Welcome to the Cedar Class home learning page!
We have created this page in preparation so that learning can continue at home. We hope you will find everything you need to continue all of your hard work! We have put together a list of useful websites and resources which you can access at home to continue and progress in your learning during this time.
The following websites are currently offering free-access to their home-learning resources:
Twinkl (Home learning packs available)
BrainPOP (subject-specific activities and games)
Teacher's Pet (you will need to create an account, but this is free to do. New resources added each week)
Chatterpack (lots of links for different subjects)
The LGFL website also has an extensive range of resources which the children can access using their LGFL login.
Below you will find more detailed guidance and some documents with more information about what we are learning in each subject. There will also be some activities and ideas for you to do whilst you are at home.
In Science we are learning about plant and animal classification.
Children need to:
Watch this video:
Follow the link to find out more about this:
Activity 2 : Classification Keys
1. Animalia classification keys: use the cat classification key in the document below (it is near the end) to classify the different types of cats shown in the photographs and identify individual species through specific features.
2.Plant Classification keys: Look at the buttercups classification key in the document below and classify the plants, using it. Have a go at creating an alternative layout key (thishas been started in the resources, but needs two further questions to complete it).
Background information for Buttercup activity
At first glance all the different buttercups look quite similar, but there are small differences. It was details like these that Linnaeus used to classify plants. When he was only 23 years old he used the number and position of the stamens to group flowers into 24 classes. He then divided the classes into orders based on the pistils (see resource pack for labelled flower diagram). The orders were divided into genera (plural of genus) by the form of the fruit. So he had to observe the flowers very carefully.
Activity 3 : Micro-organisms
Look at the information on the web pages below. Find out all you can about micro organisms and write an information report for next year’s Year 6 class that explains what micro-organisms are. You can illustrate it too if you want.
Activity 4: Classification of a Trees
Botanical illustration is the most popular genre of natural history illustration and is used to illustrate and support classification of animals and plants. Have a look at some botanical illustrations below and then choose a tree (either go fo a walk in your local park or if you can not go out look at the Woodland Trust Website below) to illustrate. You will need to draw the whole tree and also a close up drawing of the leaf, fruit, seeds etc.
Have a go at creating your own classification key for British Trees using their leaves. Either collect some leaves in the park to use or look at some of the pictures of different leaves on the Woodland Trust website. You should look for the obvious differences to separate the leaves into two gps first. Then look at each gp separately (may be another obvious difference or may be a smaller difference) to work out a question to separate those leaves. You do not have to think of a question that separates one individual leaf from all the others that are left each time, sometimes the question will separate those left into two groups of two or more leaves. Use your first attempt as a draft - you may decide to go back to the beginning and use a different question to sort them into two initial groups, before asking the other questions you have chosen.
The resource pack below has some examples of how to classify leaves towards the end.
Activity 5: Classification of New Species
Play ‘What on Earth’ (resource pack below). When new creatures are found, their ‘common name’ is often derived from a key characteristic or the name of the person who has discovered it, see if you can match the common name, description and photograph. Have a look at the descriptions, they don’t contain ‘imaginative’ language or subjective descriptions (beautiful, ugly) – why is this? Detailed scientific descriptions need to be written in plain English and also need to be as objective as possible to ensure all that is recorded is accurate and clear information. If two scientists were describing the same thing they would likely write similar descriptions, although there may be deviations (slight differences).
Now have a look at the next set of pictures and have a go at describing (scientifically) some unusual living things from around the world (just like the What on Earth’ game), that will need to include very detailed descriptions of very specific characteristics – you need to be able to distinguish similar creatures so this is very important. Here are some suggestions of the kinds of things that might need describing for the plant kingdom (e.g. in Plantae – leaves, flowers, fruits, seeds, height, colours, stem/trunk) . Make up some common names for these creatures, based on one or two of these key characteristics as well as suggest where in the world you think the creature might live (habitat) based on its characteristics.
See if you can find the real name for these creatures and research where they are found and their natural habitat.