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Week 5 w/b 1st June

Home Learning Week 6 01/06/20

Maths  

This week you are continuing with fractions and looking at fractions of amounts.

You can find the worksheets and answer sheets in two folders on the home learning page of the school website. There is also a sheet of video links for each mini-lesson which children can watch before they complete the sheets.

English

LO: Plan and film your own science show detailing what you have learnt in our latest science topic.

We have nearly finished our Animals Including Humans science topic and in order to get it done and give us enough time to get through Habitats this half term, we are focussing on science in our English work this week as well.

I would like the children to present their own science show recapping some of the things that they have learnt throughout this topic. They will need to think of a name for their show and consider who they want their audience to be – adults or children? What age children? Etc. They will also need to think about what information they wish to present. They can give a rundown of everything we have covered since the start of the topic OR they might wish to focus on one area such as the digestive system or food chains.

In preparation for presenting and recording their show, they will need to plan what they are going to say, consider what props they will need and create any drawings or diagrams to help them, and practise their presentation skills. They might want to create a character that they will turn into to host the programme and add a funky costume – it’s up to them! 

Remember to make the show fun, speedy and interesting – no more than 10 minutes please otherwise you will struggle to upload them to Seesaw. I look forward to seeing your science shows soon!

Science

LO: To use their understanding of producers, predators and prey to answer questions about the impact of changes to a food chain

 

 

Write post its with tomato plant, greenfly, ladybird, shrew, badger on them before session. Recap what children have learnt about the different diets of animals: carnivores, herbivores and omnivores. Ask your child to explain what each word means. What sort of a diet do most humans have? Omnivore. (Remind them that some people choose to be vegetarians and avoid meat and some people choose to be vegans and avoid all animal related foodstuffs. This is close to being a herbivore but a herbivore has no choice and can only survive by eating plants.)

Another way we can classify animals is as a predator or prey. Write words on a piece of paper and define them. A predator is an animal which kills and eats another animal. The other animal is its prey. For example, a fox is a predator and its prey may be a rabbit or a pheasant. Point out that some animals can be both. Put the pre-written post its on the table in the correct order (tomato plant, greenfly, ladybird, shrew, badger).  Ask your child, who are the predators and who is the prey? A ladybird (predator) eats greenfly (prey), but a ladybird (prey) might then be eaten by a shrew (predator) which in turn (prey) may be eaten by a badger (predator).

Explain that there is a third type of living thing too - a producer. Producers are usually green plants which produce nutrients (food) by photosynthesis. Remind children that they found out about this important function of leaves in Year 3. Herbivores eat the plants and then they are eaten by carnivores or omnivores, so the food (energy) is passed along the ‘chain’. Omnivores eat both plants and animals. Animals can also be classified as consumers, either primary consumers (herbivores) that eat the producers, i.e. plants, and secondary consumers (carnivores) that eat animals.

Play the BBC clip about food chains. Pause the clip at 3.23mins ‘What will happen if one plant or animal in a food chain is removed?’. Explain that this is the question they will be considering today.

TASK: In the session resources there are three different food chains to look at. Each one poses a question about the disappearance, or damage to, one member of the food chain and how this will affect the rest of the chain. Go through each food chain one at a time and follow the prompts for discussion.

Watch the end of the clip you started earlier. Explain that there are some land owners in Scotland who want to re-introduce wolves in the area as a way of controlling the deer population. Ask chn to discuss with you – is this a good idea? All of the changes to food chains discussed during the task are because of humans – what can we do to stop this happening in the future? Watch the clip about wolves at Yellowstone Park (download it before playing to prevent any unwanted adverts from appearing). Pause periodically throughout the clip and explain further if necessary – can a food chain really have such a huge impact? Why don’t they just cull the deer instead? Discuss your ideas together. If there are no deer, then the vegetation will take over. The deer also help with seed dispersal by eating berries, etc. All parts of the food chain are important for the living things in that habitat.

Topic

LO: To make a model of The Sphinx.

Look at the website for a number of pictures of The Sphinx at Giza (or see session resources). Explain that it was built/carved about 4,500 years ago and is still the largest stone statue in the world! It is 20m high – try marking 20m out in the garden (if you have the space)  to demo its height. It has the body of a lion and the head of a pharaoh – it is believed that it may have been built by Khafre – the son of Khufu, who built the Great Pyramid or by Khufu himself. The Sphinx lines up exactly with Khafre’s tomb.

Discuss why a pharaoh would want a massive lion figure outside his tomb. Historians believe that it acted as a guardian to the tomb. Later sphinxes were usually in pairs (and smaller) but this is the earliest version of a sphinx that archaeologists have found. The Sphinx was carved from limestone, from the bedrock (rock that was exposed on the surface perhaps by quarrying stone for the construction of the Pyramids at Giza), & would never have survived this long if it were not for the fact that it was buried in sand for much of its life. (Sand dunes are constantly on the move - being blown by winds.) The paws were made separately from large blocks of limestone. The head is out of proportion with the rest of the body (it is too small) & so some Egyptologists have suggested that it was re-carved from an earlier shape to look like the Pharaoh (& therefore is a lot older than thought). The Sphinx originally had a beard, part of which can now be seen in the British Museum (session resources).

 

It is believed that King Thutmosis IV cleared the sand covering the body (but not the head) 1,000 years after it was built, but that the sand soon covered the enormous structure again, leaving just the head exposed again. The legend says that a young prince named Thutmosis fell asleep near the head of the Sphinx. He had a dream where he was told that if he restored the Sphinx he would become Pharaoh of Egypt. Thutmose restored the Sphinx (& it is thought built a wall around it to try to protect it from the sand dunes) & later became Pharaoh of Egypt. It was successfully cleared again in 1925 (after many attempts) and has been kept clear to this day. 

Some people believe that the Ancient Egyptian name for a sphinx means ‘the living image of Atum’. Atum was the creator god & the setting Sun, so The Sphinx may have been built to honour the Sun god Re/Ra. On a stele between the paws (1000 years later than the sphinx itself) is an inscription which names The Sphinx as ‘Kheperi - Re – Atum’. These are the 3 names given to the Sun by the Ancient Egyptians: in the morning, at noon & in the evening.

TASK: Your task is to build a model of the Sphinx, but how you make it is up to you. There are a number of options: clay, salt dough, mod roc, plastecine, Lego (although bear in mind many of you have chosen this option a lot recently) or you could even attempt a sphinx built out of cake! Please take photographs when you have completed your model and post them to Seesaw. Good luck!

Extension: Sphinx statues were used in many civilisations as guardians. Tell chn the riddle of the Sphinx. The Ancient Greeks thought that a Sphinx guarded the entrance to their city of Thebes (in Greece) where it asked all passersby: What is the creature that walks on four legs in the morning, two legs at noon and three in the evening? The sphinx killed anyone who couldn’t give the correct answer of ‘man’. Man crawls on all fours as a baby, walks on two feet as an adult & then uses a walking stick in old age.

Weblinks:

http://www.guardians.net/egypt/sphinx - Lots of pictures of The Sphinx; http://www.users.globalnet.co.uk/~loxias/sphinx.htm - Further details about The Sphinx; http://www.crayola.com/lesson-plans/magnificent-sphinx--pyramid-lesson-plan/ - A useful plan, with information about creating Sphinx and pyramid models.