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Year 6 Topic Plan and Resources 25th - 29nd January 2021 Remember to upload any completed homework to your class Teams Channel - Completed Assignments or email us

at year6@colindale.barnetmail.net. Don’t forget to ask any questions you might have.

Subject Objective Activity and Resources

Science Use

descriptive

phrases to

describe

features of

leaves.

Today you are going to be looking closely at a variety of leaves and then describing them using

descriptive phrases.

To help to identify plants and their names, you can look at their features - flowers, leaf shape, bark, seeds – but for the work today you will be focussing on leaves. To do this activity, you could go and collect different types of leaves from your garden or from

outside when you go out for your daily exercise. There are also some pictures of leaves in the

RESOURCE SHEET below.

Now you are going to look closely at the different leaves and label them with lots of descriptive

phrases. Try to do this for different types of leaves – at least 6.

Keep your Leaf Fact Files to use in the science lesson next week.

Resource Sheet 1

Using the examples, choose different leaves to create your own factfiles.

Key Words to use

shiny

narrow

needle-like

lobed

small

dark

simple compound pointed linear roundish triangular

heart-shaped

spiky

toothed edge

long

uneven

variegated – different colours on the leaf.

leaf veins

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Science Resource Sheet 2

My leaf fact file.

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Science Resource Sheet 3

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Art Learn a new skill to make a paper butterfly

Butterfly 3D Art Over the last two weeks, you have looked closely at butterflies and observed their shapes and patterns. Today you are going to make a small 3D butterfly out of paper and using a technique called quilling. You should be able to find all the materials and equipment that you need in your house. To be able to make the butterfly, you can watch Ms Dray’s video with the instructions.

Watch 'Butterfly Art Craft Video by Ms Dray 2' | Microsoft Stream If you can’t watch the video, then follow the instructions below. Extension: Make some different types of butterflies.

Materials and equipment you will need:

A4 paper - white or different colours (you can always colour in white paper using felt tips

or colouring pencils that you have at home), scissors, glue and a ruler.

1. 2.

Gather all the equipment and materials that you need. Did you know that you can make your own glue? You can use flour and a little water mixed together. It won’t dry clearly like PVA but it is still useful.

Mark along each end A4 paper in steps of 0.5 cm. Then join up the points by drawing a line with your ruler. (These lines should be along the long edge). Cut them out so that you have 7 strips.

3. 4.

Glue 2 strips together and repeat for 2 more strips. Now you have 2 short and 2 long strips.

Take a short strip and roll it up quite tightly. Then let it loosen a little bit by putting it on the table.

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5. 6.

Pinch one end together so that it is a little pointed.

Put some glue on the end and press it together. Repeat this for the other short strip of paper.

7 8.

Do exactly the same for the longer strips of paper: Roll them up, place them on the table and let them unravel and loosen a little. Pinch the end together and then stick the end down. The wings should be bigger than the two small ones,

This is what your wings should look like.

9.

10.

Arrange your wings into a butterfly shape. Glue each of the ends and press them gently together.

Take the last strip and fold it into 4 pieces. Cut one piece off.

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11. 12.

Fold the small strip in half. Roll each side down to create the antennae for the butterfly. Loosen the coils a little. Finally, glue the antennae to the butterfly.

Now you have finished! You can finally glue your butterfly to a piece of card or paper. Take a photo and email it, or send it on Teams, to your teacher. You can now make even more if you want to have another go!

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Co

mp

uti

ng

To understand the importance of balancing game and screen time

Lesson 3 – Screen Time (You will need the Screen Time record cards that you filled in last week) 1. Look at your record cards and work out the following: • The total screen time for the week in minutes. • The total non-screen time activity in minutes. • Which day had the most screen time? • Which day had the least screen time? • Average hours of sleep per night (you can estimate this or work this out as you do for the mean average in maths). Do you have the right balance (proper, or equal, amount of time spent) of screen time and other activities? 2. Now ask about 4 class friends (on Teams) the same questions (from above) and write their answers down. 4. Log onto Purple Mash - Unit 6.2 Online Safety (Set for you to do) Open 2Investigate. Click on the Add Record button and input your details. Then repeat this for the data that you gathered. (Like the RESOURCE SHEET 1. picture below). If you don’t have access to the internet, you can still complete Number 1, then answer the questions below.

Your screen should look like this –

Now try making some graphs to find out about the class’ screen time information. Click on

the Charts button.

On the Charts screen, you can select the field to examine in the drop-down menu.

You can also create different types of charts using the buttons at the top, this example shows a pie-chart of the different on-

screen activities.

How do you feel about the amount of screen time you have compared to other activities?_______________________________

________________________________________________________________________________________________________

What are the reasons to balance screen-based activities with other activities in your life?________________________________

________________________________________________________________________________________________________

Do you see restricted screen-time as a bad thing? Why?__________________________________________________________

________________________________________________________________________________________________________

How much screen time do you think that pupils of different ages should be allowed? __________________________________

_______________________________________________________________________________________________________

What is the effect of screen time on sleep? Are you getting enough sleep?____________________________________________

________________________________________________________________________________________________________

Make sure you save your work as we will be finishing this activity next week.

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Ge

ogr

aph

y Know the

layers of

vegetation

in a

rainforest

Read the information in the RESOURCE SHEET 1 below. What animals live in each layer and why do you think they live there? Watch the lesson video here: Watch 'Topic Geography Recorded Lesson 25th-29th January 2021' | Microsoft Stream On the picture of the rainforest, RESOURCE SHEET 2, write the labels for each layer and write the names of the animals that live in each layer too. Extension: Write your own explanation of each layer using the information from the resource sheet and the video or make a creative poster showing rainforest layers. A good link to watch a video about the layers of the rainforest and the animals that live there: https://www.youtube.com/watch?v=blh3Kq9xf_o

GEOGRAPHY RESOURCE 1

Continued on next page

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GEOGRAPHY RESOURCE 1 continued

Remember to use a

dictionary to look

up any words you

do not know the

meaning of.

Now on the picture of the rainforest,

RESOURCE SHEET 2, write the labels

for each layer and write the names of

the animals that live in each layer

too.

Here is an example of a diagram you

could make as an EXTENSION.

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GEOGRAPHY RESOURCE 2

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EXTENSION: you can use this page to draw your own labelled diagram of the

rainforest layers or to write your own explanation of each layer in the

rainforest.

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RE Identify

similarities

and

differences

between

religions

How do different religious groups treat and care for animals?

What rights do you think animals should have? Can you think of some?

Do you think they should be treated fairly? Can you think of any examples where animals may not be treated

fairly? You may have thought about zoos, circuses, wildlife parks or even animals used for

scientific research.

This week you are going to read some information about two different religions.

Find information about how they feel about animals and what their views are.

Complete the FACT FILE by writing in your own words about what you have found out.

Write in full sentences then check for sense and punctuation. You can draw a small picture if you like.

Next week you will be reading about two other religions. Keep your FACT FILE safe.

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RE RESOURCE 1

Islam and animal rights Muslims believe that: • all living creatures were made by Allah • Allah loves all animals • animals exist for the benefit of human beings • animals must be treated with kindness and compassion Muslims are instructed to avoid: • treating animals cruelly • over-working or over-loading animals • neglecting animals • hunting animals for sport • hunting for food is permitted if the animals are killed in the right way • cutting the mane or tail of a horse • animal fighting as a sport • animals being raised in factories Muslims are only allowed to eat meat that has been killed according to Sharia law. These are the rules for Islamic slaughter: • the person killing the animal must be an adult Muslim and they must say the name of God before killing it • the name of God is said to show how important the life of the animal was • animals must be well treated before being killed • animals must not see other animals being killed Is this a cruel way to kill an animal? Some experts say that the animal killed in this way does not suffer if it is killed quickly and cleanly enough, because it loses consciousness before the brain can feel any pain. Other experts disagree and say that the animal remains aware long enough to feel severe pain.

Christianity and Animal Rights Food:

• Most Christians agree with using animals for food.

• Animals must be treated and kept well whilst they are alive, because it is a sin to be cruel to animals, which God has created.

• All creatures are valuable to God, but human life is MORE valuable, so it is acceptable to most Christians to eat meat.

Work: • Christians agree with using animals for work, as long as the animal is

well cared for and looked after.

• Some Christians don’t think animals should work as it could be dangerous for the animal. E.g. police on horses.

Entertainment: • Christians generally disagree with using animals for entertainment,

because the animals are frequently kept in cramped, cold conditions. They are not in their natural habitat and don’t have the space to roam freely. This would not be showing respect for the life of the animal.

• Some animals are forced to perform tricks, just so humans can have a laugh.

• Zoos and safari parks are supported by Christians, but the animals must be well cared for.

Hunting: • Some Christians agree with hunting as a way to control animal

population. • They believe that God has given them instructions to bring animals

under control. “Rule the earth and subdue it.” • They also agree with hunting if they are killing vermin (rats/mice) or

pests. • Some Christians disagree with hunting as a sport because they see it

as cruel. • They believe that God has created humans as STEWARDS, to look after

the earth and everything in it.

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RE RESOURCE 2 - FACT FILE

Islam and Animal Rights Christianity and Animal Rights

What do you think is similar and what is different?

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