IGCSE Year 4 > Year 4 Notes > English (Cambridge) > Workbook Solutions: Exploring Earth
Workbook Solutions: Exploring Earth
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Page 1 2 Exploring Earth 2.1 Words in context 1 a plumsed – jumped b boogled – caught c splonched – dived d cabooshed – crashed e galooped – sank f scadoodals – pollutes 2 Learners make up their own sentences. 3 a species b gills c vertebrates d internal e surrounding f common g diverse h appearance. 4 Learners use words in their own sentences e.g. The earthquake caused a lot of damage. 2.2 Key words, phrases and sentences 1 a key words b phrase c sentence d sentence e phrase f key words g phrase h key words 2 Example answer: fish, water, fresh or salt; insects, diverse, crawling and flying... 3 Learners write their own sentences using key words and phrases. 2.3 Make notes and summarise 1 a The sea b Fun activities, sea creatures, stories, natural features, industry c Stories d Natural features – waves e Learners’ own ideas 2 Learners draw a mind map. 3 Learners’ own paragraph 2.4 Past, present and future tense 1 a am watching – present b will be going – future c is excited – present d were looking – past e was going – past f will be joining – future g are keeping – present h is checking – present 2 a was happening b will be happening c were coming d will be coming e was raining f will be raining g was interested h will be interested i were excited j will be excited k was over l will be over 3 a eating – add –ing b clapping – double the consonant and add –ing c trying – add –ing d arranging – drop the e and add –ing e swimming – double the consonant and add –ing f riding – drop the e and add –ing g being – add –ing 4 a I will be going to the library. b There will be many new books on birds in the library. c Some animals will be in danger of extinction. d Everyone will be glad to see the dolphins. e There will be a new animal sanctuary close to us. Page 2 2 Exploring Earth 2.1 Words in context 1 a plumsed – jumped b boogled – caught c splonched – dived d cabooshed – crashed e galooped – sank f scadoodals – pollutes 2 Learners make up their own sentences. 3 a species b gills c vertebrates d internal e surrounding f common g diverse h appearance. 4 Learners use words in their own sentences e.g. The earthquake caused a lot of damage. 2.2 Key words, phrases and sentences 1 a key words b phrase c sentence d sentence e phrase f key words g phrase h key words 2 Example answer: fish, water, fresh or salt; insects, diverse, crawling and flying... 3 Learners write their own sentences using key words and phrases. 2.3 Make notes and summarise 1 a The sea b Fun activities, sea creatures, stories, natural features, industry c Stories d Natural features – waves e Learners’ own ideas 2 Learners draw a mind map. 3 Learners’ own paragraph 2.4 Past, present and future tense 1 a am watching – present b will be going – future c is excited – present d were looking – past e was going – past f will be joining – future g are keeping – present h is checking – present 2 a was happening b will be happening c were coming d will be coming e was raining f will be raining g was interested h will be interested i were excited j will be excited k was over l will be over 3 a eating – add –ing b clapping – double the consonant and add –ing c trying – add –ing d arranging – drop the e and add –ing e swimming – double the consonant and add –ing f riding – drop the e and add –ing g being – add –ing 4 a I will be going to the library. b There will be many new books on birds in the library. c Some animals will be in danger of extinction. d Everyone will be glad to see the dolphins. e There will be a new animal sanctuary close to us. 5 2.5 Organising information 1 a 3 chapters b Learners make up a title like Sea Life c Chapter 2 d Page 15 e Page 5 Keeping fish as pets; page 11 How to start a shell collection; page 16 Making sea mammal models 2 A D G K alligator Amazon ant Arctic fox Asia deep water desert snake diet dolphin dragonfly gazelle gecko giraffe goose gull kangaroo king cobra koala bear Komodo dragon krill 3 Learners make up their own questions. 2.6 Alphabetical order 1 a economy, eel, egg, estuary b gale, goggles, goldfish, gull c sky, surf, swell, swim d fin, fish, fisherman, flipper e captain, cargo, catamaran, catch 2 a seamen b sealed c seabed d seals e seal 3 Learners’ own answers. Accept any appropriate definitions. 4 earthquakes: 2 jellyfish: 4 insects: 4 sea plants: 8 snakes: 8 sharks: 8 or 7 for predators South Africa: 8 or 1 for Africa Maldives: 5 or 4 for island birds: 1 2.7 Root words 1 Learners’ own answers. Example: a earthly, unearth, earthquake b waterless, watering, waterway c skyline, skyscraper 2 seahorse, lighthouse, rainbow, hotdog, cupboard, teapot 3 See the table that follows for the answers. 2.8 Recording facts 1 a (O) b (F) c (O) d (F) e (O) f (O) 2 A fact is based on evidence; an opinion is what someone thinks or believes. 3 Learners design their own collector’s cards. 2.9 Joining sentences 1 a Fish breathe using gills and they have scales for swimming. b The sea is a salt-water habitat but a river is a fresh-water habitat. c The earth spins on its axis while it rotates around the sun. d Man y animals are endangered because human activity destroys their natural habitats. e Shar ks hunt for food when they are hungry . Accept any reasonable answers: 2 a Starfish don’t have eyes like us but they can sense light and dark. b Starfish are easy to recognise because they look like stars. c Most starfish have five arms although some have 40 arms. d A starfish can ‘drop’ an arm however/yet/ but/and it can grow a new one. 3 Learners write their own multi-clause sentences. Page 3 2 Exploring Earth 2.1 Words in context 1 a plumsed – jumped b boogled – caught c splonched – dived d cabooshed – crashed e galooped – sank f scadoodals – pollutes 2 Learners make up their own sentences. 3 a species b gills c vertebrates d internal e surrounding f common g diverse h appearance. 4 Learners use words in their own sentences e.g. The earthquake caused a lot of damage. 2.2 Key words, phrases and sentences 1 a key words b phrase c sentence d sentence e phrase f key words g phrase h key words 2 Example answer: fish, water, fresh or salt; insects, diverse, crawling and flying... 3 Learners write their own sentences using key words and phrases. 2.3 Make notes and summarise 1 a The sea b Fun activities, sea creatures, stories, natural features, industry c Stories d Natural features – waves e Learners’ own ideas 2 Learners draw a mind map. 3 Learners’ own paragraph 2.4 Past, present and future tense 1 a am watching – present b will be going – future c is excited – present d were looking – past e was going – past f will be joining – future g are keeping – present h is checking – present 2 a was happening b will be happening c were coming d will be coming e was raining f will be raining g was interested h will be interested i were excited j will be excited k was over l will be over 3 a eating – add –ing b clapping – double the consonant and add –ing c trying – add –ing d arranging – drop the e and add –ing e swimming – double the consonant and add –ing f riding – drop the e and add –ing g being – add –ing 4 a I will be going to the library. b There will be many new books on birds in the library. c Some animals will be in danger of extinction. d Everyone will be glad to see the dolphins. e There will be a new animal sanctuary close to us. 5 2.5 Organising information 1 a 3 chapters b Learners make up a title like Sea Life c Chapter 2 d Page 15 e Page 5 Keeping fish as pets; page 11 How to start a shell collection; page 16 Making sea mammal models 2 A D G K alligator Amazon ant Arctic fox Asia deep water desert snake diet dolphin dragonfly gazelle gecko giraffe goose gull kangaroo king cobra koala bear Komodo dragon krill 3 Learners make up their own questions. 2.6 Alphabetical order 1 a economy, eel, egg, estuary b gale, goggles, goldfish, gull c sky, surf, swell, swim d fin, fish, fisherman, flipper e captain, cargo, catamaran, catch 2 a seamen b sealed c seabed d seals e seal 3 Learners’ own answers. Accept any appropriate definitions. 4 earthquakes: 2 jellyfish: 4 insects: 4 sea plants: 8 snakes: 8 sharks: 8 or 7 for predators South Africa: 8 or 1 for Africa Maldives: 5 or 4 for island birds: 1 2.7 Root words 1 Learners’ own answers. Example: a earthly, unearth, earthquake b waterless, watering, waterway c skyline, skyscraper 2 seahorse, lighthouse, rainbow, hotdog, cupboard, teapot 3 See the table that follows for the answers. 2.8 Recording facts 1 a (O) b (F) c (O) d (F) e (O) f (O) 2 A fact is based on evidence; an opinion is what someone thinks or believes. 3 Learners design their own collector’s cards. 2.9 Joining sentences 1 a Fish breathe using gills and they have scales for swimming. b The sea is a salt-water habitat but a river is a fresh-water habitat. c The earth spins on its axis while it rotates around the sun. d Man y animals are endangered because human activity destroys their natural habitats. e Shar ks hunt for food when they are hungry . Accept any reasonable answers: 2 a Starfish don’t have eyes like us but they can sense light and dark. b Starfish are easy to recognise because they look like stars. c Most starfish have five arms although some have 40 arms. d A starfish can ‘drop’ an arm however/yet/ but/and it can grow a new one. 3 Learners write their own multi-clause sentences. 6 2.10 Different types of sentences 1 a Command b Question c Question d Statement e Command f Command 2 a What time is it? b Tidy up your room before you go to school. c Stop that at once. (!) d He went home on his bicycle. e Look over there. (!) f Where is the bus going to stop? g What a wonderful day we’ve had. (!) h Help out and put this box away. 3 a Will you take out your books? b Can everyone fit into the car? c Why must I research an interesting animal? d Are you sure you left your book there? e When will they be back to complete the work? 4 Learners write their own sentences. 2.11 and 2.12 Create an information page 1–3 Learners make their own notes, summarise and present. Accept individual ideas and wording.Read More
FAQs on Workbook Solutions: Exploring Earth
| 1. What are the main components of the Earth that students should learn about in Year 4? |  |
Ans. In Year 4, students typically learn about the Earth's layers, including the crust, mantle, outer core, and inner core. They also explore the atmosphere, hydrosphere (water bodies), and biosphere (living organisms), understanding how these components interact with each other and support life on Earth.
| 2. How can students effectively study the Earth's processes, such as the water cycle and rock cycle? | |
Ans. Students can effectively study the Earth's processes by using diagrams and models to visualize the water cycle and rock cycle. Engaging in hands-on experiments, such as creating mini water cycles in a jar or examining different types of rocks, can also enhance their understanding. Additionally, incorporating multimedia resources like videos and interactive games can make learning more engaging.
| 3. Why is it important for Year 4 students to learn about environmental conservation? | |
Ans. Learning about environmental conservation is crucial for Year 4 students as it helps them understand the impact of human actions on the Earth. By studying topics like pollution, deforestation, and climate change, students can develop a sense of responsibility towards the environment and learn how to make sustainable choices that protect natural resources for future generations.
| 4. What types of activities can teachers incorporate to make the topic of Earth science more engaging for Year 4 students? | |
Ans. Teachers can incorporate various activities to engage Year 4 students in Earth science. These may include outdoor field trips to observe local ecosystems, interactive science experiments, group projects that promote teamwork and creativity, and art projects like creating posters about Earth’s features. Using technology, such as virtual reality experiences or educational apps, can also enhance their learning experience.
| 5. How can parents support their Year 4 children's learning about the Earth at home? | |
Ans. Parents can support their Year 4 children's learning about the Earth by encouraging curiosity and exploration. They can engage in discussions about nature during family outings, provide books or documentaries related to Earth science, and involve children in environmentally friendly activities like gardening or recycling. Additionally, fostering a habit of observing weather patterns can help children connect classroom learning with real-life experiences.
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Apr 20, 2026 Last updated
Document Description: Workbook Solutions: Exploring Earth for Year 4 2026 is part of Year 4 English IGCSE (Cambridge) preparation. The notes and questions for Workbook Solutions: Exploring Earth have been prepared according to the Year 4 exam syllabus. Information about Workbook Solutions: Exploring Earth covers topics like and Workbook Solutions: Exploring Earth Example, for Year 4 2026 Exam. Find important definitions, questions, notes, meanings, examples, exercises and tests below for Workbook Solutions: Exploring Earth.
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