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Week 2 w/b 27th April

Hi Everyone,
Please see the description below for all of your week's learning. If you need help or explanation, please contact me via Seesaw. I am looking forward to receiving photos of your work. Enjoy your investigations!

This week we will explore the layers of vegetation in a rainforest. 

  • Go through the information on the slides explaining that the climate of the rainforest is very hot and humid. This makes it perfect for plant growth.
  • Watch the video to see the layers of the rainforest
  • The rainforest is full of thousands of different species of plants that are home to thousands of species of animals. Go through the information sheet about the different layers of vegetation in a rainforest: the emergent layer, the canopy, the under storey and the forest floor. Each layer (strata) has different temperatures, humidity levels and amount of sunshine and different types of animals who live there.
  • On the worksheet, describe what each level of the rainforest is like, using the words in the word box to help, then draw a labelled picture.
  • Create a display showing the different levels of the rainforest. You may need books or access to the internet to find the information. Make sure that when you have finished the different parts of your display, you put up the emergent layer first, then the canopy, then the under storey and finally the forest floor.

At the end of this unit you should be able to name the different levels of the rainforest, the features of each layer and the animals that live there.

We are continuing with TIME. All the answers are attached separately.

  • Start with revising finding the duration 
  • Then look at comparing the duration 
  • Learn how to calculate start and end times 
  • Finally, practise how to measure time in seconds
  • We will finish our time unit by completing an assessment – test and answer sheets are attached below
  • You will find some more ideas on calculating time durations here


Explanation texts.

  • Watch a video with Chris Packham sharing his ideas on writing explanation texts
  • Look at the shape of the explanation text – can you see the similarities with the text How does an iRobot cat move

You start with an interesting question to catch the reader’s attention, followed by a short introduction. You would then start to explain the functions of the object using cause and effect language worksheet (because, as a result, consequently, resulting in). Finally, finish with the short conclusion/ summary.

  • Watch a dog food advert and research dog food names available on the market. Can you think of an interesting name for an iRobot dog food? What food do you think an iRobot dog might eat? Bolts, nuts, screws? Design a new robot dog food using a template given (you can draw your own box too). How would you advertise it?
  • How could an iRobot pet be better than a real, furry friend? What would the advantages be?
  • Plan your own robot animal invention to make your life easier or happier at home. Draw its diagram and label it. How does your robot pet move? What sounds does it make? How does it eat? What does it eat? How do you know when it is hungry or full? How does it make your life better?
  • Using the explanation guide How a robot dog works as a model, write an independent iRobot explanation for a rabbit, hamster, monkey or any other mechanical animal of your choice (not a dog!). Remember to use your checklist to make sure you have included all the explanation text features. Don’t forget about the labelled diagram of your pet!
  • Take a clear photo of your finished work/ or a scan and send it to me to mark. I need to be able to read it from the photo so please write neatly.


During this Science block you will create your own shadow puppet play using your expert knowledge and skills on light and shadows. You will make a theatre and puppets and conduct your own investigations on shadows, light and reflections.

What is Light? 
This week we will investigate what we need in order to see objects in a dark place and discover how light travels. We will also design a stage for a shadow puppet theatre and discover first hand how the light we see is really made of a spectrum of colours.                                                                                                                           First, you will need a torch and a large cardboard box for this session. The box needs to be reasonably strong and have sufficient height. Ideally it should be at least 30cm high. In our 1 Session investigation, you are going to use the same box, so please try not to make too many holes in the box. Up to 10 holes in the top of the upturned box should be fine. Up to 10 holes in the side will also be fine but ensure you make holes in one long side as one long side will be cut away to give you access to the screen later!

  • Look at the Science slides (Session 1) and follow the instructions (make sure you have a box and a torch ready). Try to describe what you can see inside the box. It may be nothing at all or just a vague shape, colour or outline. 
  • Then, look at the Science slides (Session 2). If possible, try to make a whizzer wheel. The wheel is covered in the primary and secondary colours, but give it a spin and they vanish from a rainbow to white.
  • Finally design your own puppet theatre using the ideas and instructions from the worksheet. Please don’t throw away your boxes as they will be used during our Science sessions this term.
  • If you still feel like doing more scientific research, please check Science extra resources.

Good luck with your work! 
Take care,
Mrs Ryder