Science Student's Book 4 - Macmillan Caribbean eBooks

Primary Science for the National Standards Curriculum

Student’s Book 4

Authors: Terry Hudson and Debbie Roberts

Series advisors:Rhoen Kerr and Orville McLeod

9781380011442_text.indd 1 01/11/2018 16:04SignOff revised proof

Macmillan Education

4 Crinan StreetLondon N1 9XWA division of Macmillan Publishers LimitedCompanies and representatives throughout the world

ISBN 978-1-380-02952-2

Text © Terry Hudson and Debbie Roberts 2018

Design and illustration © Macmillan Publishers Limited 2018

The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Design and Patents Act 1988.

First published 2018 Amended in 2019

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers.

Designed by Lucy Allen

Illustrated by Becky Blake; Robin Lawrie and Simon Rumble c/o Beehive; Jeff Anderson and Sue Woollatt c/o CGI; Dave Hill c/o Sylvie Poggio; Richard Deverell, Chantal Kees, Melissa Orrom Swan and Tek-Art

Cover design by Macmillan Education

Cover illustration by Gustavo BerardoPicture research by Catherine DunnLayout, typesetting and art-buying by Blue Dog Design Studio

The publishers would like to thank the education professionals, Rhoen Kerr and Orville McLeod, for their valuable contributions to this series.

The author and publishers would like to thank the following for permission to reproduce their photographs:

Alamy/René van den Berg p113(tll), Alamy/Blend Images p64(tc), Alamy/blickwinkel p80(crt), Alamy/Cultura Creative (RF) p96(r), Alamy/Drive Images p111(t), Alamy/FLPA p80(bl), Alamy/Anthony Kay p134, Alamy/Peter Leask p129(tl), Alamy/Nicosan p88(cr), Alamy/Francois Poirier p12, Alamy/Premaphotos p80(cr), Alamy/RayArt Graphics p117(tr), Alamy/Wildlife GmbH p56(blr), Alamy/World History Archive p127; Digital Vision pp64(cr), 67(cr); Getty pp55(lbl), p60, 61(background), 64(br), 96(l),Getty/Jack Andersen p115(tll), Getty/Ingo Arndt/ Minden Pictures p75, Getty/Chel Beeson p48(tr), Getty/hagit berkovich p60(br), Getty/Caspar Benson p66(snake), Getty/Margaret Bourke-White p106(wire), Getty/centrill p64(monkey), Getty/chanyutcb p26(bl), Getty/diane39 pp34, Getty/Design Pics Inc p60(bl), Getty/Reinhard Dirscherl p69, Getty/Dorling Kindersley p116(br), Getty/Georgette Douwma p62(1), Getty/Michael Durham/Minden Pictures p29(cr), Getty/Wally Eberhart p73(tl), Getty/edmdusty p29(cr), Getty/

Annika Erickson p88(cl), Getty/Foodcollection RF p122, Getty Images /John Foxx p68(cr), Getty/Glowimages pp120/121, Getty/Tim Graham p48(tcl), Getty/Jan van der Greef/Buiten-beeld/ Minden Pictures p48(br), Getty/HaraldBiebel p56(bl), Getty/Brian Hagiwara p55(lbr), Getty/ Noel Hendrickson p69, Getty/ Michael Hruschka/EyeEm p81, Getty Images/iStockphoto/instamatic p16(stopwatch), Getty/iStock/Getty Images Plus p64(tr), Getty/Jupiterimages p113(tl), Getty/ Dr Richard Kessel& Dr Gene Shih p51, Getty/Chad Kleitsch p55(ltl), Getty/kravcs p26(cl), Getty Images/Paul Lemke p64(ant), Getty/Ronald Leunis /EyeEm p48(tl), Getty/Luxx Images p115(tlr), Getty/Silvestre Machado p132, Getty/Chris Mattison p49, Getty/Ippei Naoi p37(tl), Getty/narcisa p48(tc), Getty/Richard Newstead p130, Getty/Ben Osborne p73(tl), Getty/Frederic Pacore p66(fish), Getty/Planet Observer/UIG pp4,77, Getty/Mint Images/Tim Pannell p87, Getty/pialhovik p99, Getty/Picturenet p112, Getty/James Ross p52(cl), Getty/s-cphoto pp111(cll), 116(tl), Getty/Brian J. Skerry p73(bl), Getty/Inga Spence p52(br), Getty/ssucsy p111(cll), Getty/Stocktrek Images p139, Getty/ Chung Sung-Jun p143(tl), Getty/tatyun p106(bowl), Getty/Betsie Van der Meer p140, Getty/ DEA /S. Vannini p83, Getty/Ken Welsh p129(cl), Getty/ wildestanimal pp65, 66(tl), Getty/David Williams p64, Getty/Martin Woike/Minden Pictures p63, Getty/Julie Woodhouse p52(c), Getty/wrangle p66(bear fur), Getty/Yingko p107; ImageSource pp66(tr), 126(crr); Macmillan Australia p[61(tr); Macmillan Publishers Ltd pp16(ruler, scale), 48(tcr),53(cr), 68(tr), 146; Nature Picture Library/Steven David Miller p80(cl); PhotoDisc p55(ltr), 126(crl); Rexfeatures/John Birdsall/REX/Shutterstock p101; Science Photo Library/BRITISH ANTARCTIC SURVEY p116(bl), Science Photo Library/Martyn F. Chillmaid p123, Science Photo Library/David Fleetham/Visuals Unlimited, Inc. p26(cr); Shutterstock pp16(thermometer), 134, Shutterstock/Bonninstudio p115(bl), Shutterstock/Willyam Bradberry p28, Shutterstock/John Brueske p111(clr), Shutterstock/Mohamed Tazi Cherti p22, Shutterstock/Dobermaraner p23, Shutterstock/ Edw P143(bl), Shutterstock/Enlightened Media p79(A), Shutterstock/Kodda p60(bl), Shutterstock/Dan Kosmayer p82, Shutterstock/Igor Kovalchuk p79(B), Shutterstock/Lerche&Johnson p116(tr), Shutterstock/Lesterman p142, Shutterstock/Maciej Olszewski p80(c), Shutterstock/Valentina Moraru p79, Shutterstock/An Nguyen p53(tl), Shutterstock/Don Pablo p13, Shutterstock/Paul Reeves Photography p62(2), Shutterstock/Ondrej Prosicky p62(3), Shutterstock/Seaphotoart p37(bl), Shutterstock/underworld p36, Shutterstock/utthaphong p141, Shutterstock/Olga Vasilyeva p73(cl), Shutterstock/Stas Vulkanov p113(tlr), Shutterstock/Maciej Wlodarczyk p80(tr); Stockbyte/PunchStock/Getty Images p115(tl); The University of the West Indies, Mona pp43, 71, UWI, Centre for Marine Sciences p25.

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Printed and bound in Spain

2022 2021 2020 2019 2018

10 9 8 7 6 5 4 3 2 1


ContentsHow to use this book 4

Scope and sequence 6

Being a good scientist 10

Working safely 11Using accepted scientific methods 13Measuring and presenting results 16

Unit 1 Living things 20

What are living things? 22What are the needs common to plants and animals? 28

Science projects 38

Check your learning so far 39

Unit 2 Functions of plants 40

Different types of plants 42Flowers 44Roots 50Stems and leaves 54

Science projects 58


Unit 3 Characteristics of animals 60

External features of animals 62Vertebrates and invertebrates 68Looking after the natural environment 72

Science projects 74


Unit 4 Sense organs 76

Why are sense organs important? 78The structures and functions of the sense organs 82Misleading and extending the senses 92Caring for and protecting the sense organs 96

Science projects 102


Unit 5 Materials 104

Properties and uses of materials 106Solids, liquids and gases 114



Unit 6 Water and air 120

Water and its importance to life 122Sources of water 128Conserving water resources 132Air and how we use it 136



Glossary 148


How to use this book

4

UnitsThe Student’s Book is divided into six units, corresponding directly to the NSC. Every unit opens with a double-page visual accompanied by key words, ideas, facts and talking points to engage students with the unit’s main ideas before they explore them in detail. Curriculum themes are clearly highlighted using these symbols:

Living things, life processes and the environment

Energy, forces and matter.

Mission: Science follows a student-centred, enquiry-driven approach modelled on the National Standards Curriculum (NSC) for primary science. By focusing on the 4Cs, students learn and apply key 21st-Century skills in every lesson, developing a much deeper understanding of science, the interdisciplinary STEM subjects, and their application to everyday life.

This Student’s Book is intended for use in the classroom. For the most comprehensive learning experience and teaching support, it should be used in conjunction with the grade 4 Workbook and free online Teacher’s Guide.

Topics and sectionsEach unit is divided into two or more topics, which correspond to the focus questions in the curriculum. To help you cover all the objectives within the time suggested in the curriculum, topics are further divided into two-page sections, each designed to be taught as a single lesson. The scope and sequence can be used to identify which objectives are covered in each section (lesson).

The lessons are packed with a range of activities and questions that build understanding of scientific concepts through doing and exploring, using easily accessible materials. Scientific investigations are an important feature of this series, bringing together the process skills that are key to working like a true scientist, and applying them to real-life situations. The scope and sequence lists the scientific investigations that are covered in each lesson so that you can plan resources and time accordingly.

Unusual and amazing facts help to stimulate discussion and students’ enthusiasm towards the topic being learnt.

This icon indicates the relevant theme from the curriculum.

Inspirational notes about real scientists show students how science is used in the world today.

Talking points encourage students to discuss and share their knowledge as a class, in groups or in pairs, helping to improve communication


5

AssessmentEach unit ends with overview pages for summative assessment. These activities can be used to assess which areas they may need further support in.

• Science projects provide students with opportunities to creatively showcase the skills they have acquired through real-world scenarios.

• The 'Check your learning' page allows students to review what they have learnt and to check

Indicates support activities in the Workbook which can be completed in class or as homework.

Safety warnings explain how to

conduct experiments safely.

Indicates that a question can be used to challenge students to extend their knowledge.

Scientific investigations develop process skills and science practices such as predicting, observing, recording, planning, evaluating and reporting – as well as collaboration, communication and creative problem-solving.

Highlights where curriculum ICT attainment targets are incorporated into lessons. Corresponding sections in the Teacher's Guide contain advice on teaching digital citizenship, ensuring students know how to keep safe and behave ethically and responsibly when using digital technology.

Provides opportunities for learner-centred assessment as students review their own knowledge and understanding.

Highlights ideas, topics and investigations that have links with mathematics.

Curriculum objectives are highlighted at the start of each lesson.

Scientific vocabulary is highlighted in blue.Definitions can be found in the glossary.

their understanding by answering a variety of question types, including many PEP style questions. These have been carefully designed to assess all four of Webb's Depth of Knowledge levels: the DoK icon DoK1 indicates the relevant level for each question, helping teachers to assess what level the student has attained. All answers can be found in the free online teacher's guide.

Encourages students to find out more information about a topic by themselves and apply critical thinking to their findings.


6

Scope and sequence

Topic Section Syllabus objective(s) Scientific enquiry

Being a good scientistWorking safely 1 Keeping safe • State what science is and who scientists are

• Identify some skills and attitudes of scientists

Identifying dangers around your school

2 Safety rules Writing safety rules

Using accepted scientific methods

3 Science and technology Surveying technology in action

4 Scientific investigations

5 The work of scientists Researching Jamaican and international scientists

Measuring and presenting results

6 Measuring Explore the methods used to gain scientific knowledge

7 Presenting results Finding out shoe sizes

8 Scientific diagrams and drawings

Practising drawings and diagrams

9 Carrying out a task Carrying out an investigation about dissolving

Unit 1: Living thingsWhat are living things?

1 Characteristics of living things

Deduce some characteristics of living things

2 Living and non-living things

Justify why something is living or non-living Observing an aquarium

3 Survey of living and non-living things

Classify things as living and non-living Investigating your school environment

4 Common animals and plants

Identify a variety of common animals and plants • Investigating plants in your area

• Investigating animals in your area

What are the needs common to plants and animals?

5 Investigating the needs of living things

Determine, through investigation, the basic survival needs common to all living things (air, water and nutrients)

Making your own spinning plate presentation

6 Plants and water Investigating whether plants need water

7 Plants and nutrients Do fertilisers help plants to grow?

8 Plants and air • Investigating if plants need air

• Investigating how plants get air

9 Surviving harsh environments

Research how plants and animals survive in harsh environments lacking water and air

Investigating mangrove trees

Unit 2: Functions of plants Different types of plants

1 Not all plants are the same

Identify and name a variety of common plants including wild and cultivated types

Carrying out a plant survey


7

Flowers 2 The structure of flowering plants

Identify, draw and label the basic structure common to flowering plants

Identifying the parts of a flowering plant

3 Comparing flowering plants

Compare the external features of two groups of flowering plants (a grass plant and a shrub)

Comparing shrubs and grasses

4 The structure of flowers Identify and label the main parts of a flower Investigating flowers in the community

5 The functions of the flower

Explain the functions of parts of the flower Measuring and comparing flowers

Roots 6 The function of roots • Explain the functions of the roots, shoots and leaves

• Classify plants based on their root systems

• Investigating roots

• Measuring roots

• Investigating the function of roots

7 Storage roots Investigating storage roots

Stems and leaves

8 Stems • Observing stems

• Investigating stems

9 Investigating leaves • Comparing different kinds of leaves

• Investigating leaves

10 Classifying plants Classifying plants

Unit 3: Characteristics of animalsExternal features of animals

1 Identifying different animals

Identify and name a variety of common animals

2 What do animals have in common?

Identify, draw and label the basic structure common to animals

Surveying local animals

3 Why do animals have different coverings?

Investigate the functions of different structures of animals

• Can animals be classified using body coverings?

• Investigating body coverings

Vertebrates and invertebrates

4 Identifying vertebrates and invertebrates

Classify animals as vertebrates or invertebrates • Observing insects

• Observing fish

5 Classifying vertebrates • Comparing animals

• Investigating different classes of vertebrates

Looking after the natural environment

6 Human impact on natural habitats

Research ways in which humans have impacted the natural habitats of animals and plants

Designing laws to protect habitats

Unit 4: Sense organsWhy are sense organs important?

1 Functions of the sense organs

• Describe the functions of the sense organs

• Infer that our sense organs work together at all times

Investigating objects using the senses

2 Using your sense organs

A smell treasure hunt

3 Comparing animal and human sense organs

• Assess how animals use their sense organs in particular situations

• Analyse how the sense organs of humans and other animals differ

Field trip to a zoo or a farm



8

Scope and sequence

The structures and functions of the sense organs

4 How we see things • Describe the basic structure of the sense organs

• Describe the functions of selected parts of the sense organs

• Explain how the sense organs detect stimuli from the environment

Investigating the eye of another animal

5 How we hear sounds Investigating the role of the outer ear

6 How we sense smells Investigating your sense of smell

7 How we taste substances

Investigating taste

8 How we sense touch • Studying skin

• Making a model of skin

Misleading and extending the senses

9 How our senses can trick us

Analyse situations in which the sense organs can mislead us

• Investigating an optical illusion

• Investigating the direction of sounds

10 Technology and the senses

Explain ways in which technology can extend the senses • Making a periscope

• Making a model stethoscope or hearing trumpet

Caring for and protecting the sense organs

11 Protecting our sense organs

Describe ways in which we take care of, and protect, our sense organs

12 Adapting to the loss of sight

Explain how humans adapt to the loss/limitation of a sense organ

• Modelling loss of sight

• Losing sight in one eye

13 Adapting to the loss of hearing

• Modelling being deaf

• Interviewing a person with limited hearing

Unit 5: MaterialsProperties and uses of materials

1 Properties of materials Explore specific properties of everyday materials (rough, smooth, hard, ductile, malleable, colour)

2 Natural and man-made materials

Differentiate between natural and man-made materials Surveying materials used around the school

3 Classifying materials Classify materials based on their properties and uses Identifying materials

4 The best material for the job

Which paper makes the best paper towel?

5 What is it made from? Recognise that objects may be made of one or more materials

6 How much does it stretch?

Carry out an investigation to find out which materials are most stretchy/elastic

Investigating how stretchy different materials are

Solids, liquids and gases

7 Classifying solids, liquids and gases

Classify materials as solid, liquid and gas • Are they solids or liquids?

• Comparing solids, liquids and gases

8 Investigating solids, liquids and gases

Investigate some observable features of solids, liquids and gases

Identifying and sorting solids, liquids and gases



9

Scope and sequence

Unit 6: Water and airWater and its importance to life

1 The properties of water Distinguish the properties of water through investigations • Investigating the properties of water (part 1)

• Investigating the properties of water (part 2)

• Does water contain air?

2 The three forms of water Investigate the three forms in which water exists on Earth • Observing liquid water being heated

• Observing liquid water being cooled

3 The importance of water Explain why water is essential for continued existence of life on Earth

• Comparing two areas

• Investigating how running water has changed the landscape on Mars

Sources of water 4 Where is water found? Identify some sources of water Investigating where water in your area comes from

5 The water cycle Illustrate the water cycle, and explain the process at each stage (evaporation, condensation and precipitation)

Making a model of the water cycle

Conserving water resources

6 Water pollution • Identify sources of water pollution, and ways of reducing their detrimental/harmful effects

• Identify common water-bourne diseases and suggest ways of preventing them

• Investigating water samples

• Is your local water source being polluted?

7 Purifying water • Outline different methods of filtering and purifying water

• Plan, design and construct a simple water filter

Investigating methods of filtering and purifying water

8 Reducing water pollution

• Participate in activities to reduce water pollution, with due regard to safety

• Explain ways to conserve water

Carrying out a litter survey

Air and how we use it

9 Properties of air • Demonstrate that air is all around us, is colourless and exerts pressure

• Demonstrate that air takes up space and has mass/weight

• Investigating if air has mass

• Investigating air pressure

• Finding out if moving air exerts more or less pressure than still air

10 What is air made from? Identify some components of air

11 Uses of air and its components

Explore some uses of selected components of air • Investigating how candles need air to burn

• Making a carbon dioxide fire extinguisher

12 Air pollution Identify sources of air pollution and explain ways of reducing their detrimental/harmful effects

• Investigating how different fuels burn

• Comparing how different fuels burn

13 Air-borne diseases Identify some common air-borne diseases, and explain how these can be prevented/treated

Preparing for a visit from a health expert



Scientists explore the world around them in a logical and safe way. They follow safety rules to keep themselves and those working around them safe.

Being a good scientist

conclude dangermeasureobservesafety safety rulesciencescientisttechnology

KEY WORDS

Look at the picture of the scientist at work.• Is she working safely?• How is she putting herself in

danger?

Talking pointREAL WORLD SCIENCEScientists from the past can inspire us on ways to to work more safely. For example, Sir Humphry Davy was interested in light and needed excellent vision to work. Unfortunately, he was nearly blinded when he did an experiment using chemicals because he didn’t protect his eyes (they did not have goggles back then).

Fascinating fact

101010


• Look at the picture of this modern living room.

• In your notebook, list as many dangers as you can see.

Talking point

11

Materials and their uses

Solar energy

11

1 List one danger that you know of: a in your home b in the classroom.2 Describe how you could control one

of these dangers.

Test yourself

In this section you will look at potentially dangerous situations in the home, classroom and science laboratory.

Objective 1 How could you control the dangers that you have included in your list?

Fascinating fact

Identifying dangers around your schoolYour teacher will take you around the school and the surrounding area.1 Identify potential dangers that you

find.2 Record your observations in your

notebook.3 Choose one of the dangers and make a

poster to inform students of it.4 Place the poster in the area where you

have seen the danger, to warn persons.


There are many dangers in situations that you experience every day. Doing science in school has potential dangers that have to be controlled with safety rules and procedures. For example, you need to be careful with glassware, and you should not touch or smell strong chemicals. If you have to test for smell, always waft the smell towards you gently.

The home can also be a dangerous place, but we rarely make or display safety rules around the home.

Workbook pages 6–71 Keeping safe

Working safely



Working safely

12

2 Safety rules

1212

Safety rules are written to keep you safe and to prevent accidents. They are displayed in many different places with specific rules to try to stop accidents.

In the laboratory and some places of work, goggles should be warn to protect your eyes.

Here are some rules that should be followed when working in the laboratory.

1 Can you add two other rules to the list?

In this section you will plan and compare safety rules in different working environments.

Objective

What dangers could there be in a: • hotel kitchen• bathroom?

Talking point

REAL WORLD SCIENCEIn the past, many scientists have damaged their eyes from incorrect use of equipment.

Laboratory safety rules Always wear goggles

Always tie loose hair back

Never eat or drink in the laboratory

Never run in the laboratory

Always wash your hands after handling laboratory materials

• Look at the safety rules for the laboratory.

• What danger is each of the rules protecting you from?

Talking point

Writing safety rules1 Look around the classroom and

identify a danger.2 Write a list of safety rules in your

notebook to protect others in the classroom from this danger.

3 a Prepare a two minute presentation for the rest of the class.

b Tell students about the danger and how they can protect themselves from it.

c Show them the rules you have written.

4 Alternatively, share your safety rules by emailing them to your classmates.

Wear gogglesYour eyes cannot

be replaced

1 Which is the most dangerous place in the home?

2 Explain why we use safety rules.

Test yourself

Wear gogglesYour eyes are not

sold in a shop


Science Student's Book 4 - Macmillan Caribbean eBooks

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