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