Hello everyone, we hope that you are well and keeping safe. Please take a look at the copies of your weekly home learning tasks below, 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 to record your ideas down and keep them together in a notebook or work book at home. You should be able to complete these activities independently as we understand that your grown ups may be working from home at the moment. During the live check in sessions, your teacher will suggest the activities you should complete for each day and she will give you the relevant briefing.
Please note: These live check in sessions will take place three times a day, except Monday afternoon and Friday (all day) this week. This is because your key focus on Monday afternoon will be to take part in the ICT activity that has been set for Year 4 – this task is available to you on Microsoft Teams and our Y4 school blog. On Friday (all day), it will be a scheduled whole school INSET day so we recommend you use this time to complete, edit and/or improve any outstanding tasks you have from this week’s learning.
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 all for working exceptionally hard at home and for sending lots of brilliant examples of home learning to us, keep it up!
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, from Miss Honeywell, Miss Jackson-Nash, Mrs Cairns and Miss Hawley.
ENGLISH
Monday:
L.O: To plan a narrative climax.
https://classroom.thenational.academy/lessons/to-plan-a-narrative-climax-crv3ce
Tuesday:
L.O: To write a narrative climax.
https://classroom.thenational.academy/lessons/to-write-a-narrative-climax-64rpar
Wednesday:
L.O: To plan a narrative resolution.
https://classroom.thenational.academy/lessons/to-plan-a-narrative-resolution-cdhpac
Thursday:
L.O: To write a narrative resolution.
https://classroom.thenational.academy/lessons/to-write-a-narrative-resolution-cgtk4c
Friday:
Independent Task for English (this will replace the Friday Oaks Academy lesson) – please can you send this as a separate piece of work when adding onto Teams assignments.
This task is to be completed independently in order to show me how much you have learnt so far from our narrative unit on The Whale Rider. Please send this as a separate piece of work when adding this to your Microsoft Teams Assignments.
Can you use the writing recipe below, in order to create your own descriptive paragraph (6 sentences) that predicts how Paikea would have been feeling after she saved the whales and became the true chief of the Maori tribe? Can you include key details about the scene, how the villagers would have felt and what you think they may have said to congratulate Paikea after the whales had been saved? How would the mood and atmosphere have changed?
| Success criteria |
| – Use ‘show not tell’ to describe feelings (e.g. ‘smiled from ear to ear’). |
| – Use speech punctuation to record dialogue between characters. |
| – Use a variety of nouns to describe characters (e.g. Paikea, girl, granddaughter). |
Challenge: Can you add a writing skill of your own to the Success Criteria? How could you include this in your writing? Consider your learning on the Whale Rider so far… Could you try compound or complex sentences? Or perhaps include the ‘-ify’ and ‘-ise’ suffixes we learnt during the spelling session on Oaks from this unit?
Support for the Independent Task for English (this will replace the Friday Oaks Academy lesson)
Please use the Plan, Do, Review grid in order to complete the descriptive paragraph.
A guide to successful, independent writing!
| PLAN | DO |
REVIEW |
| – When have I done these skills before?
– What do I remember about this writing task? – What writing strategies did I use last time?
|
– How am I doing?
– What should I do next to be successful?
– Should I try a different strategy to help when I describe? e.g. Adjective, Adjective Noun
|
– How well did I do?
– How was my writing successful? – What didn’t work as well? – Is there anything I still don’t understand? – What other writing strategies could I use next time to be more successful?
|
Weekly Support task:
Pretend you are one of the characters from the film. Imagine that you had witnessed the events that took place at the beach. Can you write a short diary entry to describe your thoughts and feelings about the whales? Now include information about the 5 senses to help you describe the setting and the scene.
Weekly Challenge Activity:
Can you write an alternative resolution to the Whale Rider story?
Think carefully about how the characters would feel, react or speak.
How would each character use body language to convey his/her emotion?
e.g. ‘trembling from head to toe’ (fear), or ‘smiling from ear to ear’ (happiness).
Spelling:
Have a go at the following words that use the ‘inter-‘ and ‘anti-‘. Which strategies could you use to practise them? Choose two from the following list:
- Spelling staircase
- Word search
- Word Blocks
| International | Interject |
| Antidote | Intertwine |
| Intervene | Anticlockwise |
| Antibiotic | Interfere |
| Interrupt | Antibacterial |
WEEKLY ASSIGNMENT: Please send a photo or upload a document of your work on Whale Rider so far, including your independent writing task as a separate upload on the Assignment tab. You will need to complete all 5 lessons we have set in order to do this.
DAILY ARITHMETIC:
Use the following links throughout the week (10 minutes a day) and choose different activity from the one websites a day.
If you work with Mrs Cairns in the Y4 shared area, please focus on your 3, 6 and 7 times tables this week.
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 marks – https://www.topmarks.co.uk/
Maths Frame – https://mathsframe.co.uk/
MATHS:
This week, you will be exploring different measurements. If you have them, please get some kitchen scales, a measuring jug and a ruler as these will help you throughout the upcoming lessons. We will be following on from last week’s lessons on measurements.
Monday
LO: To be able to solve time problems.
https://classroom.thenational.academy/lessons/marathon-training-6hjk0d
Tuesday
LO: To be able to solve money problems.
https://classroom.thenational.academy/lessons/stamps-6rwkge
Wednesday
LO: To be able to solve length problems.
https://classroom.thenational.academy/lessons/ribbons-74rp2r
Thursday
LO: To be able to develop your problem solving skills.
https://classroom.thenational.academy/lessons/money-bags-1-c4u6ac
Friday
To be able to develop your problem solving skills.
https://classroom.thenational.academy/lessons/money-bags-part-2-71jk6c
Challenge: Answer these test problems. You will need to use your measurement skills.
Support:
If you found the work from last week tricky, please continue with your measurement lessons. For this week’s sessions, a measuring jug will help you with your learning.
Monday
LO: To be able to estimate capacity.
https://classroom.thenational.academy/lessons/estimating-capacity-ccw30e
Tuesday
LO: To be able to compare mass and capacity
https://classroom.thenational.academy/lessons/mass-and-capacity-6rv3ac
Wednesday
LO: To be able to use bar models for addition and subtraction problems.
Thursday
LO: To be able to draw bar models to represent word problems
https://classroom.thenational.academy/lessons/drawing-bar-models-to-represent-word-problems-6nh3jc
Maths Independent learning – please can you send this as a separate piece of work when adding onto Teams assignments.
This task is to be completed independently in order to show me how much you have learnt from our measurement unit.
Can you use plan do review?
Plan: think about how are you going to solve this problem, what is it asking you to do? What is the important information? What operation do you need to use?
Do: What is the most efficient way? Is there a quicker strategy? What other ways could you work out the problem? Can you draw it? Can you make it?
Review: Now you have solved the measurement problem, reflect. What worked well, what didn’t work as well? How could you improve?
Challenge: Can you think of some what if questions… for example what if it was measured in metres? What if it was x10 bigger?
A support independent task –
Would you rather have 3x50p or 2 x 70p?
Justify your answer.
RELIGIOUS EDUCATION – Revelation of the Lord
This week, we shall be thinking about the Transfiguration and how Jesus was revealed to us as the light of the world through this miracle.
Starter Task:
Read the Bible passage of The Transfiguration, below.
Jesus with Moses and Elijah
Six days later, Jesus took Peter, James, and John the brother of James up on a high mountain. They were all alone there. While they watched, Jesus changed. His face became bright like the sun and His clothes became white as light. Then two men were there, talking with Him. The men were Moses and Elijah.
Peter said to Jesus, “Lord, it is good that we are here. If you want, I will put three tents here—one for you, one for Moses, and one for Elijah.” While Peter was talking, a bright cloud covered them. A voice came from the cloud. The voice said, “This is my Son and I love Him. I am very pleased with Him. Obey Him!”
The followers with Jesus heard the voice. They were so frightened that they fell to the ground. But Jesus went to them and touched them. He said, “Stand up. Don’t be afraid.” When the followers looked up, they saw Jesus was now alone.
Task 1:
Now that you have read the story of the Transfiguration, can you complete the table below?
|
Biblical Characters |
Symbols and meaning |
How God was present |
|
|
Task 2:
Take a look at the image below. Can you create a caption for this image, to describe what happened at the Transfiguration?
Now can you create your own labels, to add details about what each character may have said as well as what the disciples may have noticed at the top of the mountain?
Support:
Why is the symbol of light important?
Create your own mind map of ideas for what this symbol represents in the story.
Here are some examples to help you: hope, glory, joy, being holy, a miracle.
Challenge:
Write down a conversation between Peter, James and John on the way down the mountain (after the Transfiguration) – try to include the following key points:
- How would the disciples have been feeling about what they saw?
- What questions would they have for each other?
- What had the voice of God told them to do?
- What will the disciples do next?
PLEASE NOTE:
We have uploaded a copy of a Lenten Calendar if you would like to use this each day. Please press the ‘files’ tab at the top of the page and then click the ‘class materials’ folder on Microsoft Teams, in order to access a copy.
GUIDED READING WEEKLY BOOK REVIEW
For your reading task this week, please watch the video and listen to Mrs Porter’s reading of Storm Whale. We would then like you to complete a book review on what you have enjoyed about the story. Please use the ideas below to help you. To access the video, please go on to the Kangaroo or Koala class page on Microsoft Teams then click on the ‘files’ tab at the top of the page and you will find the video inside the ‘class materials’ folder. You can also access the video by clicking on the following weblink: Storm Whale
Title:
Author:
Star rating:
Date read: _____________
Parent’s signature: ________________
My review:
PHYSICAL EDUCATION ACTIVITY:
ICT HOME LEARNING TASK FOR MONDAY 8TH FEBRUARY ONLY:
Computing Assignment
Safer Internet Day 2021 – Live Escape Rooms
Monday 8th February 2021 (1:35pm – 3:00pm)
This session will replace your usual Monday afternoon Live Check in, on Teams.
We are delighted to invite your child to join in the Safer Internet Day 2021 celebrations. This year’s theme is ‘An internet we trust: exploring reliability in the online world’. Your child will be taking part in a live online escape room where students will be tasked with unlocking codes to fight against fake news and promoting reliability online.
Your child will only join peers from St Peter’s Catholic Primary School.
The session will be delivered by the Cyber Ambassador coordinator (Marcia) from Office of the Police and Crime Commissioner on Microsoft Teams.
The session will run from 1:35pm until 3:00pm. Please follow this link to get onto the live session:
Click here for online session link
HISTORY HOME LEARNING:
We have come to an end of our Viking unit for this term. We have learnt so much, such as the attacks on Lindisfarne, the beginning of their raids and how they became settlers. We have learnt about when they captured and ruled parts of England and how the English kings compromised and fought back to gain power. When we were at school, we looked at the different artefacts, learnt their Gods and their traditions. You have also studied place names and how they were influenced by Vikings and why the Vikings settled.
With this wealth of information and knowledge you now have, I would like you to imagine you are a Viking and write a diary entry. Imagine this diary entry will be found hundreds of years later by archaeologists. How are you going to describe the life of a Viking?
Challenge: Can you write the diary of an Anglo-Saxon? Think about the threats the Viking posed on England. What did you think of the Vikings?
A really lovely book we were going to read at school is called ‘I was there… Viking Invasion’ by Stuart Hill. Here is an extract which may help you with your Anglo-Saxon diary entry…
Dear Diary,
My name is Aldwyn and I am eleven years old. I live in the city of Eoforwic, the capital of Northumbria which is one of the most important Saxon kingdoms in all of the island of Britain. I work with my father who is a leather merchant. Like everyone who sells things to make a living, he’s always watching out for anyone who might stop to buy his wares. But there’s nothing worse for that than armies and fighters marching through the land, especially when the fighters are Vikings in the great Heathen Army. The Vikings are ferocious and fearless. They believe if they die in battle, they will enter the halls of Valhalla, the Viking paradise here they dine with the Gods and are immortal. They do not believe in our Lord, they are not Christians. Today my father had a worried look on his face. As a merchant, he is always trading and talking to others. He has heard the Vikings have left France and are heading to Northumbria in order to capture the land..…
Support:
Imagine you are a Viking, I would like you to use the comic strip below and draw what the life of a Viking looks like.
You could draw them sailing to England, raiding, settling and then ruling.
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ART HOME LEARNING ACTIVITY
This lesson follows on from our previous Watercolour winter landscape lesson, where we did a painting of a landscape. In this lesson you will learning what a Diorama is and then create your own. Please read the information about Canadian artist Kelly Pousette and then produce your own winter landscape diorama. Please then send a photo of it to me using my email:
n.pearson@stpeterswaterlooville.hants.sch.uk
What is a diorama? It is a model representing a scene with three-dimensional figures, either in miniature or as a large-scale.
NB: Remember if you don’t have any of the art materials you can just use what you have around, for example if you don’t have oil pastels then use crayons or if you don’t have coloured pencils then use felt tips. ART SHOULD ALWAYS BE FUN – EVEN WHEN LEARNING SOMETHING NEW…THE PROCESS OF MAKING SOMETHING IS OFTEN MORE IMPORTANT THAN THE END RESULT!
Your activity
PLEASE READ THROUGH THESE INSTRUCTIONS FIRST BEFORE YOU START Please note that there are Candian spellings for some of the words eg color instead of colour. How many more can you spot?
You can print these out, colour them in, then cut them out (remembering to leave a ‘foot’ to glue onto your diorama. Or, you may decide to draw your own woodland ‘accessories’.
I am very excited to see your dioramas. Please don’t forget to email them to me:
n.pearson@stpeterswaterlooville.hants.sch.uk
SCIENCE HOME LEARNING TASKS
L.O To be able to use classification keys to group different living things.
Last week you looked at how we can place animals into different categories. This week we are going to be creating a classification key to help us group animals appropriately.
Watch this video to find out what we mean by classification key: https://www.bbc.co.uk/bitesize/topics/zxjj6sg/articles/z9cbcwx
Task 1:
In your books match the letter to the animal you think best fits. Make sure to read the questions carefully and think about which animal will fit in best e.g. E= worm.
Task 2:
Using task 1 to help, create your own classification key. Thinking back to last week, can you use animals from different categories e.g. mammals, reptiles, amphibians, birds and fish. Think carefully about what questions you ask. Make sure they only have an answer of yes or no.
Support:
Create questions for the classification key below. Look carefully at the pictures of the animals when you consider the question you want to ask e.g. the question for box 1 may be, does it have legs?
Challenge: Is this classification key correct? Justify your answer.
L.O To be able to identify how different environmental changes can affect different living things.
Throughout this topic you have been exploring living things and environments. For this part of the lesson you will discover what a food chain is and how environmental factors can change an animals diet.
Warm up:
Using a dictionary write a definition for these key words:
- Producer
- Consumer
- Predator
- Prey
- Herbivore
- Omnivore
- Carnivore
Watch the video below to discover more about food chains.
https://www.youtube.com/watch?v=YuO4WB4SwCg&index=141&list=UUxlJ45KjG4XVcQ_hd8j227A
Task 1:
Re-write the paragraph below. Using the word bank, fill in the missing words. You have your warm up definitions to help you.
Task 2:
Using the food chain from the video, write a response to these questions. What would happen if there was no sunlight? How would this effect the food chain?
Watch the video again to help you.
https://www.youtube.com/watch?v=YuO4WB4SwCg&index=141&list=UUxlJ45KjG4XVcQ_hd8j227A
Support:
Help Dr Binocs! Looking at the food chain below, write in your books, what is the producer? What is the consumer? What is the Predator? Explain how you know. Use the key vocabulary warm up to help you.
Challenge:
Using what you have learnt about food chains. Draw and label your own food chain. It must include a producer, a consumer, and a prey.
Below is a food chain template you may wish to copy into your books.
