Below are your home learning tasks for this week:

Reading

Task 1:

Please make sure that you continue to read for at least 20 minutes every day. Please make sure you are choosing an age appropriate book! Here are the links again for 2 websites where you can access free E-books online:

https://stories.audible.com/

https://home.oxfordowl.co.uk/books/free-ebooks/

Task 2:

Reading Comprehension: A Sprinkle of Sorcery by Michelle Harrison

How to use:

• Read the instructions carefully before you start a task.
• •Each sequence contains simple explanations and examples to help you.
• You may wish to print off the whole booklet separately rather than scroll through everything below – here is the link:
• file:///T:/Home%20learning%20links%202020/HIAS%20MATERIAL/Upper%20KS2/Reading/A%20Sprinkle%20of%20Sourcery.pdf#page=1

How can parents help?

• Read the extracts aloud with your child.
• Check your child understands any new or unfamiliar vocabulary.
• Adapt any of the resources and materials as you feel necessary to support your child’s needs.

Lesson 1: Read and enjoy

Use the link to download the free extract and read the prologue (Pages 1 to 5)

https://www.lovereading4kids.co.uk/extract/16878/A-Sprinkle-of-Sorcery-by-Michelle-Harrison.html

Lesson 2: Vocabulary Checker

Complete the vocabulary checker below. Use a dictionary (if you haven’t got a dictionary use an online dictionary) to define the word in context, identify  3 possible synonyms and draw an image of the word to help you remember. Here is an example to help you. I use the word ‘bear’, wrote the definition in the context of how it was used in the text, I found 3 synonyms and then drew a picture to help me remember:

Now your go:

1:

The lord’s men took pity on the witch, and left her with one good eye.

Word: pity

Write the word in a sentence:

Find three synonyms:

1:

2:

3:

Draw a picture of the word to help you remember:

2:

A group of fisherman had been swept near to the island by a wayward tide.

Word: wayward

Write the word in a sentence:

Find three synonyms:

1:

2:

3:

Draw a picture of the word to help you remember:

3:

Despite her bubbling resentment towards him, there was still good in her heart.

Word: resentment

Write the word in a sentence:

Find three synonyms: 

1:

2:

3:

Draw a picture of the word to help you remember:

4:

He set off, thinking about the mysterious island, but vowed he would do as the witch asked.

Word: vowed

Write the word in a sentence:

Find three synonyms:  

1:

2:

3:

Draw a picture of the word to help you remember:

Lesson 3: Text mark – think aloud

Read the opening extract from the prologue (below). As you read text mark for clues about the character of the witch and the lord.

THERE WAS ONCE A POWERFUL WITCH WHO LIVED on the edge of a marsh. She lived alone except for her familiar: a large black raven. Every day, people would come to her, seeking help, and every day the witch would assist them in return for some small token or favour. Her magic could cure many things: from warts to worries; from broken fingers to broken hearts. One day she had a visitor – the lord of the land – who had come in disguise. He was a cruel man who had heard stories of the witch’s magic, and he couldn’t bear to think that anyone was wealthier or more powerful than him. While he was quickly satisfied that the witch was far from rich, he unexpectedly began to fall in love with her. But the witch did not return his feelings, even when he threw off his disguise and revealed who he truly was. Unable to forget her, the lord returned to visit her again. He couldn’t understand why the witch did not love him back, and he flew into a rage and ordered for her to be blinded. ‘If you will not look at me and love me, you will not look at anyone,’ he declared. But the lord’s men took pity on the witch, and left her with one good eye. ‘You can take my eye,’ she told him, ‘but I will always see you clearly.’ And she enchanted an old stone with a hole through the middle to act as a magical eye for the one she had lost. When the lord returned a third time, and the witch’s feelings towards him had still not changed, he lost his temper again. This time he demanded that her voice be taken. ‘If you will not say you love me,’ he said, ‘then you will not speak at all.’ And he ordered his men to cut out her tongue and throw it into the marshes. But, after the lord left, the witch’s raven croaked in a harsh, rasping voice: ‘You may have taken my tongue, but you will never silence me.

Lesson 4: Response to reading

Use your text marking to help you complete the opinion scales. Add evidence to explain your thinking.

Character name: Witch

strongly agree

agree

don’t know  

agree

strongly agree

Kind

  wicked

Evidence:

Confident

  unsure

Evidence:

Character name: Lord

strongly agree

agree

don’t know

agree

strongly agree

generous

selfish

Evidence:

trustworthy

dishonest

Evidence:

Lesson 5: Quick quiz

Number the following events from the prologue from 1–5 to show the order in which they happened.

The first one has been done for you.

The raven becomes the witches voice.                              

The lord of the land falls in love with the witch.             1

The witch is blinded in one eye.

The lord’s greed is his undoing.

All of the items in the cauldron were transformed.

Writing

This week we would like you to use the link below and complete the 5 activities that will help you write a setting description. There are 5 lessons in total so you could choose to do one lesson each day. Just watch the teacher video and complete the activities. Think back to all of the great setting descriptions you have written in Year 5 this year: The Day The War Came description, your Ruin story and your description of the homeless woman in the snow and use all of the skills you learned from these units to help you.

https://www.thenational.academy/online-classroom/year-5/english/#subjects

Lesson 1: Setting description: Reading comprehension – Fact retrieval

Lesson 2: Setting description: Reading comprehension – fact retrieval

Lesson 3: Setting description: Identifying the features of a text

Lesson 4: Setting description: Grammar focus – parenthesis

Lesson 5: Setting description: Write a setting description

Spellings:

Task 1: Complete spelling task on Sumdog.

Task 2:  Complete Grammar task on Sumdog.

Task 3: Complete the proof reading exercise below so that all the words are spelt correctly.

Last night we visited a restorant, which was eggcelant! The waiter reccomended some dishes, which were marvelous. Unfortunately, I woke up in the night with agresive stomach ache. My mother felt is would be neccesary to get some profesionul advise, so we contacted the doctor. By now, I hada serious tempreture.

Luckily the doctor prescribed some espshaly strong medicine and I recovered quickly. What a dissastrus meal that turned out to be!

Maths:

Task 1: 20 minutes of times tables work every day. Use TT Rockstars to help you practise.

Task 2: Arithmetic task and times tables task have been set for you on Sumdog.

Task 3: There are 2 activities set on My Maths to complete. Use your log in details to get onto the website.

Task 4: Complete the Maths calculations below involving money, measures and problem solving –

Q1:

The cost of using a minibus is £2.50 for each mile. 8 friends go on a 144-mile journey.

They share the cost equally. How much does each friend pay?

Q2:

The cost of using a minibus is £1.50 for each mile.

9 friends go on a 180-mile journey. They share the cost equally. How much does each friend pay?

Q3:

If a length of string was 1.85m how many 7cm lengths could be cut from it?

Q4:

If a length of string was 1.85m how many 9 cm lengths could be cut from it?

Science

Family Science Activity – Friday 24^th April – STATIC MAGIC

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!

Art

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:

Please email your artwork to me:

n.pearson@stpeterswaterlooville.hants.sch.uk

Thank you

Keep creating and keep safe!

Mrs Pearson

Music

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?

Mrs Sumba

Good luck with all of your home learning tasks this week and don’t forget to post a picture of some of your work on our new class email page!

Year 5 team.

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!

Art Home Learning from 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

Hello Year 5!

We hope you have all had a great Easter and that you are all staying safe. We are missing you all lots!

Parents please note that from Monday 20th April BBC Bitesize and BBC iPlayer will be launching daily home learning lessons across a range of subjects. Please take time to check it out with your child!

Pupils here are your home learning tasks for this week. Just try your best with it all and take your time with it.

Good luck and enjoy it!

Reading:

1: Continue to read for 20 minutes every day. Please make sure you are choosing an age appropriate book! Here are some links for books you can read online – please check them out as they have lots of AMAZING e-books!

https://stories.audible.com

https://home.oxfordowl.co.uk/books/free-ebooks/

2: Reading work on Sumdog.

3:Reading Comprehension task:

Please complete the following task linked to the book we were studying in class:

Q1: Last term as you know we were reading The Boy In The Tower by Polly Ho-Yen.             

Where Monsters Lie is the second book by Polly Ho-Yen.

What similarities and differences can you see between the two front covers?

Q2: What similarities and differences can you find between the two books from reading the blurbs:

Boy in the Tower blurb

When they first arrived, they came quietly and stealthily, as if they tip-toed into the world when we were all looking the other way.

Ade loves living at the top of a tower block. From his window, he feels like he can see the whole world stretching out beneath him.

But one day, other tower blocks start falling down around him. Strange, menacing plants begin to appear and no one knows where they came from.

Now their tower isn’t safe any more. Ade and his mum are trapped and there’s no way out.

Where Monsters Lie blurb

The children of Mivtown have grown up hearing the legend of the monsters of the loch. But it’s only a story – a warning to stay away from the water.

Then strange things start happening. Effie’s rabbit Buster escapes from a locked hutch, her mum disappears and slugs start to infect her home.

Along with her best friend, Finn, Effie begins to hunt for clues to solve the mysteries of Mivtown. Could this all be connected to the legend? Is it really just a story or is there something lurking in those deep-dark waters?

Complete the following table to show the similarities and differences:

Maths:

Task 1: 20 minutes of times tables work every day. Use TT Rockstars to help you practise.

Task 2: Arithmetic task and times tables task on Sumdog.

Task 3: There are 2 activities set on My Maths to complete. Use your log in details to get onto the website.

Task 4: Complete the Maths investigation involving measures, converting measures and problem solving –

https://maths.hias.hants.gov.uk/pluginfile.php/5472/mod_resource/content/3/Year%205%20Home%20resources%20-%20probelms.pdf

*Solutions are included

Writing:

Your writing home learning this week uses the Natural History Museum’s Dino Directory website:

https://www.nhm.ac.uk/discover/dino-directory.html

You have 5 lessons to complete over the course of the week and each lesson should take you around 30 minutes. Complete the activities in order. Each lesson has a simple explanation and examples to get you started.

Parents you can help your child by:

• Reading the extracts aloud with your child
• Collecting interesting words and phrases on paper / post-its as they read
• Talking to your children about their ideas before they write
• Adapting any of the resources and materials as you feel necessary to support your child’s needs

Monday:

Lesson 1 –Response to Reading

https://www.nhm.ac.uk/discover/dino-directory/triceratops.html

Read the Triceratops entry in the Dino Directory. Use the links in the article to help clarify vocabulary, for example click on ‘Late Cretaceous’.

As you read make notes:

–Do you have any questions?

–Is there any vocabulary you don’t understand?

–Have you read a text like this before?

Read the text again and then answer the following questions:

Q1: What does ‘herbivorous’ mean?

Q2: How do we know that male Triceratops used to fight each other?

Q3: What are the advantages of prey animals moving in herds? Give two advantages from the text.

Q4: The text tells us that Triceratops remains “are usually found individually, suggesting they may have spent much of their lives alone.” Choose one word from the three below to complete the sentence:

This suggests that Triceratops were ___________ creatures

Communal                                   solitary                             friendly

Tuesday: Lesson 2   Vocabulary focus

Now read the Tyrannosaurus and Diplodocus entries in the Dino Directory:

https://www.nhm.ac.uk/discover/dino-directory/tyrannosaurus.html

https://www.nhm.ac.uk/discover/dino-directory/diplodocus.html

All of the entries feature useful words that we would be able to use in our own dinosaur entry.

Choose your 5 favourite words from the website or use the examples below to create vocabulary cards like the ones we use in guided reading. Here’s an example:

Possible vocabulary you could use:   reputation      fossilised     encounter       relatives       vertebrae        striking       fearsome       specimen

Wednesday Lesson 3: Exploring the Writing

Read your favourite entry in the Dino Directory.

The purpose of the writing is to inform.

The author wants the reader to learn specific details about the dinosaur and to maintain the reader’s interest.

How has the author achieved this?

Task: Collect your favourite examples of vocabulary, grammar and punctuation ingredients that the writer has used.

Thursday: Lesson 4 –Grammar Practice and Play

Read the following extract and afterwards complete the tasks below:

With its 3 horns, a parrot-like beak and a large frill that could reach nearly 1 metre (3 feet) across, the Triceratops’ skull is one of the largest and most striking of any land animal.

The horns could have been used to fend off attacks from Tyrannosaurus. A partial Triceratops’ fossil collected in 1997 has a horn that was bitten off, with bite marks that match Tyrannosaurus. The fossil shows that the horn healed after being bitten, so at least some Triceratops survived these encounters.

Puncture marks on fossil frills show that male Triceratops also used their horns to fight each other, probably to impress females.

Explain:

Q1: Why does the author use brackets in this extract?

Q2: Why does the author use the words ‘of any land animal’ rather than ‘of any dinosaur’?

Change:

1: Select synonyms for the underlined words.

Create:

Imagine that you have unearthed a new dinosaur species. Imitate the author’s style by writing a short entry for Dino Directory about your discovery. Don’t forget to include yourself in the ‘named by’ section of the taxonomic details!

Friday: Lesson 5 –Writing Challenges

Using what you have learnt so far, choose one of the following three challenges to complete:

1)Imagine that a Mythical Beasts Directory is being created. Write an entry for a mythical beast of your choice (or your own creation) in the style of the Dino Directory.

2)Using the information from the Dino Directory, create a top three ‘most deadly dinosaurs’ page, justifying the reasons for your ranking with evidence from the website and other sources.

3)Imagine that you have travelled in time and encounter one of these incredible creatures! Write an account of your meeting with a dinosaur. This could be expanded into a full story.

Spellings:

Task 1: We have set you some spelling work on Sumdog.

Task 2: What new words from the table can you make using these suffixes? Remember some won’t make correct words and use the correct rules.

           -ing        -er         -en            -ed

Science

Family Science Activity

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 tablet is put in 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

Science Growing Project

Bored of being in your garden? Now it’s spring time, why not undertake a home growing project!

How about a competition with a group of friends? You could take photos to record your progress and collect data by measuring what grows. Create a friends leader board.

Compare flowers and vegetables/fruit – which grow the quickest? Tallest? If you are growing vegetables or fruit – can you design a dish to make from the produce you will grow over the next few weeks?

Email photos to the school office and these will be posted photos on your year group blog or email a.stapley@stpeterswaterlooville.hants.sch.uk (Miss Stapley) and she will post them on the curriculum blog.

Good luck!

Topic work linked to our Ancient Egypt topic

You have 2 weeks to complete the following task

Pretend you are Howard Carter discovering the tomb of Tutankhamen.

You can report your findings in a form of your choice. A few ideas are: in a PowerPoint, writing a newspaper article, through drawings, comic strips or through drama (you could film it).

Include something about:

• Howard Carter
• Carter’s feelings regarding the discovery of the tomb
• Tutankhamen the pharaoh
• The finds within the tomb
• The reaction from the rest of the world

http://www.primaryhomeworkhelp.co.uk/news/index.htm

https://www.bbc.co.uk/bitesize/topics/zg87xnb/articles/zvmkhbk

https://www.ducksters.com/history/ancient_egypt/king_tuts_tomb.php

Coding

On Hour of Code begin the Keep on Dancing section to continue your coding.

https://studio.code.org/s/dance-extras-2019/stage/1/puzzle/1

Music

After seeing lots of online songs about events at the moment, your task is to write a short song to a tune of your choice. It can be about being at home/ isolation/ the NHS heroes, etc. If you wanted, you could film it and share with your friends.

And…

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?

Have a great week!

Year 5 team

Homework for the Easter holidays:

•  your daily reading
•  your times tables/number facts

Year 5

Holy Week

Use Street Art to represent one aspect of Holy week. It could be ‘Hosanna’ when the crowds were for Jesus or ‘Crucify Him’ as the crowd turned against Him. Alternatively, it could be ‘Do this in memory of me’. If you prefer, you can do a thought provoking picture/image in the style of Street Art.

Fancy something different:

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

OR

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:

n.pearson@stpeterswaterlooville.hants.sch.uk

Dear Parents and children,

How lovely it has been for us to speak to you all this week on the phone. It has great to listen to all that has been going on with your home learning routines and how you are keeping yourself entertained with activities such as arts and crafts, sports, dog walks, gardening and cooking.

Just a reminder that when we call our contact may appear as ‘No caller ID’ so if it is convenient, please could you answer the call so that we can make contact with your family and have a catch-up with your child. It is so important that we remain in contact as a school and class community. We have had such lovely feedback from families that this contact is appreciated and as teachers we do miss our daily contact with our class and in times such as these, it is made even more apparent to us.

In answer to a few common queries that have been asked over the last few days:

1. If your child was not in school for the final day before closure any books, PE kits or pencil cases will be stored in school until it is safe/allowed to be returned. The school is following the government’s guidelines for strict social distancing and non-essential journeys.
2. If any child has requested any login details for My Maths, Sumdog or TT Rock Stars – these will be emailed to you directly.
3. If your child is doing any arithmetic tests on the Maths sites, the answers should be displayed as you answer the questions – please check with your child the answers to identify any areas to practise. Thank you.
4. If you did not receive any books from school for home learning, please use any paper, notebooks or scrapbooks you have at home to record any home learning.
5. When speaking to children they have all said that they really value keeping in contact with their friends and many have formed groups to stay in contact with each other from a distance. Can we just remind you of the post from The Headteacher’s blog page last week:   “Firstly, may I launch the very first (of many!) St Peter’s Phone Call Fridays.  Unlike teenagers in secondary schools, the vast majority of our pupils do not own mobile phones, and nowadays most children and teens who do own them don’t actually use them for making calls.  But this needs to change, and we can make that difference for our children.  I would ask that at least every Friday, you take the time to allow your child to call up, or if you have the facility Face Time, one of their friends for a proper conversation and catch up.  This is not messaging on Roblox or Fortnite (which primary aged children should not be playing anyway), but a chance for a natter and a giggle with friends.  If parents are willing, perhaps some more numbers can be swapped between adults so that more and more children have the means to have conversations each Friday.  Obviously, sharing numbers is entirely at a parent’s discretion and should only be done between adults using adult and not pupil phones, with the usual sensible safeguarding measures in place.  However, the gradual building up of some trusted communication networks could be a great way to help the children feel a part of St Peter’s even when we are forced apart.”

Thank you again for your time this week and if you need to contact the school for any reason, please phone or email and someone will get back to you.

Stay safe and well,

Best wishes,

The Year 5 Team