Menu

Matchborough First School Academy

Home Page

Matchborough First School Academy

Home Page

Foundation Subjects

This week we will continue our seaside topic in Science.

Learn a little more about the fantastic ocean habitat by watching the video clip ‘Animals that live in the sea’

Then take a look at the activities for your year group.

 

Reception:

One of my favourite books is ‘Commotion in the Ocean’ by Giles Andreae! Have a listen to the story by clicking on the link below. Which animals did you find in the ocean? Can you remember them all? Draw me a picture of the animals you can remember. Which animals are found on the land, which are in the sea? Can you label each animal? Send in your picture so we can celebrate your lovely work!

Commotion In The Ocean by Giles Andreae

'There's a curious commotion at the bottom of the ocean, I think we ought to go and take a look....'

Yr 1s:

We want you to describe and compare the structure of seaside animals. First cut out and stick each picture in the middle of a page. Label the picture with all the features you can see. Then choose two pictures and compare them. You can ask an adult to write your ideas down for you. Don’t forget to name the animal!

Here is my example:

Yr 1 Animal labelling and comparison activity

Yr 2:

Your task this week is to learn about food chains. A food chain shows you what animals eat, or what they are eaten by. Learn about food chains by working through the food chain PowerPoint slides and watching the BBC Bitesize clip below.

Some new scientific vocabulary to try to learn is:

Producer: A living thing that makes (or produces) its own food. Plants are producers.

Consumer: A living thing that eats something else to survive.

Predator: An animal that hunts and eats other animals.

Prey: An animal that is eaten by other animals.

 

 

Your challenge: Select one animal in the ocean habitat. Can you draw a food chain for that animal. You may need to do a little research first!

e.g. I am going to think of a woodland habitat....

I know that mice live in the woods, so I am going to draw a food chain that includes a mouse:

 

I can describe my food chain:

  • The plant is the producer because it makes its own food.
  • The insect, mouse and owl are all consumers because they eat other plants or animals.
  • The plant is eaten by the insect. The insect is eaten by the mouse. The mouse is eaten by the owl.
  • The insect is an herbivore because it only eats plants.
  • The mouse is actually an omnivore because I know it eats both insects and nuts and seeds.
  • The owl is a carnivore because it only eats meat.
  • The mouse is both predator and prey. It is the predator to the insect and the prey of the owl.

Can you see all my lovely scientific vocabulary? Now you try!

Yr 3s:

Last time, you learnt about fossils. Fossils are bones of animals. Do you remember the work we did in school on bones? We looked at the skeletons of different animals. We talked about vertebrates and invertebrates.

Most animals have a skeleton inside their body. They belong to the group called endoskeletons. Animals that have a skeleton on the outside of their body belong to the group exoskeletons.

 

Your task: Recap your learning on vertebrates and invertebrates and learn about endo and exoskeletons, using the Powerpoint below. Then sort the animals into the groups: endoskeletons, exoskeletons, and hydrostatic skeletons. The ‘Sorting skeletons’ activity has different levels of complexity. You choose which activity you think you can tackle.

Extension Question: Do you think animals with an exoskeleton can turn into fossils?

 

Reception:

A programmer is a person who tells a computer what to do. They write the program. The computer could be told a conditional statement (If ….. then…..).

Here is a lovely game for you to try!

If-then Game:

Every round there is one ‘programmer’ and all other players are ‘computers’. The ‘programmer’ stands in front of everyone else and gives the command: “If I ……., then you……..” (This is similar to ‘Simon Says’.)

E.g. “If I turn in a circle, then you turn in a circle.”

The ‘programmer’ then carries out the action for the ‘computers’ to copy.

Each programmer takes 3 turns then you can swap around.

If you get really good at the copying commands then you could try a trickier version where the programmer tells the computers to do a different action.

E.g. “If I jump up and down, then you flap your arms.”

KS1 & 2:

During the summer term we will be starting a new topic: coding. Coding is the method of giving instructions to a computer to perform a specific task. An algorithm is the detailed step by step instructions that you give the computer to complete a task.

This week we are going to try writing some code.

All: Click on the link below. Click on the login button in the top right hand corner. Select 'Espresso' then use the login details below:

 

Username: student31690

Password: student

 

Scroll down to the bottom of the page: Discovery Education Coding – Block Coding.

Select your Year group and complete each task:

 

Work through each lesson. Make sure you complete each step.

In each step there is a video clip to watch and then you get to have a go.

 

 

 

Yr 2 & 3s: Make sure you work through your Starter Unit first! If you are finding it tricky, then try the year below activities.

 

Welcome to our school website!
Top