Skip to content ↓

Week 8 w/b 15th June

Home Learning Week 8 15/06/20

Maths  

This week you are continuing to look at decimals including writing them, comparing them, ordering them and rounding them.  

You can find the worksheets and answer sheets in two folders on the home learning page of the school website. There are currently no video links for this lesson but I will keep an eye on them and if they are posted, I will add them to the home learning page.  

English

LO: Write an information leaflet about climate change.

This week, English will be linked to science again and you will be planning and writing an information leaflet on climate change. Your leaflet can be handmade or can be completed on the computer.

In science we have been learning about climate change and the effects that it is having on our planet. Let’s imagine that someone who knows nothing about climate change wants to find out what it’s all about – what would they need to know? Start by doing some reading and research about this topic (if you haven’t already done so) and then make a list of the most important points to tell your reader. You might want to consider writing about:

  • What is climate change?
  • Why is climate change happening?
  • What are the negative effects on the planet?
  • How is it affecting animals and habitats?

I have provided a few resources to help you with this: there is an example explanation text about the water cycle which is broken down to explain the different features (there is an easy, medium and hard version of this so choose which one you think is most appropriate), a word mat of technical vocabulary to include in the writing and a checklist to use at the end. 

Before you start to write your leaflet, you will need to think about how to lay it out, how many paragraphs to have, which pictures to include and whether or not you want extra fact boxes. Make sure your finished products are bright, colourful and eye-catching. I look forward to seeing your work.

Science

LO: To use a simple enquiry to demonstrate the effect of a greenhouse and relate this to climate change.

Have the 2nd slide of the PowerPoint ready to look at when you start the session. Allow them to read the questions and discuss with you. Encourage them to explain their answers fully and carefully, not just to say yes or no. There are some changes that are just too dangerous for a living thing to survive. Living things are particularly adapted to survive in their environment, and if it changes too much (food availability, temperature, predators, home), they just can’t survive. Can a dolphin live in a pond? There are some changes that a living thing just couldn’t survive.

There are some huge changes happening to many environments right now that are threatening the lives of many living things. Slide 3. What is Climate Change? If they haven’t researched this as homework, then introduce it now. Have you heard that phrase before (Climate Change)? Allow them to discuss and share some thoughts with you. Most children would have heard something about this but might be a bit unsure what it means. Slide 4 – click on the link if further explanation is needed. Display the worksheet for the enquiry (session resource) – there is an easy and a medium challenge sheet, read this through with them. Allow them a moment to discuss it.

TASK: To enhance this session, link it to a mathematics block on drawing graphs and reading thermometers.

You will need two thermometers to complete the experiment in this lesson. If you do not have two and cannot get hold of them, then children can learn about global warming through the weblinks below OR you can search for a different global warming experiment to complete.

Children need to look through the session sheet then plan and draw up a table to record their results. What information needs to be on there? What do children have to do to ensure it is a fair test? (Do the glass and no-glass temperatures on the same day, in the same place, have both thermometers on the same surface, make sure a shadow doesn’t pass over the thermometers over the course of the experiment.) What do they think will be the outcome of their experiment? Take feedback from each group on their predictions, explanations and results tables before they conduct their enquiry. Allow them to choose a spot outside and set up their enquiry. Help those that need it to read the thermometer.

In between readings, children can look at the CBBC link about global warming and read the information about climate change. After they have taken their last temperature reading, children must complete their enquiry sheet with their conclusion.

 

Weblinks:

http://climatekids.nasa.gov/time-machine/ - The effects of climate change over time; http://www.bbc.co.uk/newsround/34943507 - What is climate change; http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/world/global_warming/newsid_1575000/1575441.stm - ‘Global warming’ guide;

http://kids.britannica.com/elementary/article-403919/greenhouse-effect – Greenhouse effect explanation; http://climatekids.nasa.gov/greenhouse-effect/ - Greenhouse effect explanation.

 

Topic

LO: To know the Ancient Egyptian creation story.

Start by reading the Egyptian creation story in the session resources. What sort of story is this? A Creation story. What are creation stories? They explain how the Earth & men & women were created. Do children know any other creation stories? (Examples include, 7 days of creation in Genesis, including Adam & Eve (Christianity), Brahma (Hindu), Pan Gu (Chinese), Popul Vuh (Mayan).)

The story they have read is based on really old myths that the Ancient Egyptians believed. They were passed on orally as well as being shown in tomb paintings & on papyruses & details were changed over the retelling. Show children the images in session resources – can they identify the various gods/goddesses? Show children one or both of the animated versions of the Ancient Egyptian creation story. Discuss how these are similar/ different from the version they have read. Discuss if the children prefer the animated stories and why/why not.

TASK: There are two options this week:

  1.  Show children the cards in session resources. Ensure that children know what each god is known as the god of. Cut out and give them the cards. With children’s help retell the Egyptian creation story & ask children to stick/Blutack® the relevant cards into position on the wall to show a flow diagram/family tree of the creation story.
  2. Children produce their own version of the flow chart/family tree to show the creation story (show them example in session resources). More able can annotate the diagram with further details. They can download images of the various gods/goddesses to illustrate the diagram or cut out & use session resources.

EXTENSION: Act out the creation story! You can always rope your family in to help...

Weblinks:

http://www.ancientegypt.co.uk/gods/story/main.html - Short animation of Creation story; http://www.bigmyth.com/myths/english/2_egyptian_full.htm - Another version of the Creation story; http://www.nemo.nu/ibisportal/0egyptintro/1egypt/index.htm - Brief descriptions of other versions of the creation story can be found by scrolling down.