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Home Learning Grid – Year 5 & 6 08.06.20

Engl

ish

Task 1: Task 4: Task 7: Task 10: Task 13:

Poetry comprehension and idea gathering.

Seesaw Upload

Seaside Poetry

Ocean pollution research

Seesaw Task How to save after our oceans

speech.

Day at the beach diary

Mat

hs

Task 2: Task 5: Task 8: Task 11: Task 14:

Division with remainders Seesaw Task

Division- presenting remainders

as fractions.

Multiplication

Prime Numbers, Squares, Multiples and Factors

Seesaw Upload Investigating Prime Numbers,

Squares, Multiples and Factors

Top

ic

Task 3: Task 6: Task 9: Task 12: Task 15:

Art

Recreate the wave.

Geography

Oceans of the world

PE

Seesaw Upload

Sea themed movements

Science

Seesaw Task

Create your own sea animal

DT

Make a boat that floats

Ad

dit

ion

al T

asks

Reading Times Tables Websites Year 5/6 words to learn to spell this week

Reading twice per day

please

1 x 20 minute session on

readtheory.org (log in

required)

1 x 20 minutes reading a

book

TT Rockstars – try all

different times tables

Play ‘soundcheck’

regularly

https://www.theickabog.com/king-fred-the-fearless/

J.K Rowling has released a new story called ‘The Ickabog’. One

chapter is being released on this website each day.

https://worldoceanday.school/

Monday 8th June is world ocean day and on the link above a range of

different ocean activities will go ‘live’ throughout the day.

*Why not see if you can write a ‘sea themed’

paragraph using these words or use some of them

in your English tasks this week?*

Conscious

Curiosity

Environment

Existence

Marvellous

Temperature

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Task 1: Poetry comprehension and idea gathering.

1. Read each of these poems out loud to an adult (this could be your reading for today!)

You need to think about the pace and rhythm of a poem to read it clearly.

2. Complete the questions below relating to the seaside poetry.

3. Complete the language gathering exercise to describe the sea.

1.

2.

3.

4.

Now answer these questions linked to the poems: (write your answers NEATLY in your book or on lined paper)

1). Find the personification in poem 1.

2). Copy one word from poem 2 that tells you how she feels at the beach.

3). Find 3 things they like to do by the waves in poem 3.

4)a. What is different about how the poets think about the sea in poem 4 compared to poem 2?

4)b. How does John Masefield feel about the sea?

5). What do you think the weather is like in poem 4? Find evidence to back up your ideas.

6). What do these words / descriptions mean – what does the poet want you to imagine?

balmy breezes – running tide – blown spume –

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Describing the Sea

Gather words and ideas to help you to describe what the sea is like - you could think about the shoreline, out at sea or

deep in the ocean.

Think about the feeling you want to give the reader, is the sea beautiful, peaceful, stormy, scary, lonely or a

wonderfully sunny place to be!

Type of Sea: ________________________ Feeling: ___________________

alliteration personification onomatopoeia soft, swirling sand waves running up the shore

(giving them human actions) crash bang drip

similes metaphors expanded noun phrases sand as hot as the sun

waves like ice (saying they are like something)

mountains of dunes (saying they are something else)

broad, sapphire sky

aim for 2 descriptions in each box

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Task 2: Division with remainders

For these division questions please use the method that you find easiest. Some questions may also

require multiplication, addition and subtraction.

1. Have a go at the multiplication and division fact family webs below. Write the answers in the

boxes. Why not time yourself to see how quickly you can fill them in? *We have done these

lots of times in school before- start in the middle and follow the lines*

2. Complete the questions below.

3. For question 1 choose A, B, C or D.

4. For the remaining questions choose A or B. B is more challenging.

4

X 6

56

÷ 100

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Chunking Short Division

1. Choose your level.

A B C D

47 ÷ 5= 38 ÷ 3= 87 ÷ 6= 123 ÷ 4= 421 ÷ 3=

417 ÷ 5= 138 ÷ 3= 287 ÷ 8= 423 ÷ 7= 421 ÷ 6=

417 ÷ 7= 108 ÷ 4= 2867 ÷ 8= 4213 ÷ 7= 8421 ÷ 9=

4017 ÷ 7= 1088 ÷ 6= 2587 ÷ 8= 4213 ÷12= 18421 ÷ 9=

A

2. Elizabeth has 128g of flour and 47g of sugar

a. If each pie she makes uses 4g of flour. How many pies can she make?

b. She also makes meringues. Each meringue needs 8g of sugar. How many can she make?

3. Eggs are packed in trays of 6 in a factory. In one day a factory packs 676 eggs a. How many trays do they need per day?

b. How many full trays do they have at the end of the day?

4. In the first hour of a school fair 471 ice creams are sold.

a. 1/3 of the ice creams sold are magnums. How many magnums are sold?

b. How many ice creams that were not magnums were sold?

5. Catalina has an 852cm length of cloth to make costumes for the school play. Each costume uses

7cm of fabric.

a. How many costumes can she make?

b. How much material is left over?

6. Rank these questions from easiest to hardest WITHOUT working them out. Justify your answers

in full sentences. 123 ÷ 7= 450 ÷ 10 = 9247 ÷ 3= 235 ÷ 5=

30

2

30

2

30

2

30

2

30

2

30

2

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B

2. Elizabeth has 285g of flour and 472g of sugar.

a. If each pie she makes uses 12g of flour. How many can she make?

b. She also makes meringues. Each meringue needs 25g of sugar. How many can she make?

c. She wants shares the leftover ingredients equally between 3 containers. Will this work?

3. Eggs are packed in trays of 12 in a factory. In one day a factory packs 1276 eggs a. How many trays do they need per day?

b. How many full trays do they have at the end of the day?

4. At a school fair 4,371 ice creams are sold.

a. 1/3 of the ice creams sold are magnums. How many ice creams that were not magnums

were sold?

b. The ice cream van has six freezers. At the end of the day there are 135 ice-creams left over

(unsold). If each freezer held exactly the same amount of ice cream at the beginning of the day,

how many were in each freezer?

5. The length of one side of a shape is 760mm. A different side is 1/8 of the length. How long is the

second side?

6. Catalina has an 18.52m length of cloth to make costumes for the school play. Each costume uses

9cm of fabric.

a. How many costumes can she make?

b. How much material is left over?

7.

8. Apples are packed in boxes of 9. How many boxes are needed for 7327 apples?

9. Rank these questions from easiest to hardest WITHOUT working them out. Justify your answers

in full sentences.

123 ÷ 7= 450 ÷ 10 = 9247 ÷ 3= 235 ÷ 5=

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Task 3: Art – Recreate the Great Wave painting

1. Practise creating colours of different shades – use colour pencils, paint or pastels.

2. Recreate this piece of art.

The Great Wave by Hokusai

The biggest lesson we want you to learn is about colour – the sea would not be just one shade of blue, the foam would not just be pure white, the sky would not be a plain yellow. Practise here, can you get a slightly lighter shade in each box until the last box is very pale? You could use pencils, pastels or paints.

Dark blue Very pale blue

Dark yellow Very pale yellow

You can either create your own masterpiece from scratch and then use your shades to bring it to life (this video clip

might help https://www.youtube.com/watch?v=AQFcycBZTjg) or you can use the template and colour it carefully.

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Task 4: Seaside poetry

Look back at the language and ideas you gathered yesterday. Today, you are going to write your own poem about the

sea.

1. Read the guidance below to remind yourself about the structure of poems

2. Plan the structure of your poem and write it!

3. Upload your final piece to seesaw.

Type of Sea: ________________________ Feeling: ___________________

*Remember all the words and details you choose need to make the reader think or feel a certain way*

Structure

Your poem doesn’t have to rhyme – they are often better if they don’t!

But you do need to write in lines – not full sentences.

You could have 2, 3 or 4 verses – your choice depending on your ideas.

Your verses could be 2 lines (couplets), 3 lines, 4 lines…. Your choice!

Verses – just like with paragraphs, you group your ideas

Think about the different verses you could have:

Feel of the sea > how it looks > how it sounds

On top of the water > under the waves > deep down in the ocean

Plan out your poem here Title: ________________________

Verse 1 _________________________ Verse 2 _________________________

Verse 3 _________________________ Verse 4 _________________________

Now write your poem neatly in your book or you could type it straight onto Seesaw. I hope we can spot the ‘feeling’ you were trying to get across about the sea.

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Task 5: Division- presenting remainders as fractions.

1. Watch the seesaw video to learn how to present remainders as fractions when dividing.

2. Have a go at the questions below. Remember to present your remainders as fractions in

their simplest form.

3. Upload your answers to question 7.

1. Look back to your answers to question 1 from Task 2 yesterday. Can you rewrite your answers

under today’s date presenting your remainders as fractions?

*Questions below as a reminder!*

2. M&Ms come in packets of 8. Jo ate 387 M&Ms over the course of a week.

a. How many full packets of M&Ms did she eat?

b. What fraction of the final packet did she eat?

c. What fraction of M&Ms were left in the final packet?

3. Harry has a 346m long piece of string. He cuts it into 4 pieces. How long is each piece of string?

4. A 548g bag of sugar is shared between 7 cakes. How many grams go into each cake?

5. Marvin lives 4237cm away from school. His friend Lucy lives 1

3 of the distance away from the

school that Marvin does. How many cm away from school does Lucy live?

6. James has 168 slices of pie. He shares them between 8 customers. 6 slices makes one whole pie.

How much pie does each person get? Present your answer in terms of the amount of full pies

and extra slices that they receive. e.g 1 2

3 would mean 1 full pie and

2

3 of another pie.

7. Work out the answers to these problems and link them to the way in which you would present

the answer.

Problem How will I present the answer?

My glass contains 56g of milk. Myself and my two sisters share it and have exactly the same amount each. Exactly how much milk have each of us drunk?

Not include the remainder in the answer

Eggs are packed in boxes of 6. A factory packs 137 eggs. How many boxes do they use?

Remainder as a whole number e.g 12 r 4

Jill has 56 pencils and she wants to share them equally between her 3 friends. How many pencils will each friend get?

Remainder as a fraction e.g 14 5

7

I want to share 423 sweets equally into 8 boxes. How many sweets are in each box? How many are left over?

Round the remainder up to the nearest whole.

A B C D

47 ÷ 5= 38 ÷ 3= 87 ÷ 6= 123 ÷ 4= 421 ÷ 3=

417 ÷ 5= 138 ÷ 3= 287 ÷ 8= 423 ÷ 7= 421 ÷ 6=

417 ÷ 7= 108 ÷ 4= 2867 ÷ 8= 4213 ÷ 7= 8421 ÷ 9=

4017 ÷ 7= 1088 ÷ 6= 2587 ÷ 8= 4213 ÷12= 18421 ÷ 9=

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Task 6: Oceans of the world.

1. Watch https://www.bbc.co.uk/bitesize/topics/z849q6f/articles/zmqwscw to remind yourself

about oceans and currents.

2. Label the oceans on the map below.

3. Use the world map on the following page to answer questions 1-6 below or access the map

here https://www.mapsofworld.com/map-of-countries.html

4. Use the internet to research the answers to questions 7-10.

1. Write three countries that border on two or more oceans:

2. Write 2 countries which border on the Indian Ocean:

3. Which continents are bordered by the Atlantic Ocean?

4. Complete the grid below to show which oceans border the given continent to the North, East,

South and West. Some may have more than one in each box or none if they border land/ a sea. If

this is the case and you know the nearest country/countries or continent they border in this

direction, feel free to put this in instead as I have done! I have done the first one for you.

5. Which two continents were not listed above?

6. Why might it be hard to determine which ocean a country or continent borders? Do you agree

there should be 5 oceans? Why? Why not?

7. Which ocean has the deepest section?

8. How deep is it?

9. What are the ocean zones/layers?

10. Draw a picture of the zones/layers. Annotate and label with the different features of each. What

would live there? What depths are they? What is the pressure/temperature/light like in each?

Continent North South East West

Asia Arctic Ocean Indian Ocean Pacific Ocean Europe

Africa

South America

North America

Oceania

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Bramley Church of England Primary

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Task 7: Ocean Pollution Research

Today we will be looking at and researching the threats which face our oceans. Tomorrow, we will

use this information to write a speech explaining to others these threats and encouraging and

supporting them to help care for our oceans.

1. Write the subheadings below into your home learning book.

2. Research each of the subheadings below and make notes. I have included a few websites

which may be helpful and some ideas for things you might want to find out about, however

you can use other sources too. Remember to use the words ‘for kid/children’ or ‘for KS2’ at

the end of your google searches to find appropriate information.

What lives in the ocean? Why are oceans important?

*Start general- whales, dolphins, fish etc then choose a few specific creatures/plants- choose a range of different

creatures and plants from different oceans around the world. Why are oceans important? What do we use them for?

What purpose do they have?*

Plastic pollution

*What is it? Where does it particularly effect? What happens to animals who come into contact with this plastic?

What can we do to stop this?*

https://www.bbc.co.uk/programmes/p05q49hq

https://www.natgeokids.com/uk/kids-club/cool-kids/general-kids-club/tips-to-reduce-plastic-pollution/

Coral Bleaching

*What causes it? What impact does it have on plants

and animals who live around it? How much coral

have we already lost? What can we do to stop this?*

https://www.esa.int/kids/en/learn/Earth/Protecting_

nature/ESA_satellites_spot_coral_reefs_in_danger

https://climatekids.nasa.gov/coral-bleaching/

https://www.marineconservation.org.au/coral-

bleaching/

Overfishing

*What is it? What impact does it have on our

oceans? Which animals does it particularly affect?

How can we fish more sustainably? *

http://www.eschooltoday.com/overfishing/overfis

hing-information-for-children.html make sure you

click through the different subheadings at the

side!

Other threats/ information

*Place anything under this subheading which you have found interesting but does not fit within the other categories

e.g other threats to our oceans, facts and figure about declining ocean species etc*

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Task 8: Multiplication

For these tasks please use the multiplication method that is best for you. Some questions may also

involve addition, subtraction and division.

1. Have a go at the times table challenge. I have included some hints and tips if you need them!

2. Have a go at question 1. A is slightly easier and D is the trickiest.

3. Choose level A or B for the remaining questions. B is slightly trickier.

Times Table Challenge

Work out the value of each of the shapes. I have given you hints to help you start but if you don’t

want to use them feel free to cover them up!

Grid Method Expanded Method

*HINT number 1*

If you are stuck, try starting with

If anything x = What must it be?

Cross off the numbers as you go so you

know what you have left!

*HINT number 2*

Which number can be cubed (□ x □ x □ )

and still give an answer of 12 or less?

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1. Choose your level.

A

2.

a. Stuart earns £87 a day. How much will he earn if he works for 5 days?

b. Sienna earns £825 every working week ( 5 days). If they both work for 2 weeks (or a total of

10 days) who earns the most? How much more do they earn?

3. To find the area of a rectangle you must multiply the length of the two different sides

together. Find the areas of these rectangles:

*NOT TO SCALE*

4. If a portion of fish and chips cost £7 and for a party I want to order 46 portions, how much

will it cost me?

5. I went to the supermarket and bought 6 apples at 29p each and 12 oranges for 17p each.

a. How much did I spend altogether?

b. How much change did I get from a £5 note?

6. I read 36 pages of my book on Monday. On Tuesday I read 3 times as many.

a. How many pages did I read on Tuesday?

b. How many pages have I read altogether?

c. If my book is 223 pages long, how many more pages do I still have to read?

7. Ali is 105 cm tall. The building he lives in is 14 times his height. How tall is the building?

A B C D

23 x 4= 74 x 6= 29 x 3= 19 x 42=

23 x 34= 78 x 66= 4 x 423= 249 x 6=

53 x 94= 710 x 8= 789 x 62= 348 x 42=

513 x 34= 508 x 86= 8 x 1297= 3128 x 43=

12 cm

9 cm 18 cm

21 cm

7 cm

43 cm

71 cm

16 cm

19 cm

81 cm

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B

2. Anne earns £1,253 a week. How much will she earn in 8 weeks?

3. I went to the supermarket and bought 24 apples at 29p each and 15 oranges, which were

on offer for buy 2 get 1 free. Each orange should cost 46p.

c. How much did I spend altogether?

d. How much change did I get from a £20 note?

e. How much would my shopping have cost if there was no offer on the oranges?

4. To find the area of a rectangle you must multiply the length of the two different sides

together. Find the areas of these rectangles:

*NOT TO SCALE*

5. Julius buys pizza for a family party. He buys 6 cheese and tomato at £3.20 each, 2 ham and

pineapple at £4.15 each, 9 pepperoni at £5.72 each, 23 bottles of fizzy drinks for 78p each

and 53 garlic and herb dips for 38p each. How much does Julius spend?

6. Look at the figure below where we have found three ways to answer the question 14 x 9 by

partitioning. Can you find 3 different ways to calculate 15 x 8? Use the drawings to help you.

42 cm

99 cm 197 cm

21 cm

70 cm

432 cm

78 cm

459 cm

76 cm

810 cm

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Task 9: PE – Movements of the Sea!

We would like you to create a combinations of movements linked to the sea, film and upload your

creation to Seesaw.

Please use the following piece of music to inspire your ideas and move along too!

https://www.youtube.com/watch?v=q1bXblxNgWk

Be as creative as you like, but here are some ideas to help you:

- think about how different sea animals move (whales, fish, dolphin,

octopus, turtle…)

- think about how you could represents waves or the

movements of the water (tidal wave, calm shore

waves, ripple in the water)

- think about different sea activities (surfing, diving, fishing…)

Try to include some of these skills in your movements:

o Sustained Balance (hold for at least 3 seconds)

o Travel (turn, jump, bounce, skip, hop…)

o Different heights including floor work.

o Variety of speed (e.g. a slow movement into fast movement)

o Repetition of movements

Remember to make sure you have good:

o Posture

o Balance

o Co-ordination

o Control of your movements

Remember to film and upload to Seesaw!

We look forward to seeing what you create ☺

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Task 10: How to save our oceans speech.

1. Log onto seesaw to watch the video modelling how I wrote the introduction for my speech.

2. Use your planning from yesterday to write the rest of your speech. You should have a paragraph for

each section. (3 main paragraphs- plastic pollution, coral bleaching and overfishing)

3. Use the box below to plan what sort of things you might say in your conclusion.

4. Write your conclusion at the end of your speech.

5. Video yourself reading out your favourite paragraph and upload it to seesaw! Show us your passion

and enthusiasm surrounding this topic!

Introduction

Can you imagine living in a world where the ocean was not the sparkling, calming abyss of blue we see in

picture books? Can you imagine a time where you are too afraid to enter the water for fear of pollution? Can

you imagine the diverse and beautiful ocean creatures becoming extinct due to our lack of compassion? Now

realise that this is not too far from where we are today. If we do not begin to change the way we treat our

oceans, change the way we fish and change our attitudes to polluting our waters, these terrifying thoughts will

become a reality. Ocean threats are something that need to be discussed now, before it is too late. In 2050,

there will be five times more plastic in the ocean than there currently is. That means there will be more plastic

than fish. Let that sink in. We, the citizens of the world, have just enough time to change this, but we must act

fast and we must work together. We only have one planet, one ocean and we must do everything in our power

to protect it. Let me tell you how.

Conclusion Plan

*What message do you want to leave them with- positive or negative? Do you want them to feel uplifted, like they

can help? Or concerned about the current state of our oceans? Or a bit of both? How are you going to ensure they

remember the most important facts? Should you end by reminding people what they can do? Should you include

hard hitting facts? How will you create a sense of unity and let your listeners know that we are all in this together-

think about the language you use ( you, we, us?) *

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Task 11: Number Skills

1). Read through the number fact information to remind yourself.

2). Solve the puzzles using your times tables knowledge to help you.

Multiples of 6 are:

6 18 42 66 84

600 1200

Common Multiples = multiples that are the same common multiples of 6 and 4 are 12, 24, 48, 360, etc

Factors of 24 are:

6 4 12 2

24 1 3 8

Writing them in pairs often helps!

Common Factors = factors that are the same

common factors of 10 and 15 are 1 and 5

Composite Numbers

All number that aren’t prime are composite numbers - except 1!

They have more than 2 factors.

1.

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2.

3.

4. Circle all of the prime numbers between 1 and 20 – use your timetables facts to help you!

5.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Hint:

You know that every

multiple of 2 is EVEN.

You know that 5x

tables end in 5 or 0.

Use your tables facts!

You might need to

think about 20x a

number.

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6. Fill in the gaps to list the square numbers.

1x1 2x2 5x5 7x7 8x8 11x11 12x12

9 16 36 81 100

Find 2 square numbers that make a total of 52

Find 2 square numbers that have a difference of 24

Without using 10x10, which 2 square numbers give you a total closest to 100?

Challenge

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Task 12: Science Sea Animals

1. Log onto seesaw to watch the lesson.

2. Your task is to create your own sea creature. You can sketch and colour it, paint it, create it out of

papier mache or even from junk model – the choice is yours!

Some features you might want to think about:

Swimming fish are smooth and sleek – streamlined. They often

have a pointy front so they can glide into the water.

Breathing – underwater animals often have gills that are on the side of their

bodies to be able to take in oxygen in the water or they can have blowholes

so they can breathe when they reach the surface.

Mouths – sea animals can have huge teeth or hundreds of teeth to help cut, trap and chew their prey. Some

have pointy or extra wide mouths so they can catch enough food.

Fins help sea creatures move through the water, stay still and not travel

with the current or glide higher and lower in the ocean.

Unusual features – some sea creatures have special features to

keep them safe or to help them hunt. A ‘fur’ coating to camouflage

against the sea-bed or spikes to ward off any

predators. Lighting up the floor find their prey as w

well as attracting other creatures.

Think about the special features you want your sea creature to have.

Upload a photo of your finished creation, add labels to your picture to show what

features you have added or write a note on Seesaw to explain them to us.

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Task 13: Diary Writing – A Day at the Beach!

Today you need to write a diary entry, imagining you have had a day at the beach.

Thinking about what you have learnt about the sea and pollution, you need to decide…

1. Was your day good? Was the beach clean? Was there little evidence of pollution? Could you swim in a

litter free sea? Is conservation work paying off? How did this affect your day?

2. Was you day bad? Was the beach dirty? Full of litter? Lots of evidence of pollution? How did this affect

your day?

3. Maybe you had a mixture of both a good day and a bad day? Why?

Diary Writing Checklist:

- Write the diary in FIRST PERSON, from YOUR point of view (I saw, we went, my hat, our car)

- Make it EXCITING and INTERESTING to read (make yours stand out from everyone else’s)

- Use a variety of TIME CONJUNCTIONS and ADVERBIALS (Early this morning, First thing after lunch, Later on)

- Write in CHRONOLOGICAL ORDER (time order)

- Give YOUR ideas and OPINIONS (Unfortunately, there was a large cluster of litter by the boy, we need to do something about pollution on our shores).

- Include PERSONAL EMOTIONS and FEELINGS (My anxiety lifted, as I saw the beach was clearer further along the harbour)

- Include an INTRODUCTION AND CONCLUSION. - Use an INFORMAL style (Diaries are usually written for our own eyes so they are not usually written in

a formal style)

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Task 14: Number Facts Investigations

1). Use your knowledge of number from yesterday to solve these puzzles.

2). You can write the answers in your books, on lined paper or print out this page and write on it.

3). Remember to EXPLAIN your understanding when needed – not just give an answer.

4). Upload the answers to the LAST question to Seesaw.

The number machine is broken.

Cross out all the composite numbers.

Colour all the prime numbers.

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You only need to upload these 4 answers to Seesaw

The first square number over 70

The first prime number over 50

A number that 3 and 8 are both factors of

The highest multiple of 7 before 100

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Task 15: DT - Make a boat!

Your challenge today is to make a miniature boat to hold as many passengers as possible.

What you need:

-A tub of water big enough for your boat.

-You can use whatever you want to make your boat, thinking about what would be a good material

to choose.

-Use the same ‘item’ to represent your passengers. E.g. a small ball of playdough, dried peas, paper

clips etc. but they must all be the same size and weight.

What to do:

Step 1: You need to make sure the material you have chosen to make your boat with floats. This

may depend on the shape you give it. For example: If you used plasticine, rolled it into a ball and put

it in the water, it would sink! So, we would have to change the shape to get it to float.

Step 2. Once you have your material floating can they get it to take some ‘passengers’? Do you need

to rethink the shape of boat? Have you thought about the buoyancy of your boat? (see below)

Step 3. Can you alter the shape so that the boat will take more ‘passengers’ before it sinks?

Step 4: Talk to someone at home about what you have done, think about; what you did to make

your boat float? How did you change it to take some passengers? Did you have to change it again to

taken even more passengers? What have you learnt about buoyancy and up thrust? How did this

affect you boat and the amount of passengers it could take?

A bit of knowledge to help you:

Water pushes upwards with a force called ‘upthrust’. (You can feel this if you try to push a light

object such as a balloon or ball pit ball under water). The shape of a ‘boat’ affects the weight

(passengers/cargo) it can hold. The more water that the boat displaces the more it will float and

therefore the more weight it can take.

For even more information on buoyancy visit:

https://www.bbc.co.uk/bitesize/topics/zc89k7h/articles/zytqj6f

(google - what is buoyancy? bbc bitesize ks2)