carpel petals

PL IO N
the part of a flower that contains the parts of a flower that usually have bright
female parts colours

M T VE
F pollination
the transfer of pollen from the anther of
fertilisation a flower to the stigma of the same or a

egg join
SA C CA
the process in which the pollen and the different flower

flowering plants S
plants that bear flowers seeds
L
A
small, hard parts of a plant from which
ED L

flowers new plants grow

parts of a flowering plant that help it
A

reproduce seed dispersal

U

the scattering of seeds away from the

SH

parent plant
G
germination stamen
the development of a plant from a seed the part of a flower that contains the
R

male parts
L
A

life cycle stigma

M

the female part of a flower where pollen is

the stages of growth and development in
received
the life of a living thing

N T
non-flowering plants temperature
a measure of how hot or cold something is
plants that do not bear flowers

21

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 Cambridge Primary
For over 60 years, Marshall Cavendish Education has been empowering
educators and students in more than 85 countries with high-quality,

Cambridge
research-based, Pre-K–12 educational solutions. We nurture world-ready

SH
global citizens by equipping students with crucial 21st century skills through
our resources for schools and education centres worldwide, including
Cambridge schools, catering to national and international curricula.

Primary

E N DI
Within the Marshall Cavendish Education Cambridge Primary Science series, you will find Singapore’s
tried-and-tested methodologies embodied in high-quality resources that support the Cambridge

Science

Science
Primary Science curriculum framework. This programme includes a range of supporting resources
customisable for both online and face-to-face learning, in order to consistently deliver outstanding

PL IO N
learning and teaching experiences.

M T VE
The 2nd edition has retained the active learning approach, easy-to-understand language and

5
rich visuals. It builds on the previous edition by incorporating the new Thinking and Working
Scientifically strand in order to nurture active learners who understand the relevance of science to
the world around them.

Student’s

Student’s Book
SB The Student’s Book:
SA C CA
•
•
Develops critical and creative thinkers
Explains concepts in a concise manner with infographics and colourful visuals Book
• Supports subject literacy with simple, concise sentences and language support
2nd Edition
L
• Presents opportunities to learn science in context for students to understand the relevance of science in
A
their daily lives
ED L

5
• Has an international flavour, with multicultural references and photographs
• Helps students develop the 21st century skills with well-designed hands-on activities, preparing them for
A

success in future work

U

• Provides for student engagement with mascots, videos, stickers and fun activities
SH

Series architecture

2nd Edition
• Student’s Book (Stages 1–6)
• Activity Book (Stages 1–6)
• Teacher’s Guide (Stages 1–6)
R

• e-book (Stages 1–6)

This resource is endorsed by

A

Cambridge Assessment International Education

M

✓ Provides support as part of a set of resources for the Registered Cambridge International Schools
Cambridge Primary Science curriculum framework benefit from high-quality programmes,
(0097) from 2020 assessments and a wide range of support so that
teachers can effectively deliver Cambridge Primary.
✓ Has passed Cambridge International’s rigorous Visit www.cambridgeinternational.org/primary to
quality-assurance process
find out more.
✓ Developed by subject experts
✓ For Cambridge schools worldwide ISBN 978-981-4971-81-2

9 7 89 8 1 4 97 1 8 12
Consultants: Dr Roy van den Brink-Budgen and Dr Teo Tang Wee • Author: Alexander Gray

CAIE Science SB_Cover v4.indd 13-15 8/12/21 6:06 PM