Cross-Thematic Exercise

My Pals are Here!
Primary 5&6 Science
Name: _________________________
Class: _________
Date: ___________
CROSS-THEMATIC EXERCISE 1
Themes:
Topics:
Interactions, Energy
Adaptations for survival , Energy in food
THE BIG SLEEP
Read the following passage and answer the

questions that follow.
Some animals like ground squirrels,
hedgehogs and bats hide in sheltered places
and sleep for a long period of time. Their
body temperature and heartbeat rate drop as
they go into a deep sleep. For example, the
ground squirrels body temperature drops
from 38oC to 4oC while its heartbeat rate
drops from 150 beats per minute to about 5
beats per minute. During the deep sleep, it
gets its energy from its body fat.
1. Why do ground squirrels need to go into deep sleep?
______________________________________________________________
2. Why must the body temperature and heartbeat rate of animals be lower than their
normal body temperature as they go into deep sleep?
______________________________________________________________
3. In order to have enough body fat during their deep sleep, what must ground
squirrels do?
______________________________________________________________
4. The energy in ground squirrels comes from feeding on (a) __________ which can
eventually be traced back to the (b) ___________, which is the Earths main source of
energy.
2009 Marshall Cavendish International (Singapore) Pte Ltd
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My Pals are Here! Primary 5&6 Science
CROSS-THEMATIC EXERCISE 1 - ANSWER

Themes:
Topics:
Adaptations for survival, Energy in food
THE BIG SLEEP
1. Ground squirrels need to go into deep sleep to survive the winter months.
2. This is necessary for animals to conserve energy.
3. Ground squirrels must eat a lot of food to store more fats in their bodies.
4. (a) ground nuts

(b) Sun
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Name: _________________________
Class: _________
Date: ___________
Themes:
Topics:
Cycles, Interactions
Water and changes of state, Mans impact on the environment
GLOBAL WARMING AND GLACIERS
Glaciers, as on the right, are

frozen rivers.
Over the past 30 years, the
atmospheres temperature has
been increasing, and as a
result, glaciers are melting
and disappearing one by one.
1. Complete the flowchart to show the change in state as glaciers melt.

(a) _________________ state
(b) __________________ state
2. Is heat lost or absorbed by the glaciers as they melt?

______________________________________________________________
3. At what temperature does the melting occur?
_____________________
4. The burning of (a) ___________ (water/fuels) in coal power stations and vehicles
releases a large amount of (b) _______________ (carbon dioxide/oxygen), which a
gas that traps heat from the (c) ____________ (Moon/Sun). As the amount of this gas
increases in the air, more heat is trapped. As a result, the (d) ______________
(mass/temperature) of the atmosphere increases.

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Themes:
Topics:
Cycles, Interactions
Water and changes of state, Mans impact on the environment
GLOBAL WARMING AND GLACIERS
1. (a) Solid
(b) Liquid
2. Heat is absorbed by the glaciers as they melt.
3. 0oC
4. (a) fuels
(b) carbon dioxide
(c) Sun
(d) temperature
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Name: _________________________
Class: _________
Date: ___________
Themes:
Topics:
Interactions, Cycles
Adaptations for survival , Reproduction in flowering plants, Forces
HUMMING INTO PETALS
The picture below shows a hummingbird hovering over a flower.
1. Why is the hummingbird hovering over the flower?

____________________________________________________________________
2. Why must the beak of the hummingbird be long and thin?
___________________________________________________________________
3. For the hummingbird to be attracted to the flower, what adaptation does the flower
need to have?
___________________________________________________________________
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4. The hummingbird helps plants in the process of pollination. How does take place?
The pollen grains from the (a) _____________ (anthers/stigmas) of a flower stick
onto the (b) ____________ (eyes/feathers) of the hummingbird. As the bird moves
from flower to flower, the pollen grains are transferred to the (c) ____________
(anthers/stigmas) of the flowers.
5. The hummingbird is probably the only bird that hovers in the air. Other birds fly,
glide, soar or sweep. State one characteristic of the hummingbird that enables it to
hover in the air.
_____________________________________________________________________
6. As the hummingbird hovers in the air, its wings exert a (a) _____________
(pull/push) on the air around it. This push overcomes the (b) ______________
(mass/weight) of the bird.
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Themes:
Topics:
Interactions, Cycles
Adaptations for survival , Reproduction in flowering plants, Forces
HUMMING INTO PETALS
1. The hummingbird is hovering over the flower to feed on the nectar inside it.
2. The beak of the hummingbird must be long and thin so that it can reach the nectar
that is at the bottom of the flower.
3. The flower needs to be brightly coloured.
4. (a) anthers
(b) feathers
(c) stigmas
5. The hummingbird has a very light body weight.
6. (a) push
(b) weight
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Name: _________________________
Class: _________
Date: ___________
Themes:
Topics:
Energy, Systems, Interactions

Forms of energy, Sources of energy, Electric circuits,
Mans impact on the environment
ENERGY CONSERVATION
The following pictures show a filament light bulb and a fluorescent light bulb. The
fluorescent light bulb is often called the energy-saving bulb.
Error: Reference source not found
1. Write down the energy conversion that takes place when a filament light bulb is
switched on.
Filament light bulb
Fluorescent light bulb
_____________________________________________________________________
2. Which light bulb will give out less heat if both light bulbs are switched on for the
same period of time?
_____________________________________________________________________
3. Besides the use of fluorescent light bulbs instead of filament light bulbs, what other
energy conservation tip can you think of?
_____________________________________________________________________
_____________________________________________________________________
4. Why should we conserve energy?
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Our power stations burn a type of fuel called (a) ______________ (coal/wax) to
produce (b) _______________ (heat/electrical) energy for our homes. This fuel is
expensive as it is imported from other countries and does not last forever. Therefore,
we should adopt good practices to conserve energy and to reduce the amount of fuel
that is being burnt. Another reason why we should conserve energy is because the
burning of fuels results in the release of pollutants and heat-trapping gases into the
(c) _______________ (sea/air). While the pollutants cause health problems for living
things, the heat-trapping gases result in global warming.
5. Should the lights in our homes be connected in series or in parallel? Explain
your answer.
______________________________________________________________
______________________________________________________________
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Themes:
Topics:
Energy, Systems
Forms of energy, Sources of energy, Electric circuits
ENERGY CONSERVATION
1. Electrical energy Heat energy + Light energy

2. The fluorescent light bulb.
3. Use fans instead of air-conditioners./ Switch off lights and electrical appliances that
are not in use.
4. (a) coal
(b) electrical
(c) air
5. The lights in our homes should be connected in parallel so that when one bulb fuses,
the other bulbs will not be affected.
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Name: _________________________
Class: _________
Date: ___________
Themes:
Topics:
Diversity, Interactions, Energy

Classifying things, Adaptations for survival, Forms of energy
IN TOP SHAPE
The following pictures show an airplane, an albatross and a salmon.
Airplane
Albatross
Salmon
1. Suggest two ways of classifying the things above into two groups.
(a) __________________________________________________________________
(b) __________________________________________________________________
2. Use the following table to classify the albatross and salmon into two groups
according to their body coverings. Give another example for each of the two groups.
Albatross
Salmon
Body covering:
Body covering:
(a) _____________________________
(c) _____________________________
Another example:
Another example:
(b)______________________________
(d)______________________________
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3. Use the following table to classify the albatross and salmon into two groups
according to their methods of breathing. Give another example for each of the
two groups.
Albatross
Body covering:
Salmon
Body covering:
(a) _____________________________
(c) _____________________________
Another example:
Another example:
(b)______________________________
(d)______________________________
4. All the three things shown above have streamlined body shapes. Explain the
importance of this body shape.
____________________________________________________________________
5. In an airplane, (a) ____________________ energy in the fuel is eventually converted
to (b) ____________________ energy when the airplane starts moving.
6. In an albatross or salmon, (a) _____________________ energy from the food it has
consumed is converted to (b) _____________________ energy when the animal
starts moving.
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Themes:
Topics:
Diversity, Interactions, Energy

Classifying things, Adaptations for survival, Forms of energy
IN TOP SHAPE
1. (a) Living and non-living things

(b) Things that move in the air and things that move in the water
(Accept other possible answers.)
2. (a) Feather
(b) Ostrich
(c) Scales
(d) Snake
3. (a) Lungs
(b) Horse
(c) Gills
(d) Tuna
4. A streamlined body shape helps living and non-living things to move through air or
water easily.
5. (a) chemical
(b) kinetic
6. (a) chemical
(b) kinetic
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Name: _________________________
Class: _________
Date: ___________
Themes:
Topics:
Energy, Cycles
Heat and temperature, Effects of heat, The three states of matter,
Water and changes of state
THE HEATING CURVE
Sue performed an experiment involving ice. She plotted a graph of temperature against
time as shown.
140
120
D
100
80
60
40
20
0
-10
10
12
14
1. The graph plotted by Sue is incomplete and therefore fails to communicate her results
clearly. What did Sue forget to write down in her graph?
______________________________________________________________
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2. Did she supply heat to or remove heat from the ice in order to get the results shown in
the graph? How can you tell?
_____________________________________________________________________
_____________________________________________________________________
3. Study the graph and complete the following table.
Section
AB
CD
EF
State
(a) ____________
(b) ___________
(c) ____________
Does this state

have fixed shape?
(d) ____________
(e) ____________
(f) ___________
Does this state

have fixed volume?
(g) ____________
(h) ___________
(i) ____________
4. Which section, BC or DE, shows:

(a) boiling?
__________________
(b) melting?
__________________
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Themes:
Topics:
Energy, Cycles
Heat and temperature, Effects of heat, The three states of matter,
Water and changes of state
THE HEATING CURVE
1. She forgot to label the axes and state the units on the graph.
2. She supplied heat to the ice. The temperature increases with time.
3. (a) Solid
(b) Liquid
(c) Gas
(d) Yes
(e) No
(f) No
(g) Yes
(h) Yes
(i) No
4. (a) DE
(b) BC
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Name: _________________________
Class: _________
Date: ___________
Themes:
Topics:
Cycles, Systems, Diversity

Unit of life, Air and the respiratory system, Classification of animals
I NEED OXYGEN
Look at the organs shown in the picture below.
1. We need to breathe in air because our body (a) _________________

(membrane/cells) need (b) _________________________ (carbon dioxide/oxygen) to
release
(c) _________________ (temperature/energy) from (d) _______________ (food/air).
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2. These organs are called (a) _________________ (kidneys/lungs). They belong to

the body system called the respiratory system. This system interacts with another
body system called the blood (b) _________________ (circulatory/excretory)
system. The exchange of (c) __________ (gases/water) occurs in these organs.
(d) _________________ (carbon dioxide/oxygen) from the air is absorbed into the
blood while (e) ______________ (carbon dioxide/oxygen) from the blood is released
into these organs and removed from the body.
3. Answer the following questions using the terms inhaled air and exhaled air.
(a) Which has more oxygen?
______________________________
(b) Which has more carbon dioxide?
______________________________
(d) Which has more water vapour?
______________________________
4. Complete the table below with suitable answers.

Types of animals
Do they respire through the same type of

organ as shown in the picture?
Mammals
(a) ____________________
(b) ___________________________
Yes
(c) ___________________________
No
Reptiles
(d) ____________________
Insects
(e) ____________________
(f) ___________________________
Generally, (g) ______________ (yes/no)

during the early stage of their life cycle.
Generally, (h) ______________ (yes/no)
during the later stage of their life cycle.

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Themes:
Topics:
Cycles, Systems, Diversity

Unit of life, Air and the respiratory system, Classification of animals
I NEED OXYGEN
1. (a) cells
(b) oxygen
(c) energy
(d) food
2. (a) lungs
(b) circulatory
(c) gases
(d) oxygen
(e) carbon dioxide
3. (a) Inhaled air
(b) Exhaled air
(c) Exhaled air
4. (a) Yes
(b) Birds
(c) Fish
(d) Yes
(e) No
(f) Amphibians
(g) no
(h) yes
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Name: _________________________
Class: _________
Date: ___________
Themes:
Topics:
Forces, Adaptation, Forms of energy
MAYDAY! MAYDAY!
1. The biplane runs on oil. Complete the following flowchart to show the energy
conversion as the biplane flies in the sky.
(a) _____________ energy in fuel
(b) ____________ energy of moving plane
2. The biplane is hit and falls from the sky. What type of force causes the biplane to fall
towards the Earth?
_____________________________________________________________________
3. The biplane falls with increasing speed. State whether each of the following forms of
energy increases, decreases or remains the same as it falls.
(a) Gravitational potential energy
___________________________________
(b) Kinetic energy
___________________________________
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4. Compare the wings of a bird (such as an eagle) to the wings of the biplane.
(a) Similarity: ________________________________________________________
(b) Difference: ________________________________________________________
5. The biplanes engine is on fire.
(a) A gas that that is vital for the survival of living things is used up during the
burning. What gas is this?
_________________________________________________________________
(b) A gas that can turn limewater chalky is produced during the burning. What gas
is this?
_________________________________________________________________
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Themes:
Topics:
Forces, Adaptation, Forms of energy
MAYDAY! MAYDAY!
1. (a) Chemical
(b) Kinetic
2. Gravitational force
3. (a) Decreases
(b) Increases
4. (a) Both the biplane and a bird have a streamlined body shape.
(b) The wings of the biplane are made of metal while the wings of a bird are covered
with feathers.
5. (a) Oxygen
(b) Carbon dioxide
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Cross-Thematic Exercise

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Cross-Thematic Exercise

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My Pals are Here!

Primary 5&6 Science

Read the following passage and answer the

2009 Marshall Cavendish International (Singapore) Pte Ltd

My Pals are Here! Primary 5&6 Science