Hello everyone, we hope that you are all well and keeping safe. Please take a look at the below copies of your English, Maths, History, Science, DT/Art and RE activities which are already on your Microsoft Teams.
You shouldn’t need to print anything (you can always write it out if you need to) to complete this work, though it would be useful for you to record your ideas down and keep them all together in a notebook or work book at home. You should be able to complete these activities on your own as we understand your grown ups may be working from home. During the live check in sessions, your teacher will suggest the activities you should complete for that day and give you the appropriate briefing. These live check in sessions will be three times a day, except Friday afternoons. We will set you new work for next week and this will be posted on Microsoft Teams every Monday so that you have a whole week to work through it from home. Thank you for your patience last week and well done for giving remote learning a go. The work that has been handed in is excellent.
A couple of polite reminders
- Children are to choose a small selection of pictures of their work to upload onto Teams. This will then allow the teachers to view the work and give brief feedback.
- Please remind your children to only use the chat bar for learning purposes only. If they have any questions once the live session has ended, they may message the teacher directly on Microsoft Teams.
Take care everyone, Miss Jackson-Nash, Miss Honeywell, Mrs Cairns and Miss Hawley.
ENGLISH
Monday:
L.O: To learn about Maori culture.
https://classroom.thenational.academy/lessons/to-learn-about-maori-culture-ccvpcc
Tuesday:
L.O: To investigate suffixes (-ify and –ise).
https://classroom.thenational.academy/lessons/to-investigate-suffixes-ify-ise-6mt62t
Wednesday:
L.O: To revise simple, compound and complex sentences.
https://classroom.thenational.academy/lessons/to-revise-simple-compound-and-complex-sentences-6tgp2d
Thursday:
L.O: To develop an understanding of the main characters in a film.
Friday:
L.O: To develop a rich understanding of words associated with eyes.
Support task:
Take a look at the image below from Moana. How are the settings and characters similar to those in the Whale Rider? Create a mind map of ideas.
Challenge Activity:
Can you complete a ‘shades of meaning’ for Paikea and Koro at the beginning of the Whale Rider? Which verbs could you use to show how they feel? Can you make the verbs become more powerful as you move up a space each time? You may need to use a thesaurus to help you.
Spelling:
Have a go at the following Y3/4 Spelling Words. Which strategies could you use to practise them? Choose two from the following list:
- Writing blocks
- Word search
- Spelling doodle
| Purify | Apologise |
| Solidify | Capitalise |
| Notify | Glorify |
| Peculiar | Advertise |
| Colonise | Intensify |
WEEKLY ASSIGNMENT: Please send a photo or upload a document of your work on Whale Rider so far. You will need to complete all 5 lessons we have set in order to do this.
Arithmetic
Remember you should be completing 10 minutes of daily arithmetic using the websites below.
Daily ten – https://www.topmarks.co.uk/maths-games/daily10
TTR – https://ttrockstars.com/
Sumdog – https://www.sumdog.com/en/
Bitesize – https://www.bbc.co.uk/bitesize/subjects/z826n39
Top mark – https://www.topmarks.co.uk/
Maths Frame – https://mathsframe.co.uk/
Maths
Lesson 1: To be able to read analogue and digital 12-hour clock.
https://classroom.thenational.academy/lessons/reading-analogue-and-digital-12-hour-clocks-6xjk2d
Lesson 2: To be able to read, write and convert time between 12 and 24 hour clocks.
Lesson 3: To be able to convert between hours, minutes and seconds.
https://classroom.thenational.academy/lessons/converting-between-hours-minutes-and-seconds-6djket
Lesson 4: To be able to convert between years, months and weeks.
https://classroom.thenational.academy/lessons/converting-between-years-months-and-weeks-70rk2d
Lesson 5: To be able to solve word problems with time.
https://classroom.thenational.academy/lessons/solving-word-problems-with-time-6ct3gc
Challenge:
Have a look at the word problems below, think about what efficient ways could you answer these. Try using a number line working with inverse (backwards and forwards) to solve and check the answer. Could you draw two different clock faces to show the time difference. Are there any other strategies you could use?
Extra Challenge:
Support tasks:
Task 1: Here is a clock face. Each segment shows 5 minute intervals. Can you fill out the clock face (or draw your own). Once this is filled, it will help you answer the following questions in task 2.
Task 2:
What is the time? Can you write them in digital (for example 1:20). If you want to challenge yourself, can you write it in words. Twenty past One.
History
Vikings were not that bad!
I need your help! A museum has asked me to get together a Viking exhibition that proves Vikings weren’t as bad as everyone says they are. It is important we get this write as the exhibition is being held for visitors from Sweden and Norway. I have been provided with pictures; however, they have no notes with them. The outcome of this lesson is I would like you help me create an exhibition with the pictures, and can you create accurate and positive captions for each picture. Before you can do this, you need to research the pictures (these are on the attached power point).
Task 1: Look at the statements made by other historians, can you look through the sources (pictures) that best support this statement. For example, one of the statement is ‘Vikings did not have horned helmets” – from looking at source 1, we can clearly see they did not have horned helmets. Therefore, this source fits the statement.
Below are 10 statements about the Vikings made by history books. Your job is to find the evidence to prove that the statements are correct. Sometimes there may be more than one piece of evidence, so choose the best and write that in the main source column. (The evidence is on the power point- remember to look at the source number. You can access the powerpoint on files on teams.)
| Statements about Vikings. | Main source | Other sources |
| They did not have horned helmets! | Source 1 | |
| They didn’t steal things! When they settled they paid for everything they wanted. | ||
| They settled in tows and villages. | ||
| They were farmers. | ||
| They has a special alphabet and writing runes. | ||
| They traded with other parts of the world. | ||
| They were skilled craftsmen. | ||
| The reason they were thought to be wild and violent was because in the early days they attacked monks. | ||
| Evidence has recently been found in Jorvik which shows they were settlers who lived normal peaceful lives with their families. | ||
| We have changed our mind about the Vikings in the last 25 years. |
Support: Here are the answers to the above task. Now you know what source best matches each statement. Can you write me a sentence for each picture to show the Vikings in a positive light.
Music
https://resources.hantsmusic.org.uk/index.php/s/JHzqnNi2B57qxiy
https://resources.hantsmusic.org.uk/index.php/s/G4MSynBJGXkJiyQ
https://resources.hantsmusic.org.uk/index.php/s/6wfcEDy3oQXKx2y
Science
The last two weeks you have been looking at living things and their habitats. The big question is, what makes something a living thing?
Watch this video and see if you can spot the seven characteristics.
https://www.youtube.com/watch?v=Q2HDJP10qSQ
Task 1: Thinking back to the last couple of weeks, how do the living things you found possess the seven characteristics. (For example reproduction in a bird – lay an egg/ human – live birth). Draw a chosen living thing and annotate around explaining how they show MRSGREN (aka MRS NERG).
Task 2: Read the poem by Trevor Parson. Can you identify the seven characteristic and annotate from it (for example- falcon swooping demonstrates movement).
When is a Thing a Living Thing?
If a thing is living it will move
however far or fast or slight,
a falcon swooping on a shrew,
the turning of a leaf to light.
All living things can reproduce,
remake themselves as young and new,
the growing of a rose from seed,
your mother giving birth to you.
A living thing must feed or die
so bats go hunting moths at night,
sheep must graze and insects nibble
and green plants conjure food from light.
And life means growth, things getting bigger,
from tiny sapling to enormous tree,
from foal to horse, from calf to cow,
you, from what you are to what you’ll be.
Support: Can you label the poem by drawings the seven characteristics. (For example Growth – tiny sapling to enormous tree) Write out the poem if you have not got access to a printer.
Challenge: Can you create your own poem that explains to people what makes something living.
Religious Education – Revelations of Christ
This week, we shall be thinking about the importance of light in our faith.
Starter:
Sit in a quiet room and switch the lights off. How do you feel when you are surrounded by darkness? Jot down three ideas and feelings.
Task 1:
Why do we need light in our daily lives? What does light help us to do every single day? Include a bullet point list for each part of the chart below.
| How I use light at home | How I use light at school |
|
|
What was the same? What was different? How do we use light when we worship at St. Peter’s? Why?
Task 2:
Watch the story of the Presentation of Jesus on the following link. If you are unable to view the video, please select ‘Enable Flash’ on your site settings (which can be accessed via the small padlock next to the website bar at the top of the screen).
https://www.bbc.co.uk/bitesize/clips/z2wmpv4
Can you write a post card from the point of view of Simeon? What happened at the temple and how did he feel when Jesus was presented to him?
Support:
Take a look at the image below. Can you draw a speech and thought bubble for Anna and Simeon?
Challenge:
Take a look at the Bible reference below. How does it describe the Lord?
Psalm 119:105 – Your word is a lamp to my feet and a light to my path.
Can you draw a picture to link with this part of the Bible? How would it look? Be as creative as you can!
Art and Design Technology
This week, we would like you to have a go at designing and creating your very own Viking goblet, then using your cup to enjoy a Viking apple juice that you have prepared at home by yourself.
