1 Life cycles of

flowering plants
1.1 Flowering and non-flowering
plants
Focus
1 Look at the pictures of plants. Which plants are flowering plants
and which plants are non-flowering plants? Write ‘flowering’ or
‘non-flowering’ in the space below each picture.

2
 1.1 Flowering and non-flowering plants

2 The diagram shows the life cycle of a flowering plant.

Use the words in the box to help you label the diagram.

flower new plant seeds fruit

Practice
3 Identify and colour in the different parts of the flower.
Use these colours:
• green – sepals
• blue – petals
• orange – anther
• black – filament
• yellow – stigma
• brown – ovary

3
 1 Life cycles of flowering plants

4 These sentences describe the different parts of a flower and their functions.
Use the words in the box to fill in the spaces below.

stigma ovary petals anthers stamens pollen carpel

The often have bright colours to attract insects.

The male parts of the flower are the .

They make in their tips, which are called .

The female part of the flower is the . It is made up

of the , which collects pollen, and the ,

which contains the eggs.

Challenge
Look at the drawing of a flower.

4
 1.1 Flowering and non-flowering plants

5 Write labels on the drawing for parts A, B, C and D.

6 a Which part of the flower is missing?

b Add the missing part to the drawing.

7 What colour would you expect the following parts to be? Explain your answers.

a Part A

b Part D

5
 1 Life cycles of flowering plants

1.2 Pollination, fruits and seeds

Focus
1 Use the words in the box to complete the sentences about pollination
and fruit and seed formation. You will use some words more than once.

wind insects seeds eggs pollen stigma

anthers nectar ovary fertilisation

a The of flowers make a yellow powder. This is called .

b Pollination happens when pollen moves from the to the

of a flower of the same type.

c Some plants use to blow the pollen far away.

d visit flowers to feed on . They get

on their bodies at the same time.

e The pollen and join together. This happens inside the

during . This is how form.

f The becomes the fruit.

Practice
Aliyah’s class investigated a scientific question. These are their results.

Number of insects
Colour of flower
that visited flower

Red 3

Yellow 12

White 10 Incidental image of an

insect to be supplied
Blue 6

6
 1.2 Pollination, fruits and seeds

2 a Suggest the question that Aliyah’s class investigated.

b Identify the type of scientific enquiry they used in their investigation.

Choose from the following types: fair testing, research, observing over time,
identifying and classifying, looking for patterns.

3 Draw a bar chart of the results. Use a different colour for each bar.

4 a Which colour flower did the most insects visit?

b Which colour flower did the fewest insects visit?

Suggest a reason for your answer.

5 a What conclusion can you make from these results?

7
 1 Life cycles of flowering plants

b What can you do to be sure your conclusion is correct?

Challenge
Some kinds of flowers have male parts or female parts only.
The flowers shown in the drawings only have male or female parts.

A B

6 Which is the male flower and which is the female flower? Say how you know.

7 Describe the process of pollination in flowers like these.

8 Draw arrows on the drawings to show how pollination happens.

8
 1.3 How seeds are spread

1.3 How seeds are spread

Focus
1 What do we call the spreading of seeds away from the parent plant?

2 How are these seeds spread? Sort them into groups and write the names
of the seeds in the table.

coconut
acacia mangrove

impatiens sycamore lantana

jacaranda
plum dandelion blackjack

Eaten Stick on Fly away Float Explode

9
 1 Life cycles of flowering plants

Practice
3 Match the way seeds are spread in the first column with the description of how
the seed or fruit is adapted to the way it is spread in the second column.
Draw a line from the way the seed is spread to the description of the seed or fruit.

Way seed is spread How seed or fruit is adapted to the way it is spread

By water Seed has spines and hooks

By wind Seed pods dry out and burst open

By animals Seed has spongy covering that helps it float

By explosion Seed is very light with thin papery wings

4 Describe another way in which plants are adapted to seed dispersal by animals.
Give an example.

5 Why must seeds be spread?

10
 1.3 How seeds are spread

Challenge
Ahmed and Yaseen investigated seed dispersal. They collected three
different seeds. They dropped each seed three times and measured how
long it stayed in the air each time. These are their results.

Time in the Time in the Time in the Average time

Seed
air Reading 1 air Reading 2 air Reading 3 in the air

Seed 1

9 seconds 10 seconds 11 seconds 10 seconds

sycamore

Seed 2

20 seconds 22 seconds 24 seconds 22 seconds

dandelion

Seed 3

15 seconds 14 seconds 7 seconds 12 seconds

helicopter

6 How were the seeds in the investigation dispersed?

Give a reason for your answer.

11
 1 Life cycles of flowering plants

7 Draw a graph of the average time each seed stayed in the air.

8 a Which seed stayed in the air longest?

b Suggest a reason for this.

12
 1.4 Seed germination

9 a Why did Ahmed and Yaseen repeat their measurements?

b One result is quite different to the others.

Identify the result and suggest a reason for it.

10 Say how Ahmed and Yaseen made the investigation a fair test.

1.4 Seed germination

Focus
1 Match each word about how seeds grow with its description.
Draw a line from the word to its meaning.

Word Description

Germination The first part that grows

Water Gets smaller
First root When a seed starts to grow
First shoot Makes the seed swell
Seed Grows upwards

13
 1 Life cycles of flowering plants

2 The pictures of the stages of seed germination are in the wrong order.

• The first root grows.

• Leaves get bigger and seeds shrivel.

• The first leaves grow.

• The seed coat splits.

• The first shoot grows.

14
 1.4 Seed germination

Practice
Class 5 investigated germination. They put seeds on damp cotton wool and
placed them into plastic bags. They then put the plastic bags in different places.
They checked the seeds after three days. This is a bar chart of their results.

10
9
Number of seeds germinated

8
7
6
5
4
3
2
1
0
freezer fridge drawer top of
desk
Place where seeds were put

3 In which place did the most seeds germinate?

4 How many seeds germinated in the freezer?

5 Suggest a reason why the same number of seeds germinated on the

desk drawer and on the top of the desk.

15
 1 Life cycles of flowering plants

6 What do the results tell you about the conditions that seeds need to germinate?

Challenge
Arun germinated some seeds. He measured the length of the seedlings
every two days. He wrote down his measurements:
Day 2:10 mm, Day 4:15 mm, Day 6:25 mm; Day 8:35 mm, Day 10:40 mm
7 Present Arun’s results in a table. Remember to give each column a heading.

8 Draw a line graph of Arun’s results.

Length of seedlings

Days

16
 1.4 Seed germination

9 a Where does the seed get the energy it needs for germination?

b Which part of the germinating seed grows first?

c In which direction does it grow?

d Suggest a reason for this.

10 Name two seeds that we eat.

17
4 The digestive
system
4.1 Parts and functions of the
digestive system
Focus
1 Label the diagram of the digestive system. Use these words to help you.

oesophagus small intestine stomach

mouth large intestine anus

51
 4 The digestive system

2 a 
Match each of the labelled parts in question 1 with its function (A–F)
listed in the table. Write the name of the part next to its function.

Part Function

A Pushes food into the stomach

B Mixes food with digestive juices

C Absorbs water and some minerals into the blood

D Chews food and starts digestion

E Removes undigested food from the body

F Breaks food down into very tiny particles

b The functions in the table are not in the same order as they happen in the body.
Write the letters of the functions in the correct order.

Practice
Sofia’s group made a model of the human digestive system in the picture.

food

funnel =

finger of rubber glove =

balloon =

plastic pipe =

pantyhose (tights) =

open end =

52
 4.1 Parts and functions of the digestive system

3 Name the part of the digestive each part of the model represents.
4 How would you change the model to show the digestive system of a squirrel?

Challenge
Class 5 investigated digestion in the mouth.
• They mixed some cooked rice with iodine solution in two beakers.
• They the added 20 ml of saliva to the mixture in one of the beakers.
• They added 20 ml of water to the mixture in the second beaker.
• They observed the two beakers over a period of two hours.

5 Suggest a question that Class 5 was investigating.

6 a D
 raw a picture of the two beakers at the start of the investigation.
Label your picture.

b Explain your drawings.

53
 4 The digestive system

7 Why did the learners add saliva to one beaker and water to the other beaker?

8 Why did the learners observe the beakers over a period of two hours?

9 a Draw a picture of the two beakers after two hours. Label your picture.

b Explain your drawings.

54
 4.2 Balanced diets

4.2 Balanced diets

Focus
1 Tick (✓) the True or False box for each of these sentences.

True False

a A balanced diet gives us all the foods we

need to grow and be healthy.
b Proteins build the body.
c We should eat as much sugar as possible to
give us energy.
d Vegetables and fruits contain vitamins and
minerals our bodies need.

2 Look at the pictures of different foods.

chocolate eggs noodles

bread

brown rice fried chips tomato fish

green beans chicken watermelon cookie cooking oil

a Circle the foods that contain carbohydrates in yellow.

b Circle the foods that contain proteins in red.

55
 4 The digestive system

c Circle the foods that are fruits and vegetables in green.

d Circle the foods that contain fats in black.
e Name two foods in the pictures that contain fibre.

f Which foods in the pictures should you not eat a lot of?

Practice
This is a picture of Arun’s lunch.

SEE WORD FILE

CONCERNING THIS
ILLUSTRATION…

3 Is his lunch a balanced meal? Say why or why not.

56
 4.2 Balanced diets

4 a Suggest a meal for Arun that will be more balanced.

Draw your meal ideas on the balanced plate below.
b Label each food group on the plate.

Challenge

Beans with tomato sauce Tuna in water

57
 4 The digestive system

5 List the different food groups found in the can of beans.

6 Explain why you need to eat foods containing proteins.

7 Budi ate 100 g of beans.

a How much protein did he eat?

b How much carbohydrates did the beans contain?

c Budi’s big brother ate a whole can of beans.

How much carbohydrates did he eat?

8 a Which can contains the most protein per 100 g?

b Which food contains the most salt?

58
 4.2 Balanced diets

9 a W
 hich of the foods should Budi eat before he plays a game of football?
Say why.

b Which food is best for building new cells in the body? Say why.

c Which food is best for helping food move easily through the digestive system.
Say why.

59
 6.3 Plants and animals are adapted to different environments

6.3 Plants and animals are adapted

to different environments
Focus
A B C D

SEE WORD FILE

CONCERNING THESE
ILLUSTRATIONS …
E F G H

1 Identify each plant A–D. Choose from water lily, tropical plant, cactus and fir tree.
For each plant say what type of environment it is adapted to.
Use the words ‘hot’, ‘cold’, ‘wet’ and ‘dry’ in your answers
(some answers need more than one word).

93
 6 Seasons and adaptations

2 Match one of the following adaptations numbered 1–4 to each plant A–D.
1 Large leaves that can lose water.

2 Large flat leaves that float on water.

3 Needles instead of leaves that do not lose much water.

4 Thorns instead of leaves which lose very little water.

3 Identify each animal E–H. Choose from polar bear, fish, wading bird, monkey.
For each animal say what type of environment it is adapted to.
Use the words ‘hot’, ‘cold’, ‘wet’ and ‘dry’ in your answers
(some answers need more than one word).
E

4 Match one of the following adaptations numbered 1–4 to each animal E–H.
1 Long arms and legs to climb up trees and swing on branches to get
food in forest.

2 Long legs to wade in water.

3 Thick layer of fat and fur to keep warm.

4 Gills to get oxygen from water.

Vignette background
of a close up of some
plants/vegetation.

94
 6.3 Plants and animals are adapted to different environments

Practice
This picture is of an emperor penguin.
This animal lives in Antarctica which is very cold and full of ice and snow.
Emperor penguins hunt for fish in the sea. The female lays one egg.
The male keeps the egg warm while the female hunts for food.
Read about the adaptations this animal has to survive in such a cold,
icy environment.
The penguin’s nostrils take in heat
when the penguin breathes out. This
warms up the icy air that the penguin
breathes in.

Three layers of feathers to keep body

warm. The feathers are oily so that the
penguin stays dry while it is on land.

Flippers for swimming.

Streamlined body shape for

swimming fast.

Layer of fat under the skin to keep

warm and to feed off in the weeks the
penguin does not eat while he is looking
after the egg.

Special fold of skin to cover egg

which rests on its feet.

Feet are standing on the ice. They have

good blood supply to keep warm. Feet are
also strong and help penguin to swim fast
and catch fish.

95
 6 Seasons and adaptations

5 Make a list of the adaptations an emperor penguin has to survive in a cold,

icy environment. Use the headings below.
Keeping warm

Getting food

Looking after the egg

96
 6.3 Plants and animals are adapted to different environments

Challenge

Adaptations of frogs
Frogs have many adaptations that allow them to live either in
a wet environment or a dry environment.
Frogs may breathe through their skin or use their lungs. When they are
in water, oxygen from the water is dissolved into the frog's thin skin.
From there the oxygen passes through the walls Frogs have many adaptations that allow them to
live either in
a wet environment or a dry environment.
Frogs may breathe through their skin or use their lungs. When they are in water, oxygen from the
water is dissolved into the frog's thin skin. From there the oxygen passes through the walls of the
blood vessels into the blood. When on land, frogs are able to breathe through their lungs at the
same time as with their skin. The lungs are a much more efficient way for frogs to get oxygen.
Frogs can close their noses to prevent taking in water into their lungs when they are swimming.
A frog’s skin is covered with a slimy substance called mucus. The mucus stops its skin from drying
out. Frogs replace their skin weekly by pulling off old skin to reveal new skin underneath. A new
skin every week makes sure that their skin stays soft and coated with the protective mucus.
Frogs have webbed feet that allow them to move through the water more efficiently. Their strong
hind legs help them to swim and leap better when they are on land.
They can see very well even in muddy water and in the dark.

6 Use the information in this case study about frogs to complete this table.

Part of frog Adaptation in water Adaptation on land

Breathing

Nose

Skin

Legs and feet

Eyesight

97
 6 Seasons and adaptations

6.4 Adaptations of predators

and prey
Focus

1 Identify three predators and three prey in these pictures. Match predator with its prey.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

2 For each predator, give two adaptations it has that make it a successful predator.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

98
 6.4 Adaptations of predators and prey

3 For each prey, give two adaptations it has that help it to avoid being
eaten by its predator.

Practice
Owls live in trees. They are predators that hunt at night.

Funnel-shaped ears

Large eyes set in front of

their face

Sharp, hooked beak

Can move neck in almost a

complete circle

Fringed feathers on wings

muffle sound

Patterned brown and grey

colours

Sharp claws

99
 6 Seasons and adaptations

4 List seven adaptations of owls.

Describe how each adaptation makes owls very successful night predators.

5 Use secondary sources, such as the internet or library books, to list examples
of the prey that owls hunt.

6 Suggest adaptations which the prey has in order to avoid being caught
by an owl.

100
 6.4 Adaptations of predators and prey

Challenge
Choose a predator and its prey that lives in your country.
Do some research to find the answers to these questions.
7 Name the predator and prey.

8 Describe the environment in which the predator and prey live.

9 Describe the adaptations of the predator.

10 Describe the adaptations of the prey.

ACKNOWLEDGEMENTS TO FOLLOW…

101
 PLANT ADAPTATIONS
AND THE ENVIRONMENT
FILL IN THE BLANKS:

1. Plants and animals are suited to 6. Many mountain plants have s____
where they grow. They have features leaves that are silver and h____. This
that help them to live successfully in helps protect them from getting
their environment. These are called sunburnt and stops them drying out.
a________.

2. The Tropical rainforest is hot and 7. Mountain plants are compact and
h____. There are lots of plants all grow l__ to the ground in cracks
competing for space and s_______. between rocks.

3. Tropical plants grow quickly. To 8. Deserts are h__ during the day and
reach the light some grow high up on cold at night. Hardly any rain means
trees and some are c_______. they are dry and a___.

4. The leaves of tropical plants are big, 9. Some plants growing in the desert
waxy and w_________. Some have a have fleshy leaves and stems that can
special feature called a d___-t__ to store water. These plants are called
help funnel water off the leaf. s_________.

5. Growing on top of a mountain can be 10. The r____ of desert plants are long
c___, windy and exposed. For part of and fibrous to reach water far
the year water is locked up as s___ underground. S_____ protect them
and i__. from animals that want to eat them.

VOCABULARY
adaptations arid humid hairy climbers drip-tip snow spines
succulents sunlight small hot cold low waterproof ice roots
 PLANT ADAPTATIONS
AND THE ENVIRONMENT
FILL IN THE BLANKS:

1. Plants and animals are suited to 6. Many mountain plants have _____
where they grow. They have features leaves that are silver and _____. This
that help them to live successfully in helps protect them from getting
their environment. These are called sunburnt and stops them drying out.
_________.

2. The Tropical rainforest is hot and 7. Mountain plants are compact and
_____. There are lots of plants all grow ___ to the ground in cracks
competing for space and ________. between rocks.

3. Tropical plants grow quickly. To 8. Deserts are ___ during the day and
reach the light some grow high up on cold at night. Hardly any rain means
trees and some are ________. they are dry and ____.

4. The leaves of tropical plants are big, 9. Some plants growing in the desert
waxy and __________. Some have a have fleshy leaves and stems that can
special feature called a ____-___ to store water. These plants are called
help funnel water off the leaf. __________.

5. Growing on top of a mountain can be 10. The _____ of desert plants are long
____, windy and exposed. For part of and fibrous to reach water far
the year water is locked up as ____ underground. ______ protect them
and ___. from animals that want to eat them.

VOCABULARY
adaptations arid humid hairy climbers drip-tip snow spines
succulents sunlight small hot cold low waterproof ice roots
 PLANT ADAPTATIONS
AND THE ENVIRONMENT
FILL IN THE BLANKS:

1. Plants and animals are suited to 6. Many mountain plants have _____
where they grow. They have features leaves that are silver and _____. This
that help them to live successfully in helps protect them from getting
their environment. These are called sunburnt and stops them drying out.
_________.

2. The Tropical rainforest is hot and 7. Mountain plants are compact and
_____. There are lots of plants all grow ___ to the ground in cracks
competing for space and ________. between rocks.

3. Tropical plants grow quickly. To 8. Deserts are ___ during the day and
reach the light some grow high up on cold at night. Hardly any rain means
trees and some are ________. they are dry and ____.

4. The leaves of tropical plants are big, 9. Some plants growing in the desert
waxy and __________. Some have a have fleshy leaves and stems that can
special feature called a ____-___ to store water. These plants are called
help funnel water off the leaf. __________.

5. Growing on top of a mountain can be 10. The _____ of desert plants are long
____, windy and exposed. For part of and fibrous to reach water far
the year water is locked up as ____ underground. ______ protect them
and ___. from animals that want to eat them.
 PLANT ADAPTATIONS
AND THE ENVIRONMENT
FILL IN THE BLANKS:

1. Plants and animals are suited to 6. Many mountain plants have small
where they live. They have features that leaves that are silver and hairy. This
help them to live successfully in their helps protect them from getting
environment. These are called sunburnt and stops them drying out.
adaptations.

2. The Tropical rainforest is hot and 7. Mountain plants are compact and
humid. There are lots of plants all grow low to the ground in cracks
competing for space and sunlight. between rocks.

3. Tropical plants grow quickly. To 8. Deserts are hot during the day and
reach the light some grow high up on cold at night. Hardly any rain means
trees and some are climbers. they are dry and arid.

4. The leaves of tropical plants are big, 9. Some plants growing in the desert
waxy and waterproof. Some have a have fleshy leaves and stems that can
special feature called a drip-tip to help store water. These plants are called
funnel water off the leaf. succulents.

5. Growing on top of a mountain can be 10. The roots of desert plants are long
cold, windy and exposed. For part of and fibrous to reach water far
the year water is locked up as snow underground. Spines protect the plants
and ice. from animals that want to eat them.

VOCABULARY
adaptations arid humid hairy climbers drip-tip snow spines
succulents sunlight small hot cold low waterproof ice roots