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Science - wb 18.05.20 - LIFE CYCLES IN ANIMALS

 

Today we're going to begin looking at the life cycles of animals, beginning with amphibians.

 

To begin, read the information from the information page below (Resource A) that tells you about the life cycles of three different types of amphibians.  You should be familiar with what an amphibian is now after last week's reading activity. If you've not yet completed it, it might be a good idea to do that activity first before you begin your science. BEFORE you complete the activity, watch the short video below about the life cycle of a frog.  You'll have to watch carefully because there's no commentary (sound): just lots of images that explain the different stages of the life cycle.

 

Life Cycle of a Frog - VIDEO

https://www.youtube.com/watch?v=AMs3waaW75g

 

Once you've read the information page and watched the video, cut out the images and place them in the correct order to show that you understand the different stages of each creature's life cycle. Use Resources B, C and D to complete this activity. When you have stuck down or drawn the images in the correct order, write a description underneath each image explaining what is happening in each of the different stages of the life cycle.

  • In your book answer the following questions:
  • What do the amphibians' life cycles have in common?
  • What differences are there in their life cycles? Explain. Make comparisons.

 

If you aren't able to print the sheets out, draw three diagrams in your book to show the different stages of each life cycle and then write an explanation of what is happening in each of the different stages of the life cycle.

 

ON A DIFFERENT DAY - don't do this all at once.

REPEAT THE SAME ACTIVITY AS ABOVE BUT, THIS TIME, LEARNING ABOUT THE LIFE CYCLE OF MAMMALS.

 

Watch the Professor Dug Marbles video first.

https://youtu.be/V4j20B66t_0

 

  • Read the information on Resource E about the life cycle of mammals.
  • Use Resources F, G and H to show your understanding - cut out and stick (or draw diagrams) the images in the correct order to show the different stages of the life cycles of the three different mammals.  Next, underneath each image, write an explanation demonstrating that you understand what is happening at each of the different stages.
  • In your book answer the following questions:
  • What do the mammals' life cycles have in common?
  • What differences are there in their life cycles? Explain. Make comparisons.

 

Resources for session 1 - Resource A - amphibian life cycles.

Resource B, C and D - life cycles of three different amphibians - the frog, the salamander and the axoloti.

                                       BACK TO SCIENCE!

 

                               Asexual Reproduction in Plants

 

Before you begin this lesson, it would be a good idea to refresh your memory on what sexual reproduction in plants means (learning from your last science lesson). Read through the presentation below again. 

In today's lesson, you are going to learn all about how plants reproduce asexually.  Plants reproduce in different ways, either sexually or asexually.  You need to be able to describe the difference between the two. Now, read the presentation below which describes how plants reproduce asexually.
  • Look at the resource entitled 'Plant Picture Cards and word bank'

         DISCUSSION

  • Group the picture cards in as many different ways as you can. Explain why you have grouped them like this with an adult of brother or sister.
  • After this, choose two of the cards and describe ways in which they are similar or different. Concentrate on what you have learnt about sexual and asexual reproduction.
  • Use scientific vocabulary in your description, using the Word Bank on the resource sheet.

 

Plant picture cards and word bank.

THE 100 WORD CHALLENGE!!!

 

Using the 100 Word Challenge resource...

 

In one hundred words or less, describe some ways in which plants reproduce asexually. Give examples of plants that reproduce in this way, and briefly describe how this process is different to sexual reproduction in flowering plants. 

The 100 Word Challenge Resource.

       We will continue our new topic in science next week after taking a look at why there is a national holiday this Friday.  

  

 

Friday 8th May 2020 - 75th anniversary of VE Day

 

Let's begin by watching some video clips and reading a PowerPoint telling us all about what is meant by Victory in Europe Day.

 

 

V E Day in London - 1945

V E Day began with the Prime Minister's (Mr Winston Churchill) broadcast officially announcing the end of war in Europe.

Now that you know what V E Day is all about and why it is so important to remember, click on the link below.  You will find a table full of interesting activities that you can complete.  I know we can't have a street party as one of the activities suggest, but maybe you could have a 'house party' instead.  If you do, don't forget to send me your pictures.

 

 

Table of V E Day activities to choose from.

                                 Science - Flower Plants

 

By the end of this lesson you should be able to describe the process of sexual reproduction in flowering plants.

 

NOTE TO ADULTS

The following activity is best done practically. Children will be able to relate much better to the task if they have a real, flowering plant to work with.  Good examples to use are the lily or tulip because their reproductive parts are clearly identifiable.

 

To begin, watch the following BBC video about the anatomy of the flowering plant and how it reproduces.  You may need to watch it more than once to fully understand the process.  You can also use it to help you complete the dissection, labelling and description activity.  Remember you can pause the video and use the information on screen.

Now that you have watched the video, it's time to reinforce this learning with some more factual knowledge. Read carefully through the following slides that tell you all about the anatomy of the flowering plant and the function of each reproductive part.

Now, show me what you have learnt by completing the Dissecting Flowers activity. This is best done with a real, flowering plant such as a lily or a tulip. If you've got a real flower, choose Dissecting Flowers 1. If you haven't got a real plant, choose Dissecting Flowers 2. If you're unable to print out these documents at home, draw me a detailed diagram of a flowering plant and label all the reproductive parts.

If you completed Dissecting Flowers1 or drew a labelled diagram in your book, I would now like you to do the following:

 

In your book, write down what you know about the male and female parts of the flower, the stamen and the carpel.  Explain what the function of the stamen is and what the function of the carpel is.

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