Monthly Archives: May, 2020

Friday 29th May 2020

By year4 on May 29, 2020 | Leave a Comment

Home learning 29.05.2020

Hello everyone!

We hope that you are doing well and that you have all managed to enjoy the beautiful sunshine over half term, whilst keeping safe! The Year Four team are looking forward to continuing phone calls home and email correspondence once we return to daily home learning after half term. We would like to say a huge well done to all of our students who have demonstrated the skills of commitment and self-discipline when completing their learning tasks. Finding it tricky to settle into a new routine? Why not create your very own timetable – be sure to have a good balance between learning time and exercise out in the fresh air!

This week, Miss Honeywell went on a lovely walk along the Kingley Vale nature trail and enjoyed a yummy picnic in the sunshine. She also created a delicious selection of blueberry and cherry breakfast muffins which she has been enjoying each morning in her garden… take a look!

Meanwhile, Miss Jackson-Nash has been busy cooking some delicious new recipes at home! She would also like to introduce one of her new kittens to you all – this little one is called Stewie, how sweet!

Reading comprehension

Poetry – language, meaning and word choices

This week, your learning focus is based on poetic language and why poets choose particular words to create an impact upon the reader. Take a look at the following link from Oaks Academy and complete lessons 1-3 of the poetry section on the website.

https://www.thenational.academy/online-classroom/year-4/english#subjects

Support

* For those who work on separate guided reading tasks, take a look at the poem below and use coloured pencils to circle any:

Alliteration
Similes
Metaphor
Rhyme
Repetition

Flying Popcorn

A piece of popcorn

Escaped from the pan

And flew across the kitchen

Like superman!

It ping-ponged back and forth

Between the oven and the freezer

Then it shot up to the ceiling

Like a daredevil trapeezer.

I tried and tried to catch it

But it never missed a trick

So finally I gave up

And ate a liquorice stick.

In addition, please continue to read 20-30 minutes daily. Try and read a range of texts too.

Writing activity

Poetry – expanded noun phrases

Main Task

Now we are going to revise our learning on expanded noun phrases and how these can be used to add detail to a poem. Take a look at the following link from Oaks Academy and complete lessons 4-5 of the poetry section on the website. Can you write your own repetitive poem?

https://www.thenational.academy/online-classroom/year-4/english#subjects

Challenge

Can you use alliteration within your expanded noun phrases, to create further sound effects? For example, ‘The plopping, dripping droplets beat steadily against the window pane’.

Support

* A bit too tricky? Why not try to create your own sound poem instead, using the following image from https://www.pobble365.com/without-gravity

Extension:

Which sounds would you hear? How would the items move around the room? See if you can use similes and alliteration to describe them in your poem.

Spelling

This week, we would like you to revise the following Y3/4 spelling words from our list:

disappear early earth appear breath increase

Can you use a highlighter to show where the ‘ea’ digraph is found in each word? Does the digraph always make the same type of sound each time? Have a practise out loud…

Based on the sound the digraph makes in each word, can you put these spelling words into different groups or categories? How many groups have you made? Are there any words that do not fit into a group? Why?

Please note:

For those working on Y2 common exception words, use the following online ‘Egg Hunt’ game (use ‘single player’ mode).

https://www.spellzone.com/word_lists/games-32308.htm

Maths

Interpreting data – graphs, charts and tables

Please note: You will need to enable ‘flash’ on your (computer) settings for these activities…

Warm up

This week, we shall be focusing upon data handling and how we can present and interpret data and information from different types of graphs. Take a look at the following task on the website below:

http://www.skoool.com.eg/english/skoool_bundle/content/primary/maths/data_handling/index.html

Main Task

Have a go at the following graphs adventure – can you work out how much antidote will be needed to defeat the plague? Use your knowledge of tally charts, bar graphs and pictograms to complete this extremely fun activity!

https://www.topmarks.co.uk/Flash.aspx?a=activity21

Challenge

There are thirty children in Moon Class. All the first part of the summer term they had been doing a project collecting data about themselves and making all sorts of lists, charts and graphs to present it.

Now it is June and they are going to present all they have done in the project to the whole school. There is double excitement in the classroom that day because it is also one of the children’s birthdays.

Here is some of the work they have done:

On what day did the class present their work at school? Explain how you used the information to help you. Was there any data you did not need, to reach your answer?

Support group

Tim’s class collected information about all their pets. They have six different kinds of pets between them

This is the block graph they are making to show how many of each pet the class has altogether.

The children have not yet put in the animal names under each column. Can you do this for them using the information below?

There are two less cats than dogs.
Only one child has a parrot at home.
The number of fish added to the number of gerbils is equal to the number of dogs.
There are twice as many fish as hamsters.
There are half the number of gerbils as there are cats.

Remember that Sumdog, Times Table Rockstars and My Maths have also been updated with activities.

Topic / D&T

As part of your learning for our country study on Hawaii, can you use the recipe below to make yourself and your family members at home a delicious, fruity tropical smoothie that will keep you refreshed in the summer sunshine? Take a look: https://www.superhealthykids.com/recipes/hawaiian-berry-smoothie/

Safety first! Don’t forget to ask an adult to supervise as you chop up and prepare your fruity ingredients…

Hawaiian berry smoothie:

Ingredients

1 medium orange
3 medium bananas, frozen
1 cup mango cubes, frozen
1/4 cup orange juice
3/4 cup yoghurt, fruit variety
1/2 cup strawberries, frozen, unsweetened
1/2 cup blackberries, frozen
1/2 cup blueberries, frozen
1/2 cup, thawed cherries, frozen, sweetened
1/4 cup milk

Method

Peel orange and add to blender. Add 2 of the bananas to the blender with the mango; top off with orange juice. Blend well. Add more orange juice while the smoothie is blending if it becomes too thick. Pour into another container and set aside.

Prepare the second layer by adding yoghurt, berries, the remaining banana and milk to the blender. Blend well until smooth. Add more milk while the smoothie is blending if it becomes too thick.

Layer the smoothie mixtures in glasses. Use a butter knife or popsicle stick to create designs inside the glass if desired. Top each smoothie with a toothpick filled with fruit for added fun!

Challenge:

Now create your own recipe for a Hawaiian smoothie or fruit juice!

Are your instructions clear enough for a person in your family to follow successfully?

How healthy is your smoothie? Refer to vitamins and minerals in your answer…

Science

Sound and Vibration – dancing sprinkles!

You might know sound is caused by vibrations, but did you know sound can also make things vibrate? You might have noticed this if you’ve ever been at a concert or in a car with the stereo volume turned up. Sometimes the sound is so loud that you can feel its vibrations! Sounds that loud, however, can damage your hearing—so in this project you’ll investigate quieter noises with something a little more fun!

This week, here’s a fun experiment to try – can you follow the instructions to SEE the sound waves in action?

Materials

Cup or bowl
Rubber band that fits around the cup or bowl
Clingfilm
Sprinkles (You can also use salt, but the sprinkles are easier to see.)
Large plate or tray

Preparation

Stretch a piece of Clingfilm across the top of the bowl.
Use a rubber band to hold the Clingfilm in place.
Adjust the Clingfilm so it is as tight and as flat as possible with no wrinkles.
Put the bowl onto a plate or tray to catch any sprinkles that fall off.

Method

Bring your lips very close to the edge of the bowl without touching it.
Try humming loudly, and watch the plastic wrap closely. What happens? Can you see anything?
Add some sprinkles to the top of the plastic wrap.
Try humming again. Watch the sprinkles closely. What happens?
If nothing happens, try humming louder. What happens?
If nothing, try varying the pitch of your humming (higher or lower). What happens?
If the sprinkles fall off the bowl, add more of them as needed.
What happens after you stop humming?

Challenge

Extra: Try the activity with different-size granular materials. For example, what happens if you use tiny, spherical sprinkles versus bigger oblong shaped ones? What about salt or grains of rice?
Extra: Try the activity with different size, shape and material containers. Can you find the best material or shape that carries sound waves at different pitches?
Extra: Try putting the bowl in front of a speaker and playing music. What happens?

Music – Mrs Sumba

Johannes Brahms

Go to the website below and watch Radzi Chinyanganya’s video about Johannes Brahms.

https://www.bbc.co.uk/teach/ten-pieces/classical-music-johannes-brahms-hungarian-dance/zfj4y9q

Why was Brahms considered to be a musical trailblazer?

Now listen to the whole piece in the second video.

Can you spot the changes in tempo? When is it fast? When is it slow? Try moving to the music.

Find 2 objects that you could use like drums- 1 should have a high sound (pitch), 1 should have a low pitch.

Practise playing them- left, right, left, right – create a steady pulse in time with the music. Does the pulse change?

Art – Mrs Pearson

ANIMAL MAGIC!

For this week’s Art Challenge I would like you produce some art that is linked to ANIMALS! Your animal can live on the land, in the sea or the sky. If you prefer, you can make your own mythical animal from your own imagination… or even a fusion of two animals. It can be a drawing, a painting, it can be made from a kitchen roll tube, a painted stone, made from things you find in the woods or at the beach or anything else that you can think of. I’m sure you will create something ‘magical’, as always!

Ideas to inspire you:

However, if this doesn’t appeal to you can still send any other art work to me and I will post that on the Blog too.

Please email your artwork to me:

n.pearson@stpeterswaterlooville.hants.sch.uk

Thank you

Keep creating and keep safe!

Mrs Pearson

Family STEM activity – Miss Stapley

Spinema

https://www.rigb.org/families/experimental/spinema

We’re all used to seeing films and animations. This activity is all about understanding a bit more about how these work, and why our brains perceive what is actually a series of still images as flowing motion.

Click this link to see vintage images from the early days of animation https://ri-science.tumblr.com/search/muybridge

By making a thaumatrope, you can learn about ‘persistence of vision’, as two images pass by your eyes so quickly that you are still processing one when you see the next, so your brain merges the two together to see a complete image.

A phenakistoscope works just like classic animation and movies. By rapidly showing one image after the other, each slightly different to the one before, a sense of movement is created. This known as ‘beta movement’, and is the basis of any moving image you see on a screen.

The activity

Make a thaumatrope and a phenakistoscope – templates are available to download or you can draw your own.
ExpeRiment with animation.
Learn how we process images and motion.

https://www.rigb.org/docs/spinema_infosheet_0.pdf

Questions to ask children

Before the activity: What types of cartoon/animation do you know? How do they make drawings or models seem to move?

After the activity: What differences are there in the images? What would happen if we spun the disc in the opposite direction? What if we spun them faster/slower? What would happen if the phenakistoscope had more/less drawings?

Going further

Try making a flip book. You can see how at rigb.org/ExpeRimental.

Posted in: Uncategorized

Friday 22nd May 2020

By year4 on May 22, 2020 | Leave a Comment

Hi everyone,

We hope that you are all well and keeping safe.

This half term, St. Peter’s will not be setting any new home learning tasks for the children to complete.

Instead, we would like to remind the children to continue their work on the following areas, over half term:

Daily reading (20-30 minutes)
Practise your number facts (this includes times tables, number bonds, etc.)
Catch up on any of the blog activities you may have missed over the last few weeks
Please note: a parent mail has been sent out with suggestions for ‘Month of Mary’ activities, IF your child would like to pick one to try, for fun.

New home learning tasks – including online Maths (i.e. Sumdog, Times Table Rockstars and My Maths) – shall be set for the children on the Y4 blog, as normal, after half term.

Take care and best wishes,

Year 4 team.

Posted in: Uncategorized

Home Learning 15.5.2020

By year4 on May 15, 2020 | Leave a Comment

Home learning 15.5.2020

Hello everyone!
We hope that you are well and keeping safe. Once again it has been lovely catching up with you all and hearing about the fantastic work you’ve been up to. Keep on sending us your brilliant work!
This week, Miss Jackson-Nash was very excited as after lots of hard work, she was able to book her dream wedding venue! To add to this good news, Miss Jackson-Nash’s cat Miko had 5 kittens! Her sister is taking good care of them back at home.

Miss Honeywell has continued her baking. Miss Jackson-Nash said Miss Honeywell should take on the Great British Bake off!

Reading comprehension:
Inference – Watch this clip from literacy shed. ‘The Catch’

https://www.literacyshed.com/the-other-cultures-shed.html (scroll down the page until you find the video)

There are many points to discuss from this clip. Discuss with someone at home or write down where do you think the boys from? Why does he have to fish? Why does he keep looking back to the village? What do you think the boy felt when the fox stole the fish? How did he feel when he was taken to the ocean? What do you think the moral of the story is?
Can you create an emotions graph tracking the boy’s emotions through the events in the story.
1. Waiting in anticipation for the first catch
2. The distressed caused by seeing the injured fox
3. Anger at the fox for stealing his fish
4. Chasing the fox
5. Seeing the ocean
6. Seeing the giant fish
7. Trying to catch it
8. The catch at the end

Challenge: where you have placed the event on the emotions graph, can you justify why with giving evidence. (For example, When the boy was chasing the fox, I believe he was angry because there was fast pacing music, also his face was cross and worried as the fox stole the villager’s dinner)
In addition, please continue to read 20-30 minutes daily.

Writing activity:
Using descriptive language to set the scene.
We would like you to focus on using descriptive language to capture the readers interest and imagination. Looking at the different images, choose your favourite and then write a short setting description describing what you can see in the picture. Use your senses to bring the image to life. Imagine you were there, what could you see, smell touch, taste and hear?

Challenge: How many of these skills can you use during your descriptive writing?
– Adjectives
– Powerful verbs
– Adverbs
– Direct speech
– Use of senses
– Fronted adverbials (As the sun rose, between the two peaks of the mountains)
– Vibrant vocabulary
Extra spicy challenge: Can you use a simile, metaphor or example of personification. https://www.bbc.co.uk/bitesize/clips/z2vpyrd

Spelling:
Calendar complete consider continue conquer
Using your spelling strategies such as spelling staircase, rainbow writing, spelling scribbles etc, learn this weeks Year 3-4 spellings.
Challenge: Can you use each one in a sentence?
For those working on Y2 common exception words, use the following online ‘Against the Clock’ game (use ‘single player’ mode). There are also other free games on the website you can give a go!
https://www.spellzone.com/word_lists/games-32308.htm

Maths: Money
Following on from last weeks learning, we will continue to revise money and finding the change. Remember most of these maths questions will be multistep. This is where you may need to use more than one operation.

Maths recipe:
• Remember there are 100 pennies in a pound.
• Remember to use a decimal point to separate pounds and pence.
• Draw bar models to help you understand the problems. See example below.

Andrew was given £12 to spend in a shop. Once he had bough what he needed, he had £3 change. How much did he spend?

• Use your formal written methods to support your workings. (numberline, expanded column method)
• To find fractions of amounts, divide by the denominator and multiply the answer by the numerator.

Geography:
Hawaii- Research and make a tourist leaflet for Hawaii
Think about culture and customs, top places to visit, what to watch out for, events taking place, map to show tourists the way.

Science:
Light races sound.
Miss Jackson-Nash claimed that “You hear sounds as soon as they are made” but Miss Honeywell claims “you can see light before you hear sound”. Who is correct?
Try this science experiment and record your findings. Then with what you have found can you write a conclusion explaining your observation.
You will need
• large outside place
• balloon
• flour
• funnel
• teaspoon
• pin
• helper
Fill the balloon with flower using the funnel. Add a few spoonsful of flour into the funnel and shake it down the balloon. Remove the funnel, inflate the balloon and tie the neck to stop the air and flour from escaping. Don’t inhale when blowing up the balloon otherwise you’ll get a mouthful of flour! Go outside to your large open space. Ask your helper to hold the balloon and a pin. You need to walk 100paces away from them. With the pin, your helper needs to pop the balloon. Watch and listen very carefully – you will hear the balloon pop and see the flour escape. But which one happens first?

Art Challenge Famous Landmarks:
For this week’s Art Challenge I would like you produce some art that is linked to a famous landmark. Your landmark can be natural or man-made. It can be a drawing, a sculpture made from recycled materials, a collage, something made out of pebbles and twigs , it could be drawn on a tablet or made out of Lego, or indeed else that you can think of. I have even seen Big Ben made out of socks! Let you imaginations run wild!
Here are a few ideas:

However, if this doesn’t appeal to you can still send any other art work to me and I will post that on the Blog too.
Please email your artwork to me:
n.pearson@stpeterswaterlooville.hants.sch.uk
Thank you
Keep creating and keep safe!
Mrs Pearson

Music: Ravi Shankar
Go to the website below and watch Naomi Wilkinson’s video about Ravi Shankar.
https://www.bbc.co.uk/teach/ten-pieces/classical-music-ravi-shankar-symphony-finale/znk8bdm
Ravi Shankar – Symphony – finale (excerpt) – BBC Teach
www.bbc.co.uk
Explore Ravi Shankar’s Symphony – Finale. Learn about Hindustani music, the raga (melody) and tala (rhythm) that shapes the piece, and also the Banjara people who inspired it.
Why is Shankar considered to be a musical trailblazer?
Now listen to the whole piece in the second video. Make a list of the different instruments you can see. Choose 1 and find out 3 facts about it.

STEM:
Balancing Structures
The activity – Make a balancing toy.
ExpeRiment with the design of your toy to find out what affects whether or not it balances.
Learn about the centre of mass of an object and how it relates to whether or not something balances.
https://www.rigb.org/docs/balancing_sculptures_infosheet_0_0.pdf – activity worksheet in full
What you need:
• A carrot or similar vegetable
• Kebab skewers
• Marshmallows and/or other jelly type sweets, or small pieces of carrot or similar hard vegetables.
• Plasticine or blu-tac
• 500ml soft drink bottle or washing up liquid bottle
Stage 1: Cut a piece of carrot about 3 cm long. Stick a kebab skewer into one end of the piece of carrot and break the skewer so that you have only 2 or 3 cm of it sticking out. Try to stand the carrot piece up on the end of the kebab skewer – you should find this very difficult, if not impossible to do.
Stage 2: Stick a kebab skewer into each side of the carrot so that they point downwards at about 45 degrees. Then stick a marshmallow or other jelly sweet onto the ends of the skewers, as shown in the picture below. Place this on top of a bottle and you should find that it balances.
Get children to investigate what happens when you slide the marshmallows up and down the ‘arms’ of the sculpture and if you add more marshmallows. Stick an additional two or more kebab skewers into the carrot and challenge children to add at least one item to each skewer and still keep the sculpture balanced.
Questions to ask children: With just central part of the sculpture: why doesn’t this stay balanced? Before showing them stage 2: do you think we can use more kebab skewers and anything else to help it balance? Why do you think it balances like this? What can we change? (position of skewers, items pushed onto the skewers, position of things on skewers) What do you think will happen if we change these things? What do you think we need to do to make sure our sculpture balances?
Going further:
Try making some animal-shaped balancing toys: http://bit.ly/AniBalance
Make a balancing butterfly: http://bit.ly/BalanceButterfly

Posted in: Uncategorized

Home Learning Friday 8th May 2020

By year4 on May 7, 2020 | Leave a Comment

Home learning 08.05.2020

Hello everyone!

We hope that you are all well and keeping safe, and would like to say a huge well done to all of our Year Four pupils who have been working incredibly hard on their home learning over the last few weeks – keep up the amazing work! It has been fantastic to see all of your projects that have been sent through to our class emails, you should all be very proud of what you have achieved so far.

This week, Miss Honeywell has continued her baking and has made some delicious strawberry and apricot tarts as well as some ginger and lemon scones… yummy!

Meanwhile, Miss Jackson-Nash has been busy working towards her target for her steps challenge as part of her fundraising project. She has done a wonderful job so far, take a look!

Reading comprehension

Inference

Watch the following short film, ‘The Little Shoemaker’ on Literacy Shed (use the link below):

https://www.literacyshed.com/littleshoemaker.html

Have a go at answering the following questions:

What is the moral of the story? What does it teach you about life and working hard?
How did the little shoemaker feel when his rival had arrived outside of his shoe shop? How could you tell from his body language and facial features?
Draw a picture of the customer – fill in small speech bubbles around her, to predict what she must have been saying when both shoemakers kept trying to persuade her to buy their shoes?
Write a list of adjectives in a thought bubble, to describe how the little shoemaker must have been feeling when he received his letter. Which clues did you use from the film to help you?

For those who do separate work for Guided Reading, draw a picture of the two shoemakers in the street and have a go at using speech bubbles to create persuasive statements they may have said to their customer, e.g. ‘half price shoes, great quality!’

In addition, please continue to read 20-30 minutes daily. Try and read a range of texts too.

Writing activity

Direct speech

You should now be very familiar with the speech rhyme that we have been learning in class this year. Here is a reminder for how to record direct speech:

Take a look at the image and story below from https://www.pobble365.com/rumpelstiltskin

Having been locked inside the tower for three days the miller’s daughter was beginning to despair. The King had told her, in no uncertain terms, that this was a life or death situation; she would either spin the straw into gold, or she would face an unthinkably gruesome fate.

Just as she was about to give up all hope, with her calloused hands uselessly pleading with the spinning wheel for an unlikely miracle, something unexpected happened…

Over by the open window, where rays of sunlight poured into the cramped enclosure, there appeared a small and peculiar being…

Main Task:

Can you have a go at writing the conversation that might be happening between both characters, using the speech punctuation prompt? Think carefully about which verbs and adverbs you could use that would make sense together (e.g. asked curiously, whispered nervously, mumbled timidly).

Challenge:

In story books, not all dialogue is recorded as constant speaking that goes backwards and forwards between characters. Sometimes, the author adds some extra parts of the story and/or further detail or description in between what each character says. Could you try this skill, to build a greater picture of the scene that is surrounding your two characters?

Spelling

This week, we would like you to revise the following Y3/4 spelling words from our list:

believe bicycle breath breathe build busy business

Using the morpheme grid below, see how many words you can make (e.g. for build, you could create the words rebuild, rebuilding, builder, etc). Which letters would you need to add or replace when building words with prefixes and suffixes, can you remember the spelling rules?

Please note:

For those working on Y2 common exception words, use the following online ‘Against the Clock’ game (use ‘single player’ mode).

https://www.spellzone.com/word_lists/games-32308.htm

Maths

Addition and subtraction: Mental Maths

Warm up:

To consolidate our learning on addition and subtraction, have a look at the following mental maths game:

https://www.topmarks.co.uk/maths-games/mental-maths-train

Once you are on the game, select the following options to practise the key skills (* = easy, ** = hard):

Number bonds to 100

Select ‘addition truck’, then: * Bonds to make 100 (tens), OR ** Bonds to make 100.

Adding on to 3 digit numbers

Select ‘addition truck’, then: * Three Digits and Tens, OR ** Three digits and Hundreds.

Magic jumps subtraction

Select ‘subtraction truck’, then: * Two digit numbers, OR ** Two digit numbers with decomposition.

Main Task:

https://www.topmarks.co.uk/money/toy-shop-money

Select ‘Mixed Coins’ then ‘Give change: £1 to £10’. Use the strategies you have practised in the warm up game to help you calculate the difference between the cost of the item and the amount used to pay (i.e. the change you will receive from the shopkeeper).

Challenge:

Can you use the most efficient combination of coins when recording your answer? What if I used the inverse to ‘count up’ the difference between the amounts of money? How would this look on a number line?

Remember that Sumdog, Times Table Rockstars and My Maths have also been updated with activities.

Topic

Hawaii Country Study / D&T

In Year Four, we shall be completing a Hawaii country study as part of our Geography Topic this term. Can you make one of the following items, which could have been used as part of the school carnival? Once you have completed your item, create a step by step set of instructions on how to make your finished piece…

At school, Miss Honeywell had a go at making Skittles and food colouring NHS rainbows with children at St. Peter’s – take a look at the designs from our water experiments!

Science

Sound waves

Watch the following video on Sound Waves: http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/sound.htm

Pitch Frequency Volume Amplitude Decibels

High pitch noise means high frequency waves (more waves per second)

Low pitch noise means low frequency waves (less waves per second)

Tall waves (high amplitude) mean the noise has a louder volume

Shorter waves (low amplitude) means the noise has a softer volume

Main Task:

Using the clues above from the video, can you go on a SOUND HUNT around your house and street? Which sounds can you hear… in the garden, kitchen, bathroom? Draw each object and draw the sound wave you predict it is making.

Challenge:

Now can you guess how many decibels of sound each item creates? Put the items in order from most to least decibels.

Family STEM activity – Miss Stapley

THE SCIENCE OF OOBLECK

https://www.science-sparks.com/how-to-make-oobleck/

Did you notice that if you make a ball with oobleck or gloop it feels solid, but if you drop the oobleck on the floor it turns liquid again? The slime is a non – Newtonian fluid as it doesn’t flow like liquids normally do.

https://www.youtube.com/watch?v=Fnd-2jetT1w

Cornflour gloop ( oobleck ) is made up of molecules arranged in long chains. When the chains are stretched the liquid will flow, but when you force them together they stick together to form a solid.

OOBLECK RECIPE

Cornflour
Water
Food colouring – optional
Ice cube trays – optional
Mixing bowl
Colander, funnel and beakers – optional, but great for messy fun!

INSTRUCTIONS FOR MAKING CORNFLOUR GLOOP

Fill a cup with cornflour and add to the bowl
Add water very slowly mixing with your hands, until you get a sticky, slimy gloop.
If you want to make it coloured add some food colouring. ( be careful this can stain skin and clothes)
Play with the slime and see how it behaves. Can you make it into a ball? and what happens if you throw it onto the floor?
Can you squeeze the slime into a ball? What does it feel like? How long does the ball stay solid after you let go?
If you used less water do you think the slime would fall faster or more slowly through the colander?

OOBLECK CHALLENGE

Can you make a giant oobleck tray and walk on oobleck?

HOW TO MAKE A GIANT OOBLECK TRAY

To make our giant oobleck tray – pour about 1 kg of cornflour into a large black tray and slowly added water until the consistency was wet, but solid when squeezed.

Religious Education – Miss Honeywell

As part of your RE learning, we would like you to focus upon the upcoming celebration of Pentecost – this day is celebrated fifty days after Easter Sunday, to remember how the Holy Spirit appeared to the Apostles of Jesus and gave them hope while they were in Jerusalem.

Can you complete ONE of the following activities, to develop your knowledge of this special time in the Liturgical Year?

Create a religious crossword that includes the following key words and symbols: wind, flame, tongue, Holy Spirit, disciples, Jerusalem. Can you add more of your own? Don’t forget to record your clues!
Design a celebration card to spread the Good News at Pentecost – could you post it to a friend to spread joy and hope at this difficult time?
Write a drama script to ‘act out’ the scene of the disciples as Pentecost with your family at home – what happened to the followers of Jesus?
Make 10 quiz questions about the Pentecost story. Could you ask a friend or family member about them when you next chat on the webcam/internet, or over the phone?
Imagine you are a news reporter who has been sent to Jerusalem to find out more about the events that took place at Pentecost. Which 5W questions (who, what, where, when, why) would you ask the disciples?
Build a model of one of the following Pentecost symbols (flame, wind, speaking in tongues, Holy Spirit) to put on display and remind you that Jesus is near. Which resources could you use from home? Plasticine, recycled plastic, painted cardboard?
Research the story of Pentecost on the internet, from a Biblical website. Can you draw a thought bubble and record how the feelings of the disciples changed throughout the story?

Music – Mrs Sumba

George Gershwin

Go to the website below and watch Radzi Chinyanganya’s video about George Gershwin.

https://www.bbc.co.uk/teach/ten-pieces/classical-music-george-gershwin-rhapsody-in-blue/zkcy6v4

Why is Gershwin considered to be a musical trailblazer?

Now listen to the whole piece in the second video and create a cityscape as you listen.

Art – Mrs Pearson

Art Challenge Who’s YOUR SUPERHERO?

For this week’s Art Challenge I would like you produce some art that is linked to a superhero. Your superhero can be real, such as our key workers, or someone in your family, or a fictional character from a comic, film or your own imagination. It can be a drawing, a figure made from a kitchen roll tube, street art or anything else that you can think of.

I hope this may inspire you:

This new Banksy artwork has appeared at Southampton General Hospital.

It shows a young boy kneeling by a wastepaper basket dressed in dungarees and a T-shirt. He has discarded his Spiderman and Batman model figures in favour of a new favourite action hero – an NHS nurse. The artist left a note for hospital workers, which read: “Thanks for all you’re doing. I hope this brightens the place up a bit, even if it’s only black and white.”

However, if this doesn’t appeal to you then you can still send any other art work to me and I will post that on the Blog too.

Please email your artwork to me:

n.pearson@stpeterswaterlooville.hants.sch.uk

Thank you

Keep creating and keep safe!

Mrs Pearson

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Home learning – Friday 1st May

By year4 on May 1, 2020 | Leave a Comment

Hello everyone!
Once again it has been lovely talking to you on the phone and hearing about all of the fantastic activities and fun you are having with your family. Also we have been so impressed with all your work being sent in through email! Keep it up!

Again the Year 4 team are enjoying the little sun we’ve had this week and keeping ourselves busy.
Miss Honeywell has continued to make fantastic cakes and biscuits. Though she is running low on self-rising flour so she might need to start baking some yummy biscuits!

Miss Jackson-Nash and her fiancé have signed up to ‘Step Up for Dementia’ which is a fantastic charity helping vulnerable people. The challenge is they have to walk 1,700,000 steps as quickly as they can. It’s a fantastic way to keep fit, help a fantastic charity and enjoy a nice walk as part of our daily exercise! We’ve reached 410,015 steps in three weeks during our daily exercise!

Reading comprehension
Word meaning.
Read the extract from Fantastic Beasts by J.K Rowling

First task – using a highlighter, underline any unfamiliar words ( or look out for any words that you do not know)
Think about how you can find the meaning of the word – Use these strategies –
• Read the rest of the sentence, can you use your inference skills?
• Has it got any prefixes, root words or suffixes that may help us?
• Do you know a similar word that could take its place?
• Have you looked in a dictionary?
Task 1: Using a vocabulary web, fill out the template to show you understand the meaning of the word.(Chose 2 words)

Task 2: Now you understand everything you have read in the text, have a go at answering the following comprehension questions –
1. In the first paragraph, which two words tell us that there were a lot of people outside the bank?

2. Read from ‘out of nowhere’ to the end of the paragraph. Write down the word that tells us that Jacob couldn’t miss his meeting at the bank.

3. ‘Suddenly, the hustle and bustle of a nearby crowd drew his attention towards the steep stone steps in front of the bank’.
Which two words in this sentence tell you it was busy?

4. Find and copy the word which is a synonym for ‘same’.

5. Which of the following words means peculiar?
o Wonderful
o Strange
o Long
o Boring

Writing
Your first task is to read and familiarise yourself with a traditional tale. A traditional tale (are also known as fairy tales) are stories that have been told and retold for many years. These are stories like Robin Hood, Peter Pan, Snow White etc. Once you have read the traditional tale, can you complete a Story mountain?
You will need to annotate it with a brief summary of what has happened (for example – what is the Dilemma? How have they resolved it? How has the story ended? How did the story begin? How did the author build up to the problem?)

Task 2: Write your own take on a traditional story.
For this week’s writing task we would like you to use a story mountain to plan your own traditional tale. You must include an introduction, a build up to the problem, a dilemma, a resolution and an ending.
You can be as creative as you want and come up with your own take on a traditional tale by mag-pieing ideas, or you can completely make up your own story that has similar conventions and themes that a traditional tale holds (Good vs Evil, damsel in distress, hero and villains).
Writing recipe check list:
o Completed a story mountain plan.
o Have you used a common theme and convention from a traditional tale?
o Have you made your story exciting by using dramatic language?
o Have you included the 5w’s? Who what when where why?
Challenge: Think of creative ways on presenting your story. You could make your own book, paint and draw illustrations, act it out with family members, retell using puppets.

Spellings:
This week we would like you to revise the Y3/4 spellings:
Accident, accidentally, address, accurate, apparently
Choose x3 your own spelling strategies. These strategies include graffiti wall, spelling staircase, spirals, block letters, spelling scribbles, draw the word, silly sentences, rainbow writing, mirror writing.
Please note: for those working on Y2 common exception words, we would like you to revise these words
Because, could, should, beautiful, busy, pretty

Maths: Comparing measurements –
Following on from last terms learning on multiplying and dividing, use these skills to help you convert measurements.
First maths task: Complete the bar model

Looking at this bar model, how could you divide the grams? Think about dividing by 10, 100.

Ask children what do we also know 1000g is called? 1 kilogram.
What happens if I have 1100g – how much is this?
Challenge children to count in tenths 1.1kg for example 1 tenth of a kilogram is 100g
Can you complete this table-
0.1kg = 100g = 1/10 of 1kg
0.2kg = =
0.3kg
0.4kg
0.5kg
0.6kg
0.7kg
0.8kg
0.9kg
1kg
1.1kg

Now you can convert kg into grams, fill out this bar model.

Challenge:

Topic: History/DT
The Viking Invasion!
Last term we delved deep into the settlers, raiders and invaders of Britain back in 793AD-1066AD, but also better know as the Vicious Vikings! They used their fearsome reputation and appearance to intimidate and strike terror into the hearts of their enemies (or anyone that stood in their way!). The Viking shield is a notorious piece of Viking armour, which were not only the primary weapon and defence of the Viking, but were also notable for the striking designs and emblems. Shields had a central metal ‘boss’ and were rimmed with hide or leather to stop the shield splitting.
For this week’s topic task, we would like you to design and possibly create a fierce and intimidating Viking Shield. But first, you need to research different Viking shields to see what type of designs and colours they would use.
You could make your shield simply from paper and card, or if you want to be more ambitious and treat this as a mini project, you could use paper mache or even wood (if you have help from a grown up).

Science:
As it is now officially the summer term, at school we would have started our Sound unit in science. So the year 4 team have come up with some easy and exciting experiments to help you learn all about Sound.
Can you create your own xylophone at home?

All you need is…
– 4 + glasses or jars
– water
– a pencil/stick/spoon
– food colouring (this is optional)

What you need to do:
1. Fill each glass with a different amount of water.
2. Add a drop of food colouring to each jar.
3. Using your pencil, firmly tap the side of each glass.
4. Can you use your glasses to play a tune?

Record your observations-
– Are all the sounds the same?
– What do you notice happens to the water when the noise is made? Why might this be?
– Which glass produces the highest or lowest pitch? Why might this be?
– How could you alter the glasses to make an even higher or lower pitch?

History VE Day Home Learning – Friday 1st May 2020
KS2
Friday 8th May is VE day celebrations so please take part in this home learning to engage with what the soldiers may have felt at this time.
Activity 1
Watch this video to learn about what VE day celebration means:
https://www.bbc.co.uk/teach/class-clips-video/history-ks2-ve-day/z7xtmfr

Read the extracts VE DAY and Belsen, VE Day in Germany and VE Day, As Seen from a Field near Venice.
Then-
• Highlight in red the words and phrases that indicate happiness.
• Highlight in blue the words and phrases that indicate relief.
• Highlight in green the words and phrases that indicate sadness.
Activity 2
After reading the extracts and doing any other research using online resources about VE day, imagine you are soldiers being interviewed by the BBC news correspondent on VE Day. You need to portray how the soldiers felt about the end of the war and what they felt their role was in order to help prepare for peace. You will need to be reminded that they will need to consider the impact that fighting during the war would have had on these men.
If possible, record yourself speaking about your recount and email Mrs Conlon the video link to put it onto the school curriculum blog via her class email address:
starfishclass@stpeterswaterlooville.hants.sch.uk
If you would like to write a newspaper article instead of an interview then please do so and email me a photo of your work to add to the blog.
Have lots of fun learning all about this special celebration.
I am looking forward to seeing your great history learning.
Best regards
Mrs Conlon
(History lead teacher
Extracts
VE DAY and Belsen
On the night that most of the German Army capitulated we were playing in a theatre at Emsdetten. During the show some one came in at the back of the theatre and called out, ‘The War is over!’ With one accord, the whole audience rose to its feet and cheered madly, it was wonderful. I don’t know how we finished the show, we felt almost choked with emotion. I shall never forget hearing during the interval hundreds of happy voices singing,’Take me back to dear old Blighty’, it meant so much. Afterwards of course we heard that the war was not completely over, but I know that the whole company will always look on that day as being our Victory Day.

VE Day in Germany
It was the evening of the 8th May 1945. The cessation of hostilities was due to come into force at 00.01 hours the following day (in effect from midnight that very night). All the airmen, who were off duty, assembled outside the Hitler Youth hostel. Here we built a huge bonfire and we sat around drinking beer. The on-duty wireless operator sat just outside the W/T truck in an armchair, which had been ‘organized’ from the Gasthaus. With a Sten gun at his side he was doubling up as a picket as well as maintaining a radio watch. A few minutes before the very moment of the cease-fire, the festive atmosphere was shattered by a burst of gunfire. What appeared to be a hostile attack caused us to scatter and dash for cover in the hostel. Airmen appeared at the doors and windows armed with their personal weapons at the ready.

VE Day, As Seen from a Field near Venice
There we were, in this field in the middle of nowhere, when someone on another tank called out ‘They’re going mad back home, get the BBC on your set or you’ll miss all the fun.’ I tuned in my 19 set to the Home Forces station and for the benefit of those outside the tank, hung all the earphones over the side of the hull. The crackle of the headphones soon drew a small crowd around the tank and we all listened in amazement to an unknown announcer describing the scene in Trafalgar Square. I remember quite clearly that my emotions at the time were mixed. On the one hand it was good to feel that perhaps some of my loved ones back home were taking part in the scenes that were now taking place, on the other hand I, and in hindsight, I’m sure most of my comrades, felt somehow cheated that we, who had ‘risked life and limb’ and had been away from home for so many years, were not there in England to share in the triumph.

Art Challenge Celebrations for VE Day
Portsmouth Naval Base is looking to mark the occasion of VE day and need YOUR HELP! They have asked for you to draw pictures on the subject
of WW2 & VE DAY and as an extra challenge try to incorporate a rainbow somewhere in the picture (even in the corner). The pictures will be
displayed within the Naval Base and once the day is over they hope to make contact with local nursing homes to distribute the pictures to help
cheer our elderly community. If you would like your work sent to the Naval base you will have to email it to me by Monday evening. However, all
work sent to me, even after Monday, will still be displayed, as usual, on the Art Blog.

In addition to the drawings for the Naval Base, I would appreciated any art and craft linked to this important historic occasion , such as
bunting, chalk drawings, figures of soldiers, planes or medals. I know, as always, you will blow me away with your imaginative ideas and creativity.

Music:

Florence B. Price

Go to the website below and watch Naomi Wilkinson’s video

https://www.bbc.co.uk/teach/ten-pieces/classical-music-florence-price-symphony-no1/z48rscw

Florence Price – Symphony No. 1 in E minor (3rd mvt) – BBC Teach

www.bbc.co.uk

Florence Price’s mother was a music teacher and encouraged young Florence to learn the piano. After attending the New England Conservatory of Music, one of the few institutions at the time to …

Why is Florence B Price considered to be a musical trailblazer?

Watch the video again and practise the Hand Bone Dance with one, then 2 hands.

Now watch the 2^nd video. Can you perform the Hand Bone Dance in time to the music?

Stem

Other things to try – gently lay plain white paper on the surface and make a print of your colour swirls.

Other things to try – the shaving foam and sprinkles experiment. Squirt shaving foam onto a tray. Add coloured sprinkles over the top and watch how the colours mix as the sprinkles dissolve into the foam.

Further science experiments found at www.sciencemuseum.org.uk

Have fun!!

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Year 4

Monthly Archives: May, 2020

Friday 29th May 2020

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