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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.

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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

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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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Friday 24th April 2020 Home Learning

By year4 on April 24, 2020 | Leave a Comment

Hello everyone!

We hope you are keeping healthy, staying safe and are happy during this crazy time. At least the sun is shining! For the children we have called this week, it has been lovely catching up with you and hearing all about the fantastic home learning that is taking place. If you haven’t got a call from us yet, don’t worry you will very soon. Us year 4 teachers have been busy working hard in and out of school, but we have also enjoyed the lovely sun in the garden and we’ve been brushing up on our baking skills! The year 4 team really miss seeing your lovely smiles, but hopefully it won’t be much longer until we see you again. In the meantime, keep up with the good work and now you have the chance to choose one piece of your best work each week and you can send them to us to see. Just send the picture to your teacher’s email. We can’t wait to see your excellent work!

Koalaclass@stpeterswaterlooville.hants.sch.uk (Miss Jackson-Nash – Year 4)

Kangarooclass@stpeterswaterlooville.hants.sch.uk (Miss Honeywell – Year 4)

Reading comprehension

Last term, as you know we were studying traditional tales and exploring the different themes and conventions that they held. For example both Peter Pan and Robin Hood held similar themes such as ‘Good vs. Evil/ damsel in distress’

First reading task: What different themes and conventions are normally found in Traditional tales?

For your second reading task, we would like you to chose two traditional tales and complete the table below.

Traditional Tales

Similar Themes and conventions

Different themes and conventions.

Challenge: Can you discuss and write down a time where you can relate to any of these themes and conventions? For example have you ever stood up against evil? Have you ever over come your fear? Have you ever been the ‘damsel in distress’? Is there anyone in your life that is like a hero?

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

Writing activity

As a birthday treat geologist Dorothy Stoffel, was taken by her husband Keith, who was also a geologist, in a plane over Mount St Helens. Dorothy was overwhelmed and in awe of the huge mountain and its crater, until it started to shake and segments of the mountain began to fall. She realised she was flying over an erupting volcano!

This is a photo that Dorothy took from the Aeroplane as the Volcano started to erupt!

For your writing task this week, imagine you are Dorothy. Write a recount of the events that happened. Be creative! You could write this as a diary entry, a newspaper interview, a letter to warn people not to fly over volcanoes!

Be sure to use: dramatic language, conjunctions (as a result, consequently, whenever, which) and use your 5 w’s to help you add detail (who, what, when, where, why).

Spelling

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

Too two to main mane weight wait ate eight

Pick one of the following strategies, to practise your words: silly sentences, spelling stair case or spelling spirals. Now draw each word.

Please note: for those working on Y2 common exception words, use the following online ‘Bouncing Anagram’ game (use ‘single player’ mode).

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

Maths

To consolidate our learning on dividing numbers by 1, 10, 100, watch the video on bitesize. Then using a dice, roll a 3, 4 or five digit number.

https://www.bbc.co.uk/bitesize/topics/z36tyrd/articles/z2fkwxs

Then divide the number by 1, 10 and 100 (can you challenge yourself and divide it by 1000?)

When you divide by 1 the answer stays the same. 21 ÷ 1 = 21
When you divide by 10, move all the digits one place to the right. 210 ÷ 10 = 21
When you divide by 100, move all the digits two places to the right. 2100 ÷ 100 = 21

Make your own place value grid to help you. Think about what place values you need. What if your number becomes a decimal?

Challenge:

Can you divide numbers to create a decimal (for example 7 ÷ 100 = )

What did you notice? How could you change the number?

https://www.bbc.co.uk/bitesize/topics/zsjqtfr/articles/zsbd7p3

Remember that sumdog, times tables rockstars and My Maths have also been updated with activities.

Science

As we already know, animals are categorised into predators, prey, producers. We also know it is very important that there remains a balance in the food chain otherwise it may affect animals further up the food chain (for example, if there was no grass, the rabbits would not have anything to eat, which would then affect the foxes).

Your science task this week is to fill out the worksheet to consolidate your learning.

https://content.twinkl.co.uk/resource/24/b6/AU-T2-S-052-Food-Chain-Worksheet.pdf?__token__=exp=1587981983~acl=%2Fresource%2F24%2Fb6%2FAU-T2-S-052-Food-Chain-Worksheet.pdf%2A~hmac=33b3c8876ef0367394ca3138a5fe070240aa69556c5401c5c8282116692b6f26

https://www.twinkl.co.uk/resource/au-t2-s-052-australia-food-chain-worksheet

(Image of worksheets below. Apologies for those experiencing problems with the website. Hopefully the link above will now work)

Once you have completed the sheet- Can you create your own food chain model. Here are some ideas of how you can make this…

Topic:

On Tuesday 28th April, Author Robin Price will be reading Beowuff on the following site www.facebook.com/mogzillabooks– This is an excellent resource that follows our topic theme of Anglo-Saxons.

These workshops will provide your child with lots of learning opportunities such as;

Listen to an author, learn how to plan their own stories, show different techniques to start their own gripping story, to learn more about a historical period and participate in fun quizzes.

Anglo-Saxon Viking theme with readings of Beowuff by Robin Price suitable for ages 8+

Download the workshop materials before: http://club.creativewritingclub.co.uk/themes/the-vikings/

Music (Mrs Sumba)

Steve Reich and Music for 18 Musicians.

Go to the website below and watch Naomi Wilkinson’s video about Steve Reich. Try to answer her questions and join in with the activities she sets.

https://www.bbc.co.uk/teach/ten-pieces/classical-music-steve-reich-music-for-18-musicians/zk44y9q

Can you create your own short rhythmic pattern (motif?)

What could you play it on?

Can other people in your family create their own and can you play them at the same time?

Art (Mrs Pearson)

Art Challenge: UNDER THE SEA

The title for your art this week is ‘Under the Sea’. 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

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!

Design and Technology:

Before the schools shut, Year 4 was planning on opening their own St Peters Subway to make and serve a friend a sandwich.

We tested and evaluated different deli products, understood the nutrition food gave and designed a sandwich for a friend by listening carefully to what they liked. Once the children had designed their product, we then went through how to make this sandwich, what tools we would need and how to stay safe in the kitchen. We were all ready to go, but unfortunately the schools shut. So your task this week is to combine all these skills help create something in the kitchen. This could be a sandwich, wrap, pitta, baked goods or a lunch time meal! Take a photo of your masterpiece and annotate it with the skills you used!

STEM – family activity:

The activity: Make objects move without touching them by charging them with static electricity. ExpeRiment: with different objects to see how static electricity affects them. Learn about charged particles like electrons and how things gain or lose charge.

https://www.rigb.org/families/experimental/static-magic – for a video clip about the experiment and a full version of the activity information sheet.

What you will need:

A balloon • A cotton towel or T-shirt or a woolly jumper • Some scrap paper • A paper/plastic drinking straw (optional) • An empty 500ml plastic drinks bottle (optional) • A hard plastic comb or ruler (optional) • Other household objects to test.

What to do:

Charge up a balloon and try picking up scraps of paper with it.
Investigate whether the amount you rub the balloon affects how much paper it can pick up.
Investigate whether the size of the scraps of paper makes a difference.
Find out how close you have to be to the paper before the balloon makes it move.
Try bending a stream of water like Hector does in the video.
Try balancing a straw on top of a bottle lid and seeing if you can make it spin like in the video.
Find out which objects are attracted to the charged up balloon and which are repelled by it.
Try holding a charged balloon near your hair or your skin.

Going Further:

Try rolling an empty soft drink can along the ground using a charged up balloon http://bit.ly/StaticCanRoll

Try lighting up a fluorescent lightbulb with a charged up balloon – as described here: http://bit.ly/LightBulbBalloon

Try tying two balloons to strings and seeing if you can charge them up with static electricity then hang them up so they repel each other.

Read more about static electricity http://bit.ly/ MoreStaticScience

HAVE FUN!

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Friday 17th April 2020 Home Learning

By year4 on April 17, 2020 | Leave a Comment

Reading comprehension

Please see the Guided Reading pack, attached below. We would like you to read through the ‘Enormous Eruptions’ article and then have a go at the retrieval and ‘vipers’ questions on the following page. Watch out! They are tricky

Enormous Eruptions Guided Reading

For those who do separate work for Guided Reading, please see the ‘Song of the Seasons’ activity card, attached below. Read through with an adult first before having a go at the tasks…

Song of the Seasons Activity Card

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

Writing activity

Below is a link to a picture of a tsunami. To continue our learning on complex sentences and subordinate clauses, use the photo and story to create your own conjunction sentences that describe what happened during this natural disaster. Try the conjunctions: because, although, whenever, as a result, consequently, since.

Challenge: could you write from the point of view of one of the car passengers? For instance: Whenever the waves crashed down beside us, several jets of salty water had sprayed across our car windows.

http://www.pobble365.com/the-tsunami

Spelling

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

there their they’re write right reign rain

Pick one of the following strategies, to practise your words: silly sentences, clapping syllables or spelling spirals. Now draw each word.

Please note: for those working on Y2 common exception words, use the following online ‘Bouncing Anagram’ game (use ‘single player’ mode).

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

Maths

To consolidate our learning on multiplication, division and the inverse, please click the ‘x and ÷’ tab on the weblink below, for a fun game to make related number facts. How big can you make your fact family?

Here is an example…

4 x 3 = 12 3 x 4 = 12 12 = 4 x 3

12 ÷ 3 = 4 12 ÷ 4 = 3 4 = 12 ÷ 3

Challenge: What if one of your numbers was ten times bigger? How would your answer change? Can you represent each fact on a bar model? For a challenge, select ‘2 to 12 times tables’. If it’s tricky, try ‘2 to 5 times tables’ on the website.

https://www.topmarks.co.uk/number-facts/number-fact-families

Remember that sumdog, times table rockstars and My Maths have also been updated with activities.

Science

To recap our learning on animals including humans, use the website below to have a go at creating your own hybrid creature! Label each part of the body in your books and describe how your creature has been adapted to live in one of the following habitats…

Desert Rainforest Mountain City

When you are ready, have a go at the game! Don’t forget to read the ‘how to play’ instructions first, to help your new creature to survive…

http://www.blueplanetdiaries.com/createacreature/create_creature.html

Family STEM activity – Miss Stapley

Fizzy Bottle Rockets

Click on the links below to view a video and download the information sheet:

https://www.rigb.org/families/experimental/fizzy-bottle-rockets

https://www.rigb.org/docs/fizzybottlerockets_infosheet_v2_0.pdf

Questions to ask children:

When the tablet is put in the glass of water – what do you think is in the bubbles?

Where do you think the bubbles are coming from?

What do you think would happen if we used more than one tablet? Why?

What do you think would happen if we used warm water? Why?

Before making rocket:

What do you think will happen if we put some tablets and water in this bottle and close the lid? Why?

What things could we change to make the rocket go higher?

Going further:

Experiment with different sizes of bottle and different combinations of water and tablets to find out what combination gives you the highest flying rocket.

Does it matter how many tablets you use?
What about if you break the tablets into smaller pieces?
How does the temperature of the water affect things?
Watch a flame powered bottle rocket: http://bit.ly/FlamingBottleRockets
Learn more about propulsion by building a balloon powered car: http://bit.ly/BalloonCars

Topic

Now that we have been learning about lots of earthquakes and volcanoes, can you make your own set of Natural Disaster Top Trump cards to play with your family? Use the link below to help. You could include information about your favourite volcanoes and earthquakes that we have studied. For more of a challenge can you include some of the following natural disasters and research them to find out more?

hurricane tsunami tornado storm

Natural Disaster Top Trump cards

Religious Education – Miss Honeywell

As part of your RE learning and reflection upon Easter, we would like you to complete ONE of the following activities, in order to develop your knowledge of this special time in the Church calendar…

Design your own Easter Egg and include as many symbols for new life as you can!
Create a comic strip cartoon of the key events that took place in the Easter story.
Write a journal that includes the thoughts and feelings of Mary and the disciples, when they had discovered the empty tomb.
Draw your own Good Friday crucifix and fill it with prayers for Jesus, as well as those around the world who have been working hard and making sacrifices for the good of others.
Make a prayer station at home, for moments of peaceful reflection. Choose an Easter prayer as part of your worship, from https://cafod.org.uk/Pray/Prayer-resources/Easter-prayers
Build your own Easter word search and include as many religious key words as you can, e.g. Resurrection, Sacrifice, Miracle, New Life, Tomb.
Decorate your own Easter postcard with a Biblical image. Record your own Happy Easter message and spread the Good News to one of your friends!

Music – Mrs Sumba

Musical Trailblazers – Delia Derbyshire and Doctor Who

Go to the website below and watch Segun Akinola’s video about Delia Derbyshire. https://www.bbc.co.uk/teach/ten-pieces/classical-music-delia-derbyshire-doctor-who-theme/zfh792p

Why was she a musical trailblazer?

Can you use everyday objects to recreate the Doctor Who theme tune?

Challenge-can you play around with your sounds and find a way to record them?

Art Home Learning – Mrs Pearson

The title for your art this week is ‘NEW LIFE’. You can be as creative as you like. It could be a drawing of yourself as a baby, a baby animal made out of kitchen roll tubes, a photograph of a tree with buds, an Andy Goldsworthy inspired piece of art made out of natural things in your garden or when you have been on a walk. Impress me with your creativity!

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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Y4 Easter Holidays Home Learning

By year4 on April 3, 2020 | Leave a Comment

Hello everyone,

We hope that you are all keeping well and staying safe at home. Here is your home learning for the Easter holidays. We have set two RE mini projects – one for Holy Week and one for Other Faiths. Rather than setting a wide range of tasks and topics, we have decided on an RE home learning focus for each year group…

Please remember to continue with:

20-30 mins Daily reading
Times tables/number facts
Sumdog and My Maths learning

Enjoy!

Friday 3rd April – Religious education

As part of your RE learning and preparation for Easter, we would like you to focus upon Holy Week – this is when Christians reflect on the final week of Jesus’s life. Can you complete ONE of the following activities, to develop your knowledge of this special time in the Liturgical Year?

Create a PowerPoint that includes information about each station of the cross.
Write prayer booklet, to thank Jesus for His sacrifice and offer prayers of strength and support to those who are suffering.
Record the thoughts and feelings of Mary in a journal – how would she have felt at this time? Why?
Make a stained glass window about ONE of the stations of the cross that means the most to you.
Host a worship session with members of your household. Can you choose a special image or bible passage to use as part of your reflection on the events of Holy Week?
Write the words ‘Holy Week’ in large bubble writing and include any relevant religious symbols, signs and Holy colours to decorate it with.
Look up the stations of the cross online and read the Bible story. Can you use drama or role play to re-enact each scene and remember what happened?

Friday 10th April – Religious education

This week, as part of your RE learning, we would like you to focus upon Judaism. Can you complete ONE of the following activities, to develop your knowledge of this faith further?

A painting of all of the religious symbols found within this faith? Label what each one is called/used for.
An information poster including 10 key facts about the religion.
Write a diary entry for a follower of this faith – what would their day look like and how would they pray?
Build a place of worship for your chosen faith (i.e. a Jewish synagogue).
Create a piece of music that could be used for prayer by the followers of this religion.
If you could make a set of rules or commandments for this faith, what would they be?
Create a set of top trump, ‘snap’ or ‘pairs’ cards about this faith, to play with your family members.

Additional Year 4 Easter holiday Art tasks – Mrs Pearson

Create a drawing or painting of either Palm Sunday or Good Friday in the style of Vincent Van Gogh, as he is one of the artists we have studied this year. For example, think of one of his famous paintings, such as Starry, Starry night, and use this as inspiration for your own picture.

Fancy something different?

Make a stained glass window about ONE of the stations of the cross that means the most to you.

Create your own Easter Garden, include a simple cross, cave/tomb, add flowers and/or seeds that will grow over Easter.

Email your art work to me, at n.pearson@stpeterswaterlooville.hants.sch.uk

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Home Learning 27.03.2020

By year4 on March 27, 2020 | Leave a Comment

Reading comprehension
Please see attached the non- fiction report on Volcanoes. Answer the questions at the bottom of the sheet.
If you find any tricky words, highlight them and discuss with your grown ups or people at home to help you. Or you could make your own key word glossary.
In addition, please continue to read 20-30 minutes daily. Try and read a range of texts too.

Volcano Reading T-G-059-World-Volcanoes-Comprehension-Worksheets

Writing activity
Below is a link to a video showing a farmer planting windmills. As we have been studying different impacts on our environment, we would like you to research the effects of wind farms and write a non-bias news paper article about the different opinions people have on them. Please include: rhetorical questions (Did you know?), Casual conjunctions (consequently) and key statistics.

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

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

Island Describe Probably Favourite Perhaps

Pick one of the following strategies, to practise your words: rainbow write, graffiti wall, lego writing or spelling scribbles.

Please note: for those working on Y2 common exception words, use the following online word search instead (play using ‘single player’ mode).
https://www.spellzone.com/word_lists/games-32308.htm

Maths
As we have started our learning on multiplication and learning about associative law, this activity will help you practise your times tables and use your number sense to help you.
Using three dice (or picking 3 numbers from 1-6), put them together and see what sum combinations you can come up with. For example, if I rolled a 4,6,5 I could multiply (6 X 5) and then X4. Think about swapping the numbers, do you have the same answer? If not can you find the smallest and largest number.
Challenge: Can you use numbers 1-20. Think about using a multiplication grid to help you times 3 digit numbers if necessary.

Remember that Sumdog and Times Tables Rockstars have also been updated with activities.

Science
We have been learning about our digestive system! Here’s a science project to demonstrate the process of digestion.
https://www.bbc.co.uk/bitesize/topics/zf339j6/articles/zrm48mn
We are aware that some of us have already had fun with this project at school so if you want to show off all of your digestion knowledge, using play dough, drawings or recyclable objects around the house, can you make a 3D model of the oesophagus, stomach , small intestine and large intestine. As a challenge, research these body parts and find fun facts that you could label your model with.

OLYMPUS DIGITAL CAMERA

Topic
Following on from our learning on earthquakes, please take a look on the following website and use the information to create your own Health and Safety poster, to inform people how to stay safe recover from an earthquake.
https://www.bbc.co.uk/bitesize/topics/z849q6f/articles/zj89t39
https://www.weatherwizkids.com/weather-safety-earthquake.htm

Art
This week I would like you to create something with a paper plate. Please don’t worry if you do not have one at home you can just draw around a plate and then cut it out.
I would like you to link it to the country that your Year Group is studying, so here are some ideas. However, any creation would be wonderful.
Please email a photo of your artwork to me and I will share it on the Art Blog.
Keep creating and keep safe!
Mrs Pearson
n.pearson@stpeterswaterlooville.hants.sch.uk

Australian Aboriginal Paper plate ideas

Tip! A cotton bud is a great way to make dots with paint.
Felt tip pens work well too, only don’t press too hard or you’ll damage the nib!

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Home learning : 20.03.2020

By year4 on March 20, 2020 | Leave a Comment

Reading comprehension

Please see attached the non- fiction report on Earthquakes. Answer the questions at the bottom of the sheet.

If it feels tricky, try the * sheet
If you feel confident, try the ** sheet
If you feel ready for a challenge, try the *** sheet

t2-e-2222-earthquakes-ks2-differentiated-reading-comprehension-activity_ver_1

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

Writing activity

Below is a link to a picture of a habitat that is in danger. As we have been writing passionately to Greta Thunberg about climate change recently, can you now apply those skills at home? Write a letter to persuade humans to treat animals with more respect. Please include: rhetorical questions, deforestation facts, causal conjunctions and time words.

http://www.pobble365.com/save-our-habitat

Spelling

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

through thought favourite ought although enough

Pick one of the following strategies, to practise your words: rainbow write, pyramid or spelling staircase. Can you highlight the digraphs?

Please note: for those working on Y2 common exception words, use the following online word search instead (play using ‘single player’ mode).

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

Maths

As we have started our learning on multiplication, below is a link to a fun combination game. Think systematically to be effective and use the grid at the bottom of the webpage to draw out the ‘sets’ of coloured cups and saucers. If you are finding this tricky- change the problem to only white, red and blue cups then complete on a grid of 12 boxes. If you would like a challenge, add one extra colour and another row to your grid!

https://nrich.maths.org/32

Remember that Sumdog and Times tables rockstars have also been updated with activities.

Science

We have been learning about teeth! Here’s a science project to reinforce the importance of tooth brushing: place an egg in vinegar for a couple of days, the vinegar will eat off the shell (tooth enamel). Can you record what you observe each day?

Pick one of the following tasks, the details of which can be found on the website below…

Smiles collage (challenge: label each type of tooth you made)
‘Good food for my teeth’ poster (challenge: add a calcium fact)

https://www.childfun.com/themes/people/dental/#Dental_Arts_and_Crafts

Topic

Following on from our learning on volcanoes, please take a look on the following website and use the information to create your own Health and Safety poster, to warn people about the dangers of living near a volcano.

https://www.nationalgeographic.com/environment/natural-disasters/volcanoes/

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Poetry Competition 2020

By year4 on March 13, 2020 | Leave a Comment

Hello,

We hope that you have had a good week so far and that you are enjoying the recent sunshine this Spring.

This week, we have started our new unit of learning on Volcano and Earthquake news reports. The children are very excited to work towards our final outcome – a video recording from each of our news teams, who shall be reporting on the natural disasters that have taken place in Hawaii. This week, we watched a series of news reports and studied a variety of published articles, in order to develop our vocabulary and build key word banks to help us describe the volcanoes and earthquakes in more detail. As the week progressed, we played a variety of ‘snap’ and ‘pairs’ card games, which enabled the children to develop their understanding of the meaning for each key word by matching these terms to a set of different images. By creating glossaries and performing news reports through Pie Corbett, both Year Four classes had developed their comprehension skills, with regards to the key words that shall be covered across this topic. Next week, we look forward to incorporating our new vocabulary within a range of sentence types.

Please see the picture below of a volcano that was produced as part of Home Learning:

In Maths, Year Four have been working hard on their learning of Time. For example, we have been learning how to tell analogue (12 hour) and digital (24 hour) time, whilst also recapping on how to convert between seconds, minutes and hours. In addition, we have been looking at how to use number bonds to 60 in order to calculate how many minutes are left of an hour, until the next hour on the clock is reached. Later on, the children used number lines to interpret and solve a range of tricky time interval problems. We were very impressed by the commitment and collaboration that had been demonstrated by each group of children. Next week, we look forward to completing our work on Time, before moving on to our next unit of learning: multiplication and division.

Today, our three competitors from Year Four took part in the St. Peter’s Poetry Competition 2020. We would like to congratulate our three poets for their exceptional performances in the event. Well done to Leo and Calin, and for Emi who won first place in the Year 3/4 category. We were very proud of you all!

Wishing you all a fantastic weekend,

Kind regards,

Miss Honeywell, Miss Jackson Nash and Mrs Cairns.

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