Today we are going to be researching an endangered species and the reasons they have become endangered. You will need internet access and access to a device to complete this lesson – here are some suggested websites: World Wildlife Foundation (WWF), PETA and Greenpeace.
Activity: You are going to complete an Endangered Species Report (like the one above!) for an endangered animal of your choice. The WWF website has a list of endangered animals here:
Today we are going to be looking at environmental changes to habitats and how they may be impacting our local communities. To start off, have a think and jot down some ideas that you have about what types of environmental changes there are and what impact they have.
There are a range of environmental changes that can occur to habitats, including:
Activity: Think about each of the environmental changes above – which ones can you see in your local community and what is the impact that this has on the habitat for the animals that live there?
Share your thoughts in the comments and remember to send your work to our email address!
Today we are going to be categorising living things in our Science lesson. Living things can be categorised based on their features. Have a think about how you could categorise living things – don’t just think animals or plants but think about how they look, what they do and how they behave.
Activity: Sort the following living things into categories. It is up to you to decide what the categories will be, remember to send your work to us!
Good morning, Year 5. This post is for children who are at home because they are self-isolating due to Coronavirus symptoms or have been asked to self isolate by the Government’s Test and Trace service.
Today we are going to be exploring how distance affects the volume of a sound that has been created.
First, let’s refresh your knowledge of sound waves:
ACTIVITY 1:
You are going to test how distance affects the sound of different objects at home. At school we are testing this over a much longer distance than you would at home, so try and choose objects that will make a small amount of sound and see how a distance of 1m/3m/5m affects this sound. Here is an example (although unlikely your hallway is 30m long!). Ask someone at home to perform the sounds for you, such as a flicking sound, a click and saying something quietly:
Good morning, Year 5. This post is intended if you are at home because you are self-isolating due to Covid-19 symptoms or you have been asked to by Track and Trace.
Today we are going to be exploring sound.
Some questions to think about before you get started:
How is sound created?
How does sound travel to our ears?
Do things sound different depending on what room they are in or how loud they are?
First activity:
We would like you to do a ‘sound survey’ of your home. Sit in a central point of your house and record all of the sounds that you hear, what is creating them and how loud they are on a scale of 1-5 (5 being the loudest, like shouting!). It could be noises from the TV, other family members, cars outside in the street or the sound of the kettle boiling while it makes another cup of tea! This is an example of what you might hear in school:
Watch this video up until 2:20 to understand how sound is created and how it travels.
Second activity:
Using a book or piece of paper, draw a diagram of something making noise. Choose one of the sounds you noticed in your ‘sound survey’ and start with the vibrations being made. Remember to show the molecules of air that it would travel through to get to your ear!
Here is an example:
Something to ponder:
If there was an explosion in SPACE (where there are no air molecules), would we be able to hear it? Would you be able to hear battle scenes from Star Wars if it was real life?
Puffins today have focused on creating explanatory posters of the differences between the three main states of matter. Some excellent examples here, Puffins! They’re colourful AND informative!! Well done for grasping the core differences in their properties!
Good Morning, Year 5. Last week was World Environment Day…
World Environment Day is celebrated every year on the 5th June. On this day, people are supposed to do good things for the environment. These acts help to protect nature and the planet Earth. It is run by the United Nations Environment Programme (UNEP).
The main focus of World Environment Day 2020 is on Biodiversity.
World Environment Day 2020 is widely celebrated in more than 143 countries.
It is popularly being called “People’s Day” to show how people care and support the Earth and the environment.
Biodiversity is the shortened form of two words “biological” and “diversity”. It refers to all the variety of life that can be found on Earth (plants, animals, fungi and micro-organisms) as well as to the communities that they form and the habitats in which they live.
I know it sounds very confusing, so click in the following link and watch the video, which explains it a little better.What is Biodiversity?
What is an ‘ecosystem’? An ecosystem is the way that living things work together in their surroundings. An example of an ecosystem is a rainforest; imagine all the bits working together, the trees and plants, the animals, the birds and the bugs. If you take one part away from the ecosystem it may not work very well.
Your Activity
We would like you to research an ecosystem (it will either be landbased or water based) and design a poster which describes everything in it that makes it all work together. You can either draw images of the ecosystem or present facts about the ecosystem. The types of ecosystems you could research are: A tropical rain forest (like the Amazon) oceans, grasslands around the world (North America, South Africa or New Zealand) Deserts, coral reefs, or the bottom of the ocean,
The following is an example of a marine ecosystem.
Over the past few weeks you have drawn a model of the solar system and created a planet.
This week we are going to use what we have learnt to design our own solar system.
Remember, you will need:
A star at the centre (what will you name this star?)
Planets orbiting around this star (what will they be called and write a brief description about what they look like – why not include the planet you designed last week as one of them?)
The number of moons each planet will have orbiting around it (some planets may not have any)?
Use your collage skills to make it look colourful if you can – use any resources or leftover magazines/cardboard to make the star or planets (try to recycle things you may have lying around and don’t head out to buy anything!). If you don’t have glue or tape, why not carefully place the pieces in position, take a picture and email it to your teacher?
Challenge: Why not think about how far away each planet will be from the sun and how long a day and a year might be. You may want to quickly look at the planets in our solar system; as generally speaking, the further they are away from the star, the longer an orbit (a year) will take!
Just one way of drawing a Solar System: see how they added moons, by drawing them below
Across a 2 page spread, draw a diagram of the planets of the solar system featuring all 8 planets. There is an example in today’s resources for you to base work on. With your pencil sketch what each planet looks like or colour it in. Label these and then include:
What number planet is it (in order away from the Sun)?
Any moons?
When did humans discover it?
An interesting fact about the planet
Extension: Come up with a fun mnemonic or two to help you remember the order – comment your favourite one on the blog! A mnemonic is a sentence that helps you remember a list or order – “Naughty Elephants Squirt Water” = North, East, South, West!
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Selsdon - Year 5 