Week commencing 11.5.20 Croods – Factfiles
For the last two weeks we have been looking in detail at the characters in The Croods, thinking about what life was like in The Stone Age, and trying to imagine how we would have felt in their situation.
This week, our focus is moving from the people to the animals. As I mentioned, The Croods is not historically accurate, so some of the creatures we see in the film are not real. However, there were animals alive in that time that no longer exist. Because they lived in a time when things were different, those animals had some different features to animals that are alive now. These features are what helped them to survive. Today I’d like you to watch this clip and look carefully at the animals that you see.
Did you see features of the different animals.
Your task for today is to choose just one of the animals from the sheet that I have attached below and identify at least 5 features that are particular to that animal. For each feature, try to think how it helps the creature to survive in its environment.
Hint – the features may include horns, tusks, teeth, eyes, fur…
You can either print the animal or draw it in the middle of the page and then draw label lines to the features.
Today it’s your turn to design a prehistoric animal. It might be useful to watch yesterday’s clip again.
You can use and combine features from the animals in the clip if you want to, or you could create one of your own completely.
Your animal must have at least 5 features that you have chosen to help it to survive in its environment. Please draw the animal in the centre of the page and use label lines to indicate your chosen features.
I’d love to see what you create, so you could send pictures by email, or on ClassDojo.
Today we are looking at using cause and effect conjunctions to help us to write longer sentences to explain the features of the animals.
I’ve attached a PowerPoint which explains how we can use these conjunctions. (I’ve also converted the PowerPoint to pdf in case you can’t access PowerPoint.)
When you have gone through the that, there’s a sheet containing sentences with the conjunctions missing for you to have a go at.
Finally, I would like you to have a go at writing 5 sentences of your own using conjunctions from the mat I have also attached.
Today we are going to look at the features of fact files so that you can start to plan a fact file about the animal that you designed earlier in the week.
I have attached a checklist of features of a non-chronological report, and an example of a factfile about an elephant. I would like you to use the checklist and see how many features are present in the fact file.
Now I’d like you to think about the information you would like to include in a fact file about your imaginary animal. What paragraphs and subheadings will you need? In your book, start to plan what information goes which subheading. Try to include at least 5 sections.
Today is your day to create a factfile about your animal.
You can choose your layout – do you want the picture in the middle, or at the top?
Make sure that you include at least 5 paragraphs with subheadings – each one must explain how the features you gave it help it to survive in its environment.
I’ll add the Conjunctions mat and Report Features checklist again so that you can use them to help you to make sure that you include everything you need.
I’d love to see your finished factfile, either by email or ClassDojo.