Hello everyone!
We hope that you are all well and keeping safe, remembering to social distance where required and continue your regular hand washing! Now that we are back to school teaching full time, we shall not be posting our weekly baking and activity photos however we have really enjoyed hearing all about what you have been up to at home during our 3-weekly phone calls and correspondence on our classroom email accounts. If you’ve not done so already, please respond to our school survey to indicate whether you would like to attend one of our Keeping in Touch sessions as St. Peters. As you know, this will be our final opportunity to say farewell to one another and for teachers to wish you the best of luck as you embark upon your journey to Year Five in September. We hope to see you all at the Keeping in Touch sessions, please do let the office know if you change your mind and decide you would like to attend – even if it is later during the week! Of course, we’ll try our best to group our ‘pods of 4’ pupils based on our current classroom friendship groups. We cannot, however, guarantee this as our decisions for groupings shall be informed by the choices parents have made as to whether or not they wish their for child to come to school to attend a session…
Reading comprehension
This week, we would like you to focus upon Instructions as part of your Guided Reading and writing tasks. Now that we have moved on from narratives,, character descriptions and recording speech dialogue, let’s take a look at how we can use the skills of adverbs (-ly), imperative verbs, statements and factual 5Ws (who, what, where, when, why) in order to produce a set of precise and logical instructions.
Lesson 1: https://classroom.thenational.academy/lessons/reading-comprehension-fact-retrieval
Lesson 2: https://classroom.thenational.academy/lessons/reading-comprehension-language
Challenge
* Fancy a challenge? Give the following task a try…
Colour code the following key features:
– Imperative Verbs (bossy!)
– Adverbs (-ly words)
– Rhetorical questions (?)
– Captions (picture labels)
– Prepositions (where?)
- What is missing from this instruction page? Why not have a go at making the lizard card, to help you consider whether there are any other features that you feel should have been used in order to give you more information and detail for completing the card?
To see a larger version of this instruction page, please take a look at the document below:
PDF link:
https://www.teachingideas.co.uk/sites/default/files/theinstructionwritingpack.pdf
Support
* For those who complete separate guided reading activities, have a go at the following task…
- Read each instruction. Draw a picture to show each step within the instruction.
- Write a short statement beneath each image, telling the robot what to do. How can you break the instructions down into smaller, simpler steps?
For a larger version of the cards above (you are welcome to cut and stick them, if you would prefer to), take a look at the document below:
PDF link:
https://www.teachingideas.co.uk/sites/default/files/theinstructionwritingpack.pdf
In addition, please continue to read 20-30 minutes daily. Try and read a range of texts too.
Writing activity
To continue your learning on Instructions that you completed as part of this week’s reading comprehension task, we would like you to have a go at the following tasks in order to help you apply the skills that you have already started to identify from WAGOLL instruction texts (What A Good One Looks Like). Once you have made your set of instructions, why not email them to the classroom email account so we can celebrate your great effort?
Lesson 3: https://classroom.thenational.academy/lessons/identifying-the-features-of-a-text-0a55e8
Lesson 4: https://classroom.thenational.academy/lessons/spag-focus-adverbials
Lesson 5: https://classroom.thenational.academy/lessons/write-a-set-of-instructions
Challenge
* Fancy a challenge? Give the following task a try…
- Can you put these instructions into the correct order?
- Use a coloured pen to include adverbs to each step (-ly words). Do your adverbs make sense with each verb you have been given? g. Carefully divide the mixture, place the cases equally on a baking tray.
- Now try another coloured pen to include any time connectives that you feel would help show the logical order of each step, g. Firstly, use an electric whisk, or After that, place the ingredients in a bowl..
For a larger version of the cards above (you are welcome to cut and stick them, if you would prefer to), take a look at the document below:
PDF link:
https://www.teachingideas.co.uk/sites/default/files/theinstructionwritingpack.pdf
Support
* Too tricky? Why not take a look at the activity below…
Think of a simple daily chore that you would like help with (e.g. making your breakfast cereal in the morning). What are the main steps that you would need to tell the robot to do? How can you be as ‘bossy’ as possible and ensure that your instructions are in clear steps, so that there is no risk of your robot becoming confused?
There are plenty of ideas to inspire you, on page 6 and 7 of this handy document…
PDF link:
https://www.teachingideas.co.uk/sites/default/files/theinstructionwritingpack.pdf
Spelling
This week, we would like you to revise the following Y3/4 spelling words from our list. These should also help you during your reading and writing activities for this week.
caught centre century certain circle decide describe
Challenge:
* Fancy a challenge? Give the following task a try…
Can you practise your spelling words for the week by using spelling spirals and staircases? Why not try a spelling doodle in order to practise each word in different sections of the drawing you have made?
Support:
For those working on Y2 common exception words, use the following online ‘Practise/Test’ to listen to your spelling words within sentences, then fill the gaps.
https://spellingframe.co.uk/spelling-rule/139/35-Common-exception-words
Maths
Lesson 1: https://classroom.thenational.academy/lessons/measures-choosing-appropriate-measures
Lesson 2: https://classroom.thenational.academy/lessons/measures-converting-between-mm-and-cm
Lesson 3: https://classroom.thenational.academy/lessons/measures-converting-between-cm-and-m
Lesson 4: https://classroom.thenational.academy/lessons/measures-capacity-and-mass
Lesson 5: https://classroom.thenational.academy/lessons/measures-solving-measures-problems
Challenge
Too easy? Have a go at the problem solving task on capacity, below. If you would like to view it from the website, visit:
For a downloadable copy of the measuring cylinders, please open the link below:
PDF link:
Maths Problem Solving challenge
Oh, Harry!
A group of eight children in Class 6 were measuring water using measuring cylinders. They coloured the water to make reading the scales easier.
They lined up the cylinders in two neat rows, each labelled with a child’s name and the amount they had measured out.
Then Harry opened the window and the wind blew most of the labels onto the floor! “Oh! Harry!” they all wailed. Can you re-label the cylinders for them?
Ahmed had measured out just a thousand millilitres and Belinda twice as much as Ahmed.
Grace had measured out three-quarters of the amount that Belinda had done and Freddie had half the amount that Ahmed had measured out.
Which were their cylinders?
Callum had coloured his water blue. How much did he measure out?
Ellie had coloured her water pink and Dan coloured his orange. How much did they measure out?
“Don’t drink that!” Harry had laughed, pointing at Dan’s cylinder, “It’s not orange juice!” As his hand stretched out he knocked over his red liquid. “Oh! Harry!” they all wailed again.
How much was left in Harry’s cylinder after the accident?
Support
* For those who have additional support during maths activities in school, please take a look at the following tasks to support your learning…
Pouring the Punch Drink
Task One:
There are four jugs.
The largest holds exactly 9 litres of drink, and is filled to the top.
The 7 litre, 4 litre and 2 litre jugs are empty.
Find a way to pour the drink from one jug to another until you are left with exactly 3 litres in three of the jugs.
Task Two:
You have three jugs one of which is full and holds 8
The capacity of other jugs is not known. But, it is known that when using them every whole number quantity from 1 litre to 8 litres can be accurately measured out.
What could be the capacities of the 2 other jugs?
How would you measure all the whole number quantities from 1 to 8 litres?
Please note:
To have a go at this task at home, why not make the measurements smaller? e.g. what if each measurement was in millilitres (ml) instead of litres (L)… Use cups in your kitchen to transfer each amount of liquid.
Remember that Sumdog, Times Table Rockstars and My Maths have also been updated with activities.
Computing
Visit the ‘hour of code’ website below and have a go at the following activity on responsible recycling and production, which forms part of the UN’s Sustainable Development Goals project.
https://www.tynker.com/ide/v3?p=5ef3774af66bbc6c3768d5b6
How can we dispose of our litter and use energy in a responsible way? Can you use coding to help you create a Google logo that promotes the environment and how we can care for wildlife? Watch the video tutorial below and then access your Google task through the second weblink below.
Video tutorial:
Google activity:
https://scratch.mit.edu/projects/177224273/editor
Science
Due to the fabulous summer heat wave we have been experiencing recently, now seems an excellent time to revisit some of our learning on States of Matter.
This week, we would like you to have a go at the following Science experiment. Can you find an item to freeze in water? What temperature does the water freeze at?
https://theimaginationtree.com/freezing-and-melting-objects-in-ice/
Once you have frozen your item, how could you get it back out of the ice again? There are many ways, can you find out which method is the quickest and explain why? Clue: can you remember how a solid turns back into a liquid? See if you can use your scientific knowledge to draw a labelled diagram of your item before, during and after the experiment. Can you include key words and temperatures, for each stage?
Religious Education – Miss Honeywell
Our school patronal feast day takes place on Sunday 28th June. In order to prepare for this special time of the year, please choose ONE of the following activities in order to learn more about St. Peter…
- Write a diary entry as St. Peter, when he escaped from prison. Describe how he felt when the Lord sent an angel to free him from the jail that Herod had cruelly locked him up in. How did they get out of the prison?
- Jesus told Peter, ‘I will give you the keys to the Kingdom of Heaven’. Design the keys and include as many symbols as you can to represent St. Peter and why he was so special. What would the keys be made of?
- Jesus said to Peter, ‘You are a rock, and on this rock I will build my church’. Could you paint or decorate a stone or pebble, to show ways in which to build God’s church? (e.g. by spreading love, faith and Good News).
- Create a selection of short prayers to ask for God’s guidance during the global pandemic. How could we demonstrate the courage, faith and commitment that was demonstrated by St. Peter, as we work to support others?
- Take a look at the St. Peter’s logo on our school website. Can you re-design the crest so it reflects the qualities of St. Peter? (e.g. trust, hope, responsibility). Why did Jesus say ‘feed my lambs’? How might St. Peter ask us to continue God’s work on earth?
- Use the internet to research St. Peter – can you make a fact file about our school saint? Which key words might you use as part of your factual information page? Were there any articles about St. Peter that particularly interested or surprised you?
Family STEM activity – Miss Stapley
Giant Bubbles
https://www.rigb.org/families/experimental/giant-bubbles – watch the video
- Make a home-bubble mixture and wands. Use them to look more closely at the characteristics and behaviour of soap bubbles.
- Experiment with different shapes and sizes of bubbles and see what you can and cannot control about bubbles. Learn how to make giant bubbles and find out why bubbles are usually round.
- Learn how to make giant bubbles and find out why bubbles are usually round. https://www.rigb.org/docs/giantbubbles_infosheet_0_0.pdf – details on the information sheet.
You will need:
- Good quality washing up liquid
- Water
- Glycerin (optional)
- Plastic tub or other container for bubble mixture
- Measuring jug (optional)
- Various things with holes in them for blowing bubbles with. Watch the video for ideas. Straws, pipe cleaners, paperclips, coat hangers, cookie cutters and cake tins with removable bottoms are all particularly good.
- For giant bubbles: wooden spoons (or other sticks), a couple of metres of string and a small weight you can thread through it, like a metal key ring or nut.
What to do:
A mixture we found that works is 1 litre of water, 100ml of washing up liquid and 30 ml (2 tablespoons) of glycerin. Blow some bubbles!
Put a straw into your bubble solution and try blowing gently into the liquid. You should be able to make a lot of bubbles very quickly. Then dip one end of a straw into the solution, take it out and blow gently through the other end. See if you can control the size of bubble you can blow out of the straw.
Try making bubbles using things with bigger holes, like a paperclip or pipe cleaner bent into a circle. Try poking a dry finger into a bubble, then try the same thing after dipping your finger in bubble solution.
Try making bubbles inside bubbles by poking a straw dipped in bubble solution into an existing bubble and blowing again.
Try out objects with different shaped holes, like cookie cutters or pipe cleaners bent into other shapes. Try objects with really big holes, like a coat hanger or a cake baking tin with its bottom removed. Try making giant bubbles with the special wand we show you how to make in the video.
Going Further:
- You can experiment with your bubble mixture and giant bubble wand to see just how big you can get your bubbles to be. There are lots of different bubble mixture recipes on the internet, just search for “soap bubble recipe”.
- You could try making two or three of them and comparing how good the bubbles they make are.
Music – Mrs Sumba
Hans Zimmer
Go to the website below and watch Naomi Wilkinson’s video about Hans Zimmer
https://www.bbc.co.uk/teach/ten-pieces/classical-music-hans-zimmer-earth/zh4k382
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Hans Zimmer – Earth – BBC Teach
Hans Zimmer has composed Earth especially for Ten Pieces. The piece is his personal celebration of the planet we live on. With his trademark sense of scale and drama, Hans captures the majesty and … www.bbc.co.uk |
Why is Hans Zimmer considered a musical trail blazer?
Now listen to the whole piece in the second video.
Zimmer tells us to,
‘Do what you wanna do with it!’
How can you ‘play and get creative’ with this piece?
Art Challenge: The Great Getaway! TRANSPORT
The title for your art this week is The Great Getaway! TRANSPORT. This can take the form of a drawing, a painting, a sculpture, a collage or anything else that you would like to create. As always, I’m sure you will impress me with your creativity!
Here are some ideas:
CHALLENGE: Design your own vehicle, maybe one that flies and can float on water!
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