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Happy Thursday everyone
Have an amazing day. Remember to try your best. We are going to carry on with our English planning today. In Maths
we will be solving multiplication problems and then this afternoon we will be learning Science.
Hope you are all well
Mrs Pearce and Miss Percy
Reading:
What is an adjective?Can you see any in this piece of text?
Write out these sentences under your 'Reading' sub-heading and add in a suitable powerful adjective from the word bank below to complete the sentence.
Thursday
30.04.2020
Today’s English lesson
Grammar starter
Tick and fix your answers
English
In today’s lesson we are going to continue planning our non-chronological report about rainforests using our research. Remember to include any information that you have found out. Use the following headings if you need to, however if you have different research you may use different headings.
Among the branchesOn the groundHidden dangers
Thursday 30th April 2020LO: To be able to plan writing by considering structure, vocabulary and grammar
The first section today that we are writing will be ‘Among the branches’.Just like yesterday, we need to think about the information that you have researched and how you will present it in your own words using all of the features that we have learnt. Think about engaging sentence starters and your vocabulary choices. Remember it is non-fiction and factual.
Here are my notes from yesterday –Animals that live in the trees need to be able to climb. There are lots of branches. Sloths hang from branches and move slowly. They use their claws to hook around the branches, Sloths are often upside down. Flying squirrels sleep in tree holes. They can glide up to 100 meters in the trees. When it is dusk they eat plant shoots, leaves and nuts. Gliders can be eaten by birds. Many come out at night. Many have patterns to blend into the trees.
These notes are plain. They have facts but they are not very engaging so now we need to think about engaging the reading.
Read each part and then consider how to make your notes engaging. Make sure you do not just copy the original research.
Animals that live in the trees need to be able to climb. There are lots of branches. This can be written as:Dense with branches, it is imperative that rainforest animals are exceptional climbers so that they can navigate the difficult terrain.
Sloths hang from branches and move slowly. They use their claws to hook around the branches, Sloths are often upside down. This could be written as:Slowly and elegantly, sloths use their curved, razor-sharp claws to carefully hook around the tangled, rough branches of the canopy. Unlike many other animals, sloths can usually be found elegantly hanging upside down.How could you up level the next few sentences?Flying squirrels sleep in tree holes. They can glide up to 100 meters in the trees. When it is dusk, they eat plant shoots, leaves and nuts, Gliders can be eaten by birds. Many come out at night. Many have patterns to blend into the trees.
Your turn to now write your next two sections that you can use in your report. Remember to use the subheading (and underline).
Make sure you have written about the Amongst the branches, then On the ground and finally hidden dangers. Make sure you read your writing back to check for errors. Make sure you include any other research that you have completed. We hope that you have enjoyed writing about the rainforest.
Well done Year 4 - Rest and get ready for some fun maths learning
Stay safe everyone
Mrs Pearce and Miss Percy
Maths:30.04.2020
Today’s quick questions! Spend 5 minutes on these questions only!
Calculate the duration of the TV programmes.
What are the missing numbers?
LO: To be able to solve multiplication problems.
30.04.2020
30.04.2020
Remember your mathematical language.Sum is the result of adding numbers up
Product is the result of multiplyingnumbers together
Possible combinationsmeans different waysof ordering numbers
30.04.2020
Question 1.
Can you work out the answer to this multiplication word problem?
30.04.2020
Tick and fix your answer.
30.04.2020Question 2.
Do you remember what the sum and the product mean?Look back to the first maths slide if you have forgotten.
30.04.2020
Tick and fix your answers.
30.04.2020How many different meals can you make using the main courses and pieces of fruit on the menu?
Question 3.
Tick and fix your answers.
Question 4.
Tick and fix your answers.
Click to add textFabulous work Year 4!Now complete your Mathletics task for the day and a sound check on TTRS.
Today we are going to learn all about food chains
Science Lesson 2 30.04.20 Food Chains
1. A consumer is something that makes its own food
True or False?
2. Select the producer from the list:a) tigerb) mousec) grassd) shark
3. What are organisms that breakdown
dead matter called?
4. What type of organism is the world’s
largest living thing?
What can you remember? Knowing more, remembering more
Key vocabulary: consumer, producer, energy
transfer, absorb, flux, predator, prey, primary,
secondary and tertiary consumersQ: Do living things need each other to survive?
Where does the energy come from?• Living things need energy to survive
• ONLY producers can make their own energy from the Sun (using photosynthesis)
• All other living things are consumers and have to eat producers to get the energy
• A food chain describes the flow (flux) of energy from one organism to another
• It shows the interdependence of living organisms on each other
All of our energy
originally comes
from the Sun
Energy Flow
ENERGY TRANSFER (flux)
The producer makes their own energy from the Sun using photosynthesis
The primary consumer gets their energy from the plants they eat.
The secondary consumer mayget their energy from both other consumers and plants
ENERGY TRANSFER
ENERGY TRANSFER
Producer
Consumer
Prey
Consumer
Predator
The word flux means the transfer of energy from one part of the food chain to another
Producers & Consumers
ProducersProducers are plants that make their own food through photosynthesis
Primary Consumers
Herbivores who eat only plants/producers
Consumers are animals that obtain energy by eating plants or other animals that have eaten plants
Secondary & Tertiary
These consumers may eat other animals that are reliant on the producer as well as plants
Secondary Consumers
SECONDARY consumers may be OMNIVORESOther secondary consumers may be CARNIVORES
Where in the food chain would you find TERTIARY consumers?
TertiaryConsumers
Watch these videos to find out about food chains: https://www.youtube.com/watch?v=hLq2datPo5Mhttps://www.youtube.com/watch?v=MuKs9o1s8h8https://www.bbc.co.uk/bitesize/topics/zbnnb9q - any of the learner guides or video clips are good to help you
Food chain and decomposers
The Sun
Producer
Grass
Primary Consumer
Gazelle (prey)
Secondary/Tertiary Consumer – Cheetah (predator)
Organ
ism
die
s
Decomposers
Snails, worms, fungi, bacteria: organisms that break down
dead organisms into nutrients
Which animal is the carnivore?
Which is the herbivore?
What process does the producer use to make its food?
Tasks: Using the cards (on the next few slides) (you don’t’ have to print them):
• Can you make a 3 stage food chain?• Are you able to go beyond 3 stages?• Can you make a food chain for more than one habitat?• Has the transfer of energy from one part of the food chain to another been shown?
(hint – have you drawn arrows?)• Label the food chain using the key words:
herbivore carnivore omnivore producer
primary consumer
secondary consumer
tertiary consumer
energy
prey predator
• Write about one of your food chains:• Briefly describe what happens at each stage of the food chain• What does it show you about the transfer of energy between
organisms?• Explain the role that decomposers play in the food chain
Living things on these pictures are:
grass, rabbit, fox, green plant, slug, frog, zebra, lion, oak leaf, caterpillar, blue tit, cow, human, decaying leaf, earthworm, shrew, owl, plankton, cod fish, seal, polar bear, shrimp, tuna fish, shark, human
You may need to use a computer to work out who eats who!
Answers to some food chains you could have drawn:
That’s all our lessons for today. Hope you had a fun day. Take a minute to think back about everything you have learnt today.
Remember to do something kind everyday and if you take any photos of your learning
ask your parents if they can send any photos to
