Week beginning 17th July, 2020
Adios! Au revoir! Goodbye – it’s been fun!
Messages from:
Miss Stapley
I just wanted to say a huge goodbye to you all as I was so disappointed not to catch up with you at the recent meetings. I have spent two years with each of you and through ups and downs in times it has been lovely to see you all grow into even- more wonderful human beings towards year 6. Enjoy the summer holidays and I’ll look forward to seeing you in September… I will be in my garden tending to (and eating) my vegetable and herb crops – all grown from seeds this year… and hopefully getting my hair cut and coloured before the new term!!!
Mrs Edge
Wow, what a short year! It was fantastic to catch up with some of you at the face to face meetings and it’s brilliant that I see so many of you in the Key Worker groups. Enjoy your summer holiday break so you feel fresh and invigorated, ready for your new adventure in Year 6. You are all amazing and unique individuals, who I have enjoyed teaching this year. I look forward to catching up with you in September. God bless and keep you in His care.
Mr Crozier
It has been a pleasure to teach you all and get to know you this year. Even though our time in Year 5 was cut short you have all made great strides with your learning and I know that you are all ready for lots of exciting new adventures in Year 6. I hope you all have an amazing summer break and I look forward to welcoming you all back to school in September!
Mrs Richardson
Hello Everybody,
I hope you all have a fabulous summer holiday and I’m looking forward to seeing you, and working with you, in September.
Work for the summer:
It’s the summer holidays so no formal home learning will be set – a huge thank you to parents and children alike for the home learning that has been going on during lockdown. It has been lovely to see all your work and your commitment and standard of work has been brilliant. This will stand you in good stead for Year 6.
I’m sure you have some lovely plans for the summer (fingers crossed for good weather!) however we would encourage you to keep up your key skills in:
- Times tables on TT Rockstars
- Maths games on Sumdog
- Spellings from the Year 5/6 spelling list
- Reading – don’t forget the Summer Reading Challenge – details below:
Quick fun Science activities, like the example below, from STEM – https://www.stem.org.uk/resources/elibrary/resource/468235/starters-stem
Have a great summer and we’ll see you in September.
The Year 5 Team
Home Learning Week Beginning 10th July, 2020
Hello Year 5,
Well, this is your final piece of home learning for Year 5! It’s been an odd year, cut short by the pandemic, meaning that we didn’t get a chance to teach you for the whole of the year and we have missed you. Although it has been lovely chatting to you on the telephone, seeing your work via the class email and seeing most of you on the face to face catch up days, it just hasn’t been the same as teaching you for the full year. We all miss your smiling faces, the stories you tell, the hugs you give and the fact that each one of you is unique and special to us.
The blog will remain over the summer, so if there is any work you didn’t manage to complete or activities you want to do over the holidays you can access all blog updates.
** Just a reminder – over the summer you need to keep reading and practising your multiplication facts. This will help you when you return to school in September.
This week’s tasks are as follows:
Reading and Writing:
For your English work this week you will be looking at the skills needed to write a short story in the form of a Hercules themed myth. The first 2 lessons will develop your comprehension skills where you will read some extracts from myth stories. Lessons 3 to 5 will then help you practise some key writing skills before applying them to your own myth story.
Reading
Please continue to ensure that you are reading an age appropriate book for at least 20 minutes each day. It is so important to help you build your vocabulary and develop your fluency and stamina!
Lesson 1: Reading comprehension
https://classroom.thenational.academy/lessons/read-example-text-reading-comprehension-c41757
Lesson 2: Reading comprehension
https://classroom.thenational.academy/lessons/read-example-text-reading-comprehension-1ce6cf
Writing
Lesson 3: To identify the features of a myth
https://classroom.thenational.academy/lessons/read-the-example-and-identify-key-features-9d8f38
Lesson 4: Grammar revision lesson
https://classroom.thenational.academy/lessons/spag-focus-2bb397
Lesson 5: To plan and write a myth
This week’s writing CHALLENGE:
Alma
Alma is a little girl who ventures into town in the snow.
She is drawn to a shop window by a familiar looking doll.
She enters the shop… what will happen when she goes inside?
Click on the link below to watch this short film clip from The Literacy Shed:
https://www.literacyshed.com/alma.html
Task 1:
Draw/describe what you think the owner of the shop looks like? You could also produce a wanted poster.
Task 2:
Write the story of what happens to Alma.
Success criteria:
- Use a variety of sentence length: short sentences for effect, sentences with different clauses.
- Start your sentences in interesting ways.
- Use a range of descriptive language: interesting verbs, adverbs and adjectives, similes and personification
Maths:
Task 1: 20 minutes of times tables work every day. Use TT Rockstars to help you practise.
Task 2: One arithmetic task and one times tables task on Sumdog.
Task 3: There are 2 activities set on My Maths to complete. Use your login details to get onto the website.
Task 4:
Taken from Oak National Academy:
Lesson 1 – complete the quiz.
Watch the video and complete tasks given within it
Complete the activities based on the lesson
Lesson 2 – complete the quiz from the previous lesson
Watch the video and complete tasks given within it
Complete the activities based on the lesson
Lesson 3 – complete the quiz from the previous lesson
Watch the video and complete tasks given within it
Complete the activities based on the lesson
Lesson 4 – complete the quiz from the previous lesson
Watch the video and complete tasks given within it
Complete the activities based on the lesson
Lesson 5 – complete the quiz from the previous lesson
https://classroom.thenational.academy/lessons/to-illustrate-and-name-parts-of-circles/activities/1
Watch the video and complete tasks given within it
https://classroom.thenational.academy/lessons/to-illustrate-and-name-parts-of-circles/activities/2
Complete the activities based on the lesson
https://classroom.thenational.academy/lessons/to-illustrate-and-name-parts-of-circles/activities/3
Task 5:
Taken from HIAS problem solving:
Challenges:
From White Rose Y5 Maths:
From NRICH maths:
Spellings and Grammar:
Task 1: Spelling task on Sumdog.
Task 2: Grammar task on Sumdog.
Task 3:
Rewrite the words spelt incorrectly.
Grammar recap.
Continue to learn the spellings on the Year 5/6 Spelling List – do a few at a time.
Family Science Activity:
Spaghetti Towers
https://www.rigb.org/families/experimental/spaghetti-towers – to watch the video
The activity:
- Make a tower from spaghetti and marshmallows.
- ExpeRiment with the construction of your tower to find out which shapes are best for building with.
- Learn why some shapes are more stable than others when you build a tower.
https://www.rigb.org/docs/spaghettitowers_infosheet_0_1.pdf – for the full information on the activity and questions to ask your child(ren)
You will need:
Packet of spaghetti (uncooked) • Packet of marshmallows
What to do:
Challenge a child or children to use marshmallows (whole ones or pieces) to join lengths of spaghetti together to make the tallest tower possible. You could start by building a simple cube and seeing what you need to do to make a taller structure that remains standing.
Going Further challenge:
- Instead of building a tall tower, you could try to build the strongest bridge from spaghetti and marshmallows.
- You could limit the amount of spaghetti and number of marshmallows to make the task more difficult.
- You could give children a budget with which to ‘buy’ spaghetti and marshmallows and make the ‘cost’ of the tower another element they have to consider.
- Try out this interactive ‘shapes’ lab to see how forces affect different shapes: http://bit.ly/ShapesLab
Have fun!
Topic work – Coasts:
Why do people manage coastal erosion?
List two methods used to manage coastal erosion.
Read the following statement:
“If you ‘protect’ one part of the coast, you merely create problems elsewhere. In addition, the types of sea-wall that often impress landowners can look completely inadequate to the experts, who fear that the walls will eventually fail, leaving owners bitterly disappointed and seeking someone else to blame. Remember coastal erosion will occur – it’s only a question of when.”
What do you think about this statement? Do you agree that it’s a waste to spend money on protecting coastlines?
The Environment Agency proposes that in some areas the battle against coastal erosion and flooding should be abandoned. This is called a ‘managed retreat’.
Who might be angry about the managed retreat scheme? Who might think it is a good idea? Why?
Websites that might help –
https://www.bbc.co.uk/bitesize/clips/z8tyr82
http://www.coolgeography.co.uk/GCSE/AQA/Coastal%20Zone/Management/managing%20coastlines.htm
Music:
Think back over the past school year which started in September 2019. What can you remember doing? Make a list of these things.
Now think of a tune you know well.
Using this tune and the list you have written, can you compose a song about this school year? Perhaps you could record yourself singing it.
R.E.:
As we approach the end of the school year and consider our journey in faith towards God, now is a great time to reflect upon each of the Sacraments that form a special part of this journey. Please choose ONE of the seven Sacraments below: Baptism, Holy Communion, Confirmation, Marriage, Holy Orders, Reconciliation or Anointing of the Sick.
With your chosen sacrament, have a go at ONE of the following tasks…
-
- Write a prayer or poem about your favourite Sacrament. How could you ask for God’s blessing and guidance throughout your Christian journey? Describe how you would feel during the Sacrament.
- Create a stained glass window to represent the key symbol(s) of your chosen Sacrament. What do these symbols mean and why do you think that they are they important?
- Can you find any photographs at home from when you or a family member took part in any of the Sacraments? Discuss what the experience was like and what you can both still remember.
- Make a set of game cards to help you remember each of the sacraments (e.g. Snap, Pairs, Dobble) and how they are similar or different to one another.
- Are there any special garments or items of clothing that you would wear when taking part in your chosen Sacrament? Design an appropriate outfit – which colours or details would be suitable?
- Research how your chosen Sacrament is celebrated across different churches and countries. How do the celebrations compare to each other? Is there anything that surprised you?
Home Learning Week Beginning 3rd July, 2020
Hello Year 5,
It was absolutely lovely catching up with many of you, at the face to face catch up sessions. It was good to see your faces, find out what you’ve been up to and, hopefully, dispel any worries about coming back to school.
Don’t forget you can still email through your one favourite piece of work so that we can see all of the great learning you have been doing.
This week’s tasks are as follows:
Reading and Writing:
For your English work this week you will looking at the skills needed to write a newspaper report. The first 2 lessons will develop your comprehension skills where you will read a report on the extreme sport of free climbing and a report about a UFO crash landing! Lessons 3 to 5 will then help you practise some key writing skills before applying them to your own newspaper report
Reading
Please continue to ensure that you are reading an age appropriate book for at least 20 minutes each day. It is so important to help you build your vocabulary and develop your fluency and stamina!
Lesson 1: Reading comprehension
https://classroom.thenational.academy/lessons/reading-comprehension-9b9274
Lesson 2: Reading comprehension
https://classroom.thenational.academy/lessons/reading-comprehension-d297ca
Writing
Lesson 3: To identify the features of a newspaper report
https://classroom.thenational.academy/lessons/identifying-the-key-features-of-a-newspaper
Lesson 4: To distinguish between direct and indirect speech
https://classroom.thenational.academy/lessons/spag-focus-direct-and-indirect-speech
Lesson 5: To plan and write a newspaper report
This week’s writing CHALLENGE:
Task 1: Question time!
Q1: How were the audience feeling if they were ‘gazing wide -eyed’?
Q2: Can you think of another descriptive way to express that feeling?
Q3: Why is the crowd described as a ‘sea of spectators’?
Q4: What do you think happens next for the person riding the bike?
Q5: If you were in the crowd watching this rider, how would you feel? Can you create a simile to describe your feelings?
Task 2: Sick sentences!
Improve the following three sentences:
1: The bike went up high in the air.
2: The crowd watched.
3: They clapped when he landed.
Task 3: Continue the story
Focused solely on winning the competition, the rider soared towards the sky with the agility and grace of an Olympic gymnast. With a deep breath, he gripped with his hands and released his feet. Nobody could have predicted what followed…
Task 4: Perfect picture
The man riding the bike is taking part in a competition. Can you design a trophy or medal that he might win if he is successful?
Maths:
Task 1: 20 minutes of times tables work every day. Use TT Rockstars to help you practise.
Task 2: One arithmetic task and one times tables task on Sumdog.
Task 3: There are 2 activities set on My Maths to complete. Use your login details to get onto the website.
Task 4:
Taken from Oak National Academy:
Lesson 1 – complete the quiz.
Watch the video and complete tasks given within it
Complete the activities based on the lesson
Lesson 2 – complete the quiz from the previous lesson
Watch the video and complete tasks given within it
Complete the activities based on the lesson
Lesson 3 – complete the quiz from the previous lesson
Watch the video and complete tasks given within it
Complete the activities based on the lesson
Lesson 4 – complete the quiz from the previous lesson
Watch the video and complete tasks given within it
Complete the activities based on the lesson
Lesson 5 – complete the quiz from the previous lesson
Watch the video and complete tasks given within it
Complete the activities based on the lesson
Task 5:
Taken from HIAS problem solving:
Identify multiples and factors.
Challenges:
From White Rose Y5 Maths:
Spellings and Grammar:
Task 1: Spelling task on Sumdog.
Task 2: Grammar task on Sumdog.
Task 3:
To use the prefixes correctly.
To revise grammar rules.
Continue to learn the spellings on the Year 5/6 Spelling List – do a few at a time.
Family Science Activity
If your child has an allergy to eggs – please choose another exciting investigation from https://www.rigb.org/families/experimental
Bouncing Eggs
https://www.rigb.org/families/experimental/eggsperiments – watch the video
- Make an uncooked egg bounce!
- ExpeRiment with different liquids to see what effect they have on eggs.
- Learn how the acid in household liquids like orange juice and vinegar react with eggshells and make them dissolve, leaving the inside of the egg intact.
https://www.rigb.org/docs/dissolving_eggs_infosheet_v2_0_1.pdf – download worksheet for instructions and questions to ask before and after the investigation.
You will need:
5 eggs • Glasses or jars that an egg can fit inside comfortably • Cling film • Oil • Milk • Water • Vinegar • Orange juice
Going further challenge:
- You can use the shell-less eggs you make from this experiment to do another activity which will let you shrink and expand the eggs by placing them in different liquids: http://bit.ly/nakedeggs
- Watch a video of how to make a coloured bouncy egg, then try making one yourself: http://bit.ly/RubberEgg
Topic – India
L.O: To research the key features of a contrasting country.
As part of our country study we would have been researching India, ready for the carnival. Over the coming weeks we will give you areas of research for you to find details and put them together in an interesting way of your choice.
Over the next week, please continue to research these areas:
Sports associated with India/ originating in India. Famous Indian sports personalities.
Wildlife in India – include the habitats, food preferences and drawings/ pictures of the wildlife.
Websites to help:
https://theculturetrip.com/asia/india/articles/the-11-most-famous-indian-sportspersons/
https://www.topendsports.com/world/countries/india.htm
https://wiki.kidzsearch.com/wiki/Sports_in_India
http://www.walkthroughindia.com/wildlife/top-10-wild-animals-of-india/
https://www.kidzworld.com/article/28152-animals-of-india/
https://www.teachindiaproject.org/12_Animals_From_India.htm
Music:
Over the past few weeks, you have listened to 10 pieces of music composed by Musical Trailblazers. Go to the website below and listen to them again.
https://www.bbc.co.uk/teach/ten-pieces/ten-pieces-trailblazers/zfpy7nb
Which was your favourite and why?
Which was your least favourite and why?
Art:
Art Challenge for Father Jeremy:
Father Jeremy has got a very special celebration coming up on 26th July this year. He will be celebrating 45 years since his ordination into the priesthood. I think this is a remarkable achievement and should be marked by your incredible artwork. Therefore, your Art challenge for the next fortnight is to produce a piece of art for Father Jeremy. This can take any form you like from street art, a drawing, collage or even some edible art! As well as being a priest, Father Jeremy has a wide range of interests including walking, reading and nature. So let you creative juices flow and come up with something spectacular….I know you will!
As I have mentioned, this is a two week challenge and I would ask that, as well as me displaying your art on the Blog, would you please keep hold of it (yes even sculptures you may make), so that I can collect it from you, when we are all back in school and put it in a book and then present in to Father Jeremy.
As always, 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
Home Learning Week Beginning 26th June, 2020
Hello Year 5,
We’re really looking forward to seeing you face-to-face, those of you who are attending the ‘keeping in touch’ sessions at school. The sessions start the week beginning 29th June. If you want, you could bring in some of the home learning you have been doing or anything you are really proud of, to share.
Don’t forget to email through your one favourite piece of work so that we can see all of the great learning you have done.
This week’s tasks are as follows:
Reading and Writing:
Reading and writing home learning for the week beginning Monday 29th June
For your English work this week you will once again be using the Oaks National Academy website. The focus is on biographical writing. Remember a biography is when someone writes about another person’s life. The first 2 lessons will develop your comprehension skills where you will read and answer questions individuals who have influenced the world. Lessons 3 to 5 will then help you practise some key writing skills before applying them to your own short biography.
Reading
Please continue to ensure that you are reading an age appropriate book for at least 20 minutes each day. It is so important to help you build your vocabulary and develop your fluency and stamina!
Lesson 1: Reading comprehension
https://classroom.thenational.academy/lessons/read-example-text-reading-comprehension-983dac
Lesson 2: Reading comprehension
https://classroom.thenational.academy/lessons/read-example-text-reading-comprehension-2443eb
Writing
Lesson 3: To identify the features of a text
https://classroom.thenational.academy/lessons/read-the-example-and-identify-key-features-e2f1e2
Lesson 4: Using parenthesis accurately in your writing.
https://classroom.thenational.academy/lessons/spag-focus-b2bdf1
Lesson 5: To plan and write a biography.
CHALLENGE:
If you would like an extra challenge for your writing this week, please complete the activities below using this image as a stimulus:
Task 1: Question time
The first moments of a turtle’s life are critically important for its survival chances. Why do you think this is the case?
Why is it that female turtles lay their eggs on the beach?
Can you think of any other animals that live in the water and on the land?
What are the differences between amphibians and reptiles? Which group does the turtle belong to?
Task 2: Continue to story
She blinked her sleepy eyes as she took in her first sights of the world around her. With an almighty effort she pushed back her legs, breaking away another tiny fragment of her shell.
Soon, she would be free. Soon, she would have to tackle her next enormous challenge. It wasn’t going to be easy. Her epic journey was only just beginning…
Task 3: Perfect picture!
Soon, the turtle will enter the ocean. Can you draw or describe the moment when the turtle first reaches the water?
Maths:
Task 1: 20 minutes of times tables work every day. Use TT Rockstars to help you practise.
Task 2: One arithmetic task and one times tables task on Sumdog.
Task 3: There are 2 activities set on My Maths to complete. Use your login details to get onto the website.
Task 4:
Taken from Oak National Academy
Lesson 1 – complete the quiz from the previous lesson
Watch the video and complete tasks given within it
Complete the activities based on the lesson
Lesson 2 – complete the quiz from the previous lesson
Watch the video and complete tasks given within it
Complete the activities based on the lesson
Lesson 3 – complete the quiz from the previous lesson
Watch the video and complete tasks given within it
Complete the activities based on the lesson
Lesson 4 – complete the quiz from the previous lesson
Watch the video and complete tasks given within it
Complete the activities based on the lesson
Lesson 5 – complete the quiz from the previous lesson
Watch the video and complete tasks given within it
Complete the activities based on the lesson
Task 5:
Taken from HIAS problem solving:
Challenges:
From White Rose Y5 Maths:
Spellings and Grammar:
Task 1: Spelling task on Sumdog.
Task 2: Grammar task on Sumdog.
Task 3:
To use the correct suffixes.
To revise grammar rules.
Continue to learn the spellings on the Year 5/6 Spelling List – do a few at a time.
Family Science Activity
Giant Bubbles
https://www.rigb.org/families/experimental/giant-bubbles – watch the video
- Make a home-bubble mixture and wands. Use them to look more closely at the characteristics and behaviour of soap bubbles.
- ExpeRiment with different shapes and sizes of bubbles and see what you can and cannot control about bubbles. Learn how to make giant bubbles and find out why bubbles are usually round.
- Learn how to make giant bubbles and find out why bubbles are usually round.
https://www.rigb.org/docs/giantbubbles_infosheet_0_0.pdf – details on the information sheet.
You will need:
- Good quality washing up liquid
- Water
- Glycerin (optional)
- Plastic tub or other container for bubble mixture
- Measuring jug (optional)
- Various things with holes in them for blowing bubbles with. Watch the video for ideas. Straws, pipe cleaners, paperclips, coat hangers, cookie cutters and cake tins with removable bottoms are all particularly good.
- For giant bubbles: wooden spoons (or other sticks), a couple of metres of string and a small weight you can thread through it, like a metal key ring or nut.
What to do:
A mixture we found that works is 1 litre of water, 100ml of washing up liquid and 30 ml (2 tablespoons) of glycerin. Blow some bubbles!
Put a straw into your bubble solution and try blowing gently into the liquid. You should be able to make a lot of bubbles very quickly. Then dip one end of a straw into the solution, take it out and blow gently through the other end. See if you can control the size of bubble you can blow out of the straw.
Try making bubbles using things with bigger holes, like a paperclip or pipe cleaner bent into a circle. Try poking a dry finger into a bubble, then try the same thing after dipping your finger in bubble solution.
Try making bubbles inside bubbles by poking a straw dipped in bubble solution into an existing bubble and blowing again.
Try out objects with different shaped holes, like cookie cutters or pipe cleaners bent into other shapes. Try objects with really big holes, like a coat hanger or a cake baking tin with its bottom removed. Try making giant bubbles with the special wand we show you how to make in the video.
Going Further:
- You can experiment with your bubble mixture and giant bubble wand to see just how big you can get your bubbles to be. There are lots of different bubble mixture recipes on the internet, just search for “soap bubble recipe”.
- You could try making two or three of them and comparing how good the bubbles they make are.
Topic – India
L.O: To research the key features of a contrasting country.
As part of our country study we would have been researching India, ready for the carnival. Over the coming weeks we will give you areas of research for you to find details and put them together in an interesting way of your choice.
Over the next week, please start to research these NEW areas:
Sports associated with India/ originating in India. Famous Indian sports personalities.
Wildlife in India – include the habitats, food preferences and drawings/ pictures of the wildlife.
Websites to help:
https://theculturetrip.com/asia/india/articles/the-11-most-famous-indian-sportspersons/
https://www.topendsports.com/world/countries/india.htm
https://wiki.kidzsearch.com/wiki/Sports_in_India
http://www.walkthroughindia.com/wildlife/top-10-wild-animals-of-india/
https://www.kidzworld.com/article/28152-animals-of-india/
https://www.teachindiaproject.org/12_Animals_From_India.htm
Music
Go to the website below and watch Naomi Wilkinson’s video about Hans Zimmer
https://www.bbc.co.uk/teach/ten-pieces/classical-music-hans-zimmer-earth/zh4k382
Why is Hans Zimmer considered a musical trail blazer?
Now listen to the whole piece in the second video.
Zimmer tells us to,
‘Do what you wanna do with it!’
How can you ‘play and get creative’ with this piece?
R.E.
Our school patronal feast day takes place on Sunday 28th June. In order to prepare for this special time of the year, please choose ONE of the following activities in order to learn more about St. Peter…
- Write a diary entry as St. Peter, when he escaped from prison. Describe how he felt when the Lord sent an angel to free him from the jail that Herod had cruelly locked him up in. How did they get out of the prison?
- Jesus told Peter, ‘I will give you the keys to the Kingdom of Heaven’. Design the keys and include as many symbols as you can to represent St. Peter and why he was so special. What would the keys be made of?
- Jesus said to Peter, ‘You are a rock, and on this rock I will build my church’. Could you paint or decorate a stone or pebble, to show ways in which to build God’s church? (e.g. by spreading love, faith and Good News).
- Create a selection of short prayers to ask for God’s guidance during the global pandemic. How could we demonstrate the courage, faith and commitment that was demonstrated by St. Peter, as we work to support others?
- Take a look at the St. Peter’s logo on our school website. Can you re-design the crest so it reflects the qualities of St. Peter? (e.g. trust, hope, responsibility). Why did Jesus say ‘feed my lambs’? How might St. Peter ask us to continue God’s work on earth?
- Use the internet to research St. Peter – can you make a fact file about our school saint? Which key words might you use as part of your factual information page? Were there any articles about St. Peter that particularly interested or surprised you?
Art
Art Challenge: The Great Getaway! TRANSPORT
The title for your art this week is The Great Getaway! TRANSPORT. This can take the form of a drawing, a painting, a sculpture, a collage or anything else that you would like to create. As always, I’m sure you will impress me with your creativity!
Here are some ideas:
CHALLENGE: Design your own vehicle, maybe one that flies and can float on water!
However, if this doesn’t appeal to you then you can still send any other art work to me and I will post that on the Blog too.
Please email your artwork to me:
n.pearson@stpeterswaterlooville.hants.sch.uk
Thank you
Keep creating and keep safe!
Mrs Pearson
Art activity – Week beginning 19.6.20
Art Challenge Feast Days
We have two important Feast Days in our Church calendar for June. The 19th June is the Feast of the Sacred Heart and 29th June is the Feast Day of St Peter and St Paul.
For your art challenge this week I would you to do a creation linked to either of these Feast Days.
The Sacred Heart of Jesus is an object of devotion and always falls 19 days after Pentecost.
As you know, St Peter was given the ‘keys to heaven’ by Jesus and was our first Pope and in Matthew Ch16v18 Jesus said ‘And I tell you, you are Peter, and on this rock I will build my church.’ He is also the Patron St of fishermen. St Paul changed from not believing in Christianity to spreading the word through the letters that he wrote. Naturally, he is the Patron St of writers.
Ideas to inspire you:
Alternatively, you could do artwork to do with the Patron St that you have been linked to in school (England St George; Scotland St Andrew; Ireland St Patrick: Wales St David), or the Patron St of your home country.
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.
Home Learning Week Beginning 19th June, 2020
Hello Year 5,
It’s been lovely to catch up with most of you and find out what you have been up to. It’s been very odd teaching again but without our Year 5 classes. We have been teaching different year groups, who have been lovely, but we still miss seeing your smiley faces and listening to your stories.
This half term we would have been studying ‘coasts’ as our topic. If any of you do manage to get to the beach, have a look for signs or erosion around the area. What defences have been put in place to stop the erosion of the beach – groynes, sea walls, gabions/ rock armour or a mixture of defences? If you can see a headland jutting into the sea, are there caves formed; any arches, stacks or stumps? Has a bay been created?
Don’t forget to email through your one favourite piece of work so that we can see all of the great learning you have done.
This week’s tasks are as follows:
Reading and Writing:
For your English work this week you will once again be using the Oaks National Academy website. The focus is on persuasive writing so try and think back to all of the great persuasive skills you learned in Year 5 when you wrote your own persuasive speeches on your favourite superhero and when you tried to persuade tourists to visit Pandora. Good luck!
Reading
Please continue to ensure that you are reading an age appropriate book for at least 20 minutes each day. It is so important to help you build your vocabulary and develop your fluency and stamina!
Lesson 1: To infer from the text
https://classroom.thenational.academy/lessons/persuasive-letter-reading-comprehension-inference
Lesson 2: Reading comprehension – to clarify word meaning
https://classroom.thenational.academy/lessons/persuasive-letter-reading-comprehension-word-meaning
Writing
Lesson 3: To identify the features of a text
https://classroom.thenational.academy/lessons/persuasive-letter-identifying-the-features-of-a-text
Lesson 4: Grammar focus – using a list of 3 in a sentence.
https://classroom.thenational.academy/lessons/persuasive-letter-spag-focus-list-of-three
Lesson 5: Writing a persuasive letter.
https://classroom.thenational.academy/lessons/persuasive-letter-write-a-persuasive-letter
Extra challenge:
Plan a broadcast
Imagine that you have the chance to set up a new club for children. This could be a ‘lockdown’ club or a club that could take place when we all return to school. A local radio show has given you 3 minutes to persuade your audience that the club is a good idea.
Plan the content of your broadcast. Make sure you give some good reasons why the club should be set up, a range of persuasive language and strong conjunctions and connectives to link your points together.
Rehearse the broadcast. Think carefully about the expression in your voice, the speed at which you present and maintain good eye contact with your audience.
Please feel free to email your persuasive recordings to our class email page.
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 login details to get onto the website.
Task 4:
Taken from Oak National Academy
Lesson 1 – watch the video and complete tasks given within it
https://classroom.thenational.academy/lessons/to-solve-problems-related-to-decimals/activities/2
Complete the activities based on the lesson
https://classroom.thenational.academy/lessons/to-solve-problems-related-to-decimals/activities/3
Lesson 2 – complete the quiz from the previous lesson
https://classroom.thenational.academy/lessons/to-investigate-multiplying-decimals/activities/1
Watch the video and complete tasks given within it
https://classroom.thenational.academy/lessons/to-investigate-multiplying-decimals/activities/2
Complete the activities based on the lesson
https://classroom.thenational.academy/lessons/to-investigate-multiplying-decimals/activities/3
Lesson 3 – complete the quiz from the previous lesson
https://classroom.thenational.academy/lessons/to-multiply-decimals-by-whole-numbers/activities/1
Watch the video and complete tasks given within it
https://classroom.thenational.academy/lessons/to-multiply-decimals-by-whole-numbers/activities/2
Complete the activities based on the lesson
https://classroom.thenational.academy/lessons/to-multiply-decimals-by-whole-numbers/activities/3
Lesson 4 – complete the quiz from the previous lesson
Watch the video and complete tasks given within it
Complete the activities based on the lesson
Task 5:
Taken from HIAS problem solving:
Challenges:
From White Rose Y5 Maths:
Spellings and Grammar:
Task 1: Spelling task on Sumdog.
Task 2: Grammar task on Sumdog.
Task 3:
To practise using pronouns correctly.
What is a pronoun?
Can you think of some examples?
What is the difference between singular and plural pronouns?
Continue to learn the spellings on the Year 5/6 Spelling List – do a few at a time.
Family Science Activity
Balloon Car Racers
https://www.rigb.org/families/experimental/balloon-car-racers – to watch the video
The activity – Make cars which are propelled by balloon power.
ExpeRiment with designs and see what factors affect how fast or how far your car goes.
Learn how a balloon car works just like a rocket.
https://www.rigb.org/docs/ballooncarracers_infosheet_1_1.pdf – to view the information sheet
What to do:
- Make a balloon car based on the instructions Mark gives in the video.
- Decide how you will judge what makes a ‘good’ car – is it how far it goes or how fast it goes?
- Investigate what happens if you have bigger or smaller wheels (you can use other types of lids or make wheels from cardboard and use blu-tac or glue to attach them to the kebab skewers).
- Investigate what happens if you change the design of your car in other ways – you can watch the video again for inspiration for other designs.
Going further challenge:
- Measure how far your car travels using a tape measure.
- Time how fast your car travels ½ a metre – would double the speed be the time that your car would travel 1 metre? Test it out.
- You can find the speed of your car in metres per second using a stopclock and a tape measure: Measure the distance the car travels (in metres) then dividing that distance by the time it took to travel (in seconds).
Topic – The Windrush
Watch the BBC Newsround clip describing the arrival of the Empire Windrush.
https://www.bbc.co.uk/newsround/43793769
Background
Between 1948 and 1970 nearly half a million people left their homes in the West Indies to live in Britain. The West Indies consists of more than 20 islands in the Caribbean, including Jamaica, Barbados and Trinidad. These people changed the face of modern Britain. They were all British citizens and, although they had never lived in Britain before, they had the right to enter, work and settle here if they wanted to.
West Indians came to Britain for many different reasons. Some were seeking better opportunities for themselves and their children. Some came to work for a while, save money and return home. Some had been recruited because Britain was short of workers to run the transport system, postal service and hospitals. Other West Indians were returning soldiers who had fought for Britain during the Second World War (1939-1945).
Not all white Britons welcomed the black Britons. Many West Indians found that the colour of their skins provoked unfriendly reactions. For example, despite the desperate shortage of labour, some still found it difficult to get good jobs. Often they were forced to accept jobs which they were over-qualified for, or they were paid less than other white workers.
West Indians also experienced difficulties in finding suitable places to live. Since few had much money, they had to find cheap housing to rent near to their workplace. This was often in the poor inner cities. Even if they did have enough money to rent better quality housing, many had to face the fact that some landlords refused to rent to black people. They would be confronted with insulting signs in house windows that said ‘Rooms to Let: No dogs, no coloureds’. This meant that a lot of West Indians were forced to rent homes in the most rundown areas.
In 1958, in areas where larger numbers of West Indians lived, there were outbreaks of violence against them. In particular, in Nottingham and London mobs of white people attacked black people in the streets, smashing and burning their homes.
West Indians had been invited to come to Britain, so they also felt that it was their home too. To be discriminated against was a shock which they had not been prepared for. Some returned to the West Indies, but many remained – despite the difficulties they faced. They have worked hard and made a contribution to British life.
Jamaican village scene c.1950
A large Jamaican city c.1950
City Square, Leeds. 1949
Oxford Street, London. 1960’s
Task 1:
Imagine you are one of the passengers who came to live in Britain on the Windrush. Write a letter home to your family in the West Indies describing your arrival in Britain (expectation/ reality), how people are treating you (good / bad) and what Britain is like compared to home (use the photographs to help).
Life for Caribbean Immigrants Today
Today, their descendents and new immigrants to the country can still suffer the effects of discrimination and racism, which may not always be obvious. For example, they may find it more difficult to get jobs or receive the same standards of justice as white British people.
The Windrush Scandal
Some of the effects of racism are more obvious. Recently the British government was forced to apologise for what has been called the ‘Windrush Scandal’, in which people who have lived in Britain ever since immigrating decades ago have been wrongly arrested, denied legal rights, threatened with deportation and sometimes even wrongly deported from the UK by the Home Office.
Task 2:
Around the body outline, describe how you would feel if you have lived in Britain for decades but still did not have the same rights as every other British person and the possibility of deportation back to the West Indies.
Topic – India
L.O: To research the key features of a contrasting country.
As part of our country study we would have been researching India, ready for the carnival. Over the coming weeks we will give you areas of research for you to find details and put them together in an interesting way of your choice.
Over the next week, please continue to research these NEW areas:
The culture of India – music, dancing, art food…
The religions followed in India – different religions and the way they are followed.
Any festivals celebrated in India – some festivals may have religious links.
Websites to help:
https://www.kids-world-travel-guide.com/india-for-kids.html
https://www.bbc.co.uk/bitesize/clips/z4fr87h
https://kids.kiddle.co/Indian_religions
https://parenting.firstcry.com/articles/15-popular-festivals-of-india-interesting-facts-for-kids/
Music
Go to the website below and watch Naomi Wilkinson’s video about Grazyna Bacewicz.
https://www.bbc.co.uk/teach/ten-pieces/classical-music-grazyna-bacewicz-overture/zf2k382
 |
Grażyna Bacewicz learnt the violin and the piano as a child – and, throughout her life, she enjoyed composing music for both instruments, including piano sonatas and seven violin concertos.
www.bbc.co.uk
|
Why was Grazyna Bacewicz considered a musical trail blazer?
Now listen to the whole piece in the second video. Can you hear the morse code pattern v …- for victory?
Why not try creating your own secretive rhythms
eg. This is top secret.
Don’t tell a soul.
Problems with the English webpage?
For those of you who have struggled with the first website, please try clicking on this copy of the web address:
https://mrsgraveswebsite.weebly.com/uploads/1/2/6/8/12686140/the_mysteries_of_harris_burdick.pdf
Hope this helps.
Home learning Week beginning 15th June 2020
Hello Year 5,
We hope you have had an enjoyable week. Below you will find all of your home learning activities for this week – we hope you enjoy completing them. Don’t forget to email through your favourite piece of work so that we can see all of the great learning you have done.
This week’s tasks are as follows:
The Chronicles of Harris Burdick – Reading and Writing Unit
This sequence is developed around the two texts: The Mysteries of Harris Burdick by Chris Van Allsburg and an extract from The Chronicles of Harris Burdick. Both texts are available online and can be found using the following links:
https://mrsgraveswebsite.weebly.com/uploads/1/2/6/8/12686140/the_mysteries_of_harris _burdick.pdf
Lesson 1: Response to Reading
Task 1: Explore the Mystery of Harris Burdick. Websites and PPTs are available at: https://mrsgraveswebsite.weebly.com/uploads/1/2/6/8/12686140/the_mysteries_of_harris _burdick.pdf
http://www.houghtonmifflinbooks.com/features/harrisburdick/
Task 2: Read the introduction letter (below) As you read make notes:
Is there any vocabulary you don’t understand?
Do you have any questions?
How does it make you feel?
Answer the following questions:
Q1: Who was Harris Burdick?
Q2: How many stories did he say he had written?
Q3: How does the introduction letter affect the way we read the book?
Introduction
I first saw the drawings in this book a year ago, in the house of a man named Peter Wenders. Though Mr. Wenders is retired now, he once worked for a children’s book publisher, choosing the stories and pictures that would be turned into books. Thirty years ago a man called at Peter Wenders’ office, introducing himself as Harris Burdick. Mr. Burdick explained that he had written fourteen stories and had drawn many pictures for each one. He’d brought with him just one drawing from each story, to see if Wenders liked his work. Peter Wenders was fascinated by the drawings. He told Burdick he would like to read the stories that went with them as soon as possible. The artist agreed to bring the stories the next morning. He left the fourteen drawings with Wenders. But he did not return the next day. Or the day after that. Harris Burdick was never heard from again. Over the years, Wenders tried to find out who Burdick was and what had happened to him, but he discovered nothing. To this day, Harris Burdick remains a complete mystery. His disappearance is not the only mystery left behind. What were the stories that went with these drawings? There are some clues. Burdick had written a title and caption for each picture. When I told Peter Wenders how difficult it was to look at the drawings and their captions without imagining a story, he smiled and left the room. He returned with a dust covered cardboard box. Inside were dozens of stories, all inspired by the Burdick drawings. They’d been written years ago by Wenders’ children and their friends. I spent the rest of my visit reading these stories. They were remarkable, some bizarre, some funny, some downright scary. In the hope that other children will be inspired by them, the Burdick drawings have been reproduced here for the first time.
Chris Van Allsburg
Lesson 2: Vocabulary
Proverb: a short, well-known saying, stating a general truth or piece of advice
In ‘Under the Rug’, the author uses lots of proverbs to express the advice Grandma continually gives.
Can you match the proverb with the definition?
Challenge:
Can you think of 3 more proverbs that you have come across through your own reading? If not, ask you parents to help you. When you have identified your 3 proverbs you must now write each one in the context of a sentence showing that you can use it correctly.
Lesson 3: Exploring the Writing
Read the extract from ‘Under the Rug’ by Jon Sciezka (below)
The purpose of the writing is to entertain.
What is the effect the writer creates? Do they manage to:
- develop a sequence of events?
- build tension and suspense?
- hint at the relationship between the characters?
How has the writer achieved this?
Collect examples that demonstrate how this has been achieved effectively in the text.
Extract from ‘Under the Rug’
You should always listen to your grandma. It might save a life. Grandmas say a lot of crazy things. Things like . . . Look before you leap. If the shoe fits, wear it. Sit up straight. So you never know what is really good advice and what is just crazy-talk. But grandmas know a lot. You should listen to them. I should have listened to my grandma.
It started on Wednesday, five Wednesdays ago. I know it was Wednesday because Wednesday is sweeping day. Every Wednesday we sweep the house. Grandma sweeps the kitchen. I sweep the living room. At breakfast that morning, five Wednesdays ago, Grandma told me: Hunger is the best sauce. Let sleeping dogs lie. That sweater and bow tie make you look like an old man. I was sweeping and thinking that I like my sweater, I like my bow tie. Which is probably why I forgot the other thing Grandma always says: Never sweep a problem under the rug. I finished sweeping the living room. I put away the dustpan. I was just walking into the kitchen… when I saw the dust bunny under the couch. I swept the dust bunny under the rug. And I didn’t give it another thought until the next Wednesday.
That morning Grandma said: Never say never. Don’t count your chickens before they hatch. What happened to that cake that was on the table? In the living room, I swept up a trail of cake crumbs that disappeared under the rug. I lifted up the rug. The trail led straight to a clump of hair and crumbs and dust and two glowing red eyes that looked very angry. The dust bunny had grown into a Dust Tiger! I dropped the rug. I couldn’t tell Grandma, so I put the end table over the lump in the rug.
That worked sort of okay for about a week. Then the cat food started to disappear. Something got into the garbage under the sink. I tiptoed into the living room. I peeked under the rug. I saw a huge twisted knot of hair, dirt, liver-flavoured Kibbles ‘n Bits and pieces, coffee grounds, orange peels, two chicken bone horns… and those angry red eyes staring hungrily at me. The Dust Tiger had grown into a Dust Devil!
Lesson 4: Grammar Practice and Play
I dropped the rug in a panic.
The lump I had swept under the rug heaved. The lump growled.
I knew I had to take the bull by the horns. I had to strike while the iron was
hot. I had to make hay while the sun was shining.
I dragged the bookcase over and dropped it on the bulge in the rug.
Something squeaked. Something groaned. Then it was quiet. The
bookcase leaned against the wall a bit crooked, but everything was
fine. Everything was fine.
Task 1:
Explain the author’s use of:
1: Repetition
2: Short sentences
Task 2:
Change the underlined sections so that you replace the proverbs with effective alternatives
Task 3: Challenge
Add 3 more sentences:
- Sentence 1 must start with an adverbial phrase (more information about the verb)
- Sentence 2 must contain a semi-colon
- Sentence 3 must contain only 3 words.
Lesson 5: Writing
Continue the story using the image and opening line provided by Harris Burdick.
Challenge:
Once you have completed your short story now write a second from the perspective of the ‘thing’ that was under the rug.
Extra challenge:
You are not allowed to use any word that has the letter ‘d’ in it.
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:
Taken from Oak National Academy
Lesson 1 – watch the video and complete tasks given within it
https://classroom.thenational.academy/lessons/decimals-to-represent-decimals/activities/2
Complete the activities based on the lesson
https://classroom.thenational.academy/lessons/decimals-to-represent-decimals/activities/3
Lesson 2 – watch the video and complete tasks given within it
Complete the activities based on the lesson
Lesson 3 – watch the video and complete tasks given within it
Complete the activities based on the lesson
Lesson 4 – watch the video and complete tasks given within it
https://classroom.thenational.academy/lessons/decimals-to-add-decimal-numbers/activities/2
Complete the activities based on the lesson
https://classroom.thenational.academy/lessons/decimals-to-add-decimal-numbers/activities/3
Lesson 5 – watch the video and complete tasks given within it
https://classroom.thenational.academy/lessons/decimals-to-subtract-decimal-numbers/activities/2
Complete the activities based on the lesson
https://classroom.thenational.academy/lessons/decimals-to-subtract-decimal-numbers/activities/3
Task 5:
Taken from HIAS problem solving:
Challenges:
From White Rose Y5 Maths:
From TTS:
Spellings and Grammar:
Task 1: Spelling task on Sumdog.
Task 2: Grammar task on Sumdog.
Task 3:
Write the past tense of these verbs, using –ed and generate a rule.
| Walk
Destroy Trade Hope watch
|
Carry
Listen Expect Inspire Try
|
| hop
tan knit commit hiss tug |
check
prefer grab pull thud trim |
What did you notice about the second set of words?
These verbs need to be changed into irregular past tense verbs:
| bring
think sit write eat run drink fly throw |
do
go have see steal fight light be tear |
Continue to learn the spellings on the Year 5/6 Spelling List – do a few at a time.
RE
Following the celebration of Pentecost in our Church calendar, we would like you continue to reflect upon our Mission and how we can ‘use the gifts God gave us to make our world a better place’.
Just as the Holy Spirit had appeared to the Apostles of Jesus and gave them hope while they were in Jerusalem, we would like you to consider how YOU can use the power of the Holy Spirit to support and encourage others.
Can you complete ONE of the following activities, to explore how we can continue God’s work on Earth as His followers?
– Design a logo for a charity that you feel could be made in order to support others. You can be as creative as you like! Can you include symbols of the Holy Spirit?
– Research one of the following organisations: CAFOD, Christian Aid, Missio. What is special about this charity? How do they put the needs of others first?
– Create a new school Mission Statement for St. Peters – what else can we do to help others in our community and the wider world? Which actions do you feel would be most important?
– Paint a picture of Oscar Romero. How did he follow the values set out by our school Mission Statement? Can you include key facts about his work?
– Write a letter to your local priest. Could you suggest any ways in which you could support the Church in raising money for good causes, in the future? E.g. by helping in a bake sale or coffee morning, once it is safe to do so.
Family Science Activity
Candle chemistry
**Please note that this activity must be carried out in the presence of an adult to ensure safety**
Safety advice for parents
- Do the activity on a table which is cleared of any other flammable objects or materials. Use your judgement as a parent to decide whether or not to let your child light the candles on their own.
- Make sure you’ve blown out any candles after doing the activity. Don’t move a lit candle when doing this activity. Don’t allow your child to touch the wick or candle until it has completely cooled.
- Don’t leave a lit candle unattended at any time. There’s more extensive safety advice on using candles from the UK Fire Service here: http://bit.ly/BeFireSafe
The activity
- Make a blown out candle relight as if by magic.
- ExpeRiment to find out how long a candle will burn in different amounts of air.
- Learn about the chemistry of how a candle burns.
https://www.rigb.org/families/experimental/candle-chemistry
What you will need
- At least one tea light or other small candle.
- Gas-powered cooker lighter (or long handled matches).
- Glass jars or glasses of various sizes.
- Stopwatch (maybe the one on your smartphone) or other way of measuring time.
What to do
https://www.rigb.org/docs/candlechemistry_infosheet_0_1.pdf – for information sheet about the activity.
Going Further Challenge:
Learn more facts about fire: http://bit.ly/FireFacts
Make a carbon dioxide fire extinguisher for your candles: http://bit.ly/CO2Ext
Watch a video on how candles are made: http://bit.ly/CandlesMade
Use a candle to suck water into a glass like Josh does at the end of the film: http://bit.ly/WaterCandle
Topic – India
L.O: To research the key features of a contrasting country.
As part of our country study we would have been researching India, ready for the carnival. Over the coming weeks we will give you areas of research for you to find details and put them together in an interesting way of your choice.
Over the next 2 weeks, please research these NEW areas:
The culture of India – music, dancing, art food…
The religions followed in India – different religions and the way they are followed.
Any festivals celebrated in India – some festivals may have religious links.
Websites to help:
https://www.kids-world-travel-guide.com/india-for-kids.html
https://www.bbc.co.uk/bitesize/clips/z4fr87h
https://kids.kiddle.co/Indian_religions
https://parenting.firstcry.com/articles/15-popular-festivals-of-india-interesting-facts-for-kids/
Art
Art Challenge
Key Stage Two
For your art challenge this week I would like you to do a piece of Artwork linked to a poem or book. This could be a collage picture from Owl and the Pussycat, or a STREETART word from a war poem. You may even design a new front cover for your favourite book. Let your fantastic imaginations go wild!
WOW! CHALLENGE: Read the poem or part of the book aloud to your family, using expression.
Ideas to inspire you:
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
Music
Antonio Vivaldi
Go to the website below and watch Stephanie Childress’ video about Antonio Vivaldi.
Why was Antonio considered a musical trailblazer?
Now close your eyes and listen to the whole piece on the 2nd video.
What pictures come into your head?
Find a creative way to respond to the music. This could be by dancing, drawing, painting or writing a poem. You may have your own idea.
Further challenge
Why not listen to another piece from Vivaldi’s Four Seasons- Spring, Summer or Autumn? Identify the similarities and differences to the ‘Winter’ piece. Which piece do you prefer and why?
Home learning activities for the week beginning 8th June.
Hello Year 5,
I hope you have enjoyed your first week of the remote learning for the summer term. Below you will find all of your home learning activities for this week – we hope you enjoy completing them. Don’t forget to email through your favourite piece of work so that we can see all of the great learning you have done.
This week’s tasks are as follows:
Reading:
Remember to read an age appropriate book for at least 20 minutes each day
Task 1: Write a new blurb for a book that has been read. How would you summarise it for the reader without giving too much away?
Task 2: Choose a non-fiction book of your choice and create a fact page on your chosen topic.
Writing:
This week in English we would like you to use the Oaks National Academy website to work on writing a strong story ending. You will have 5 lessons over the course of the week and all you need to do is click on the link for each lesson and follow the instructions.
Lesson 1: To make comparisons within and between books
Lesson 2: To make predictions from the text.
https://www.thenational.academy/year-5/english/story-reading-comprehension-predicitons-year-5-wk6-2
Lesson 3: To identify the features of a story.
https://www.thenational.academy/year-5/english/story-identifying-the-features-of-a-text-year-5-wk6-3
Lesson 4: To use speech correctly.
https://www.thenational.academy/year-5/english/story-spag-focus-speech-year-5-wk6-4
Lesson 5: To write an alternative ending to a story
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:
Taken from White Rose problem solving:
Challenges:
From White Rose Y5 Maths
Spellings and Grammar:
Task 1: Spelling task on Sumdog.
Task 2: Grammar task on Sumdog.
Task 3:
What do we mean by ‘in dictionary order’?
How can we work this out?
Write these words in dictionary order.
Find the definitions for each of the words. Start with the words you don’t understand.
Continue to learn the spellings on the Year 5/6 Spelling List – do a few at a time.
Family Science Activity
Homemade Lava Lamp
https://www.rigb.org/families/experimental/homemade-lava-lamp
ExpeRiment with objects of different shapes and sizes. See what makes a difference to whether something sinks or floats in water.
Learn how an object’s density affects if something is likely to sink or float.
https://www.rigb.org/docs/lavalamp_infosheet_0_1.pdf
Questions to ask children:
- Before each activity: can you predict what will happen? Why do you predict that? (For example, can you predict what will happen when we squash the tin foil really tightly?
- Can you predict what will happen if we use metal spoon instead of a plastic one?
- Can you predict what will happen if we peel the fruit?) Why does the diet drink float while the non-diet one sinks?
- What do you think will happen when we pour the oil into the glass of water? Why?
- What do you think is in the bubbles that are rising up in the lava lamp? Why do you think they sink back down again?
Going Further:
- You can give your child or children a lump of plasticine and explore how to mould the plasticine into shapes that float. Discuss what the floating shapes have in common compared to shapes that sink.
- The density of an object affects its buoyancy. You can learn more about this and how density affects whether something sinks or floats here: http://bit.ly/
- Buoyancy You can try to make a ‘density tower’ by floating liquids of different density on top of each other, as shown in this video: http://bit.ly/DensityTower
- Here’s a quick lava lamp using fizzy water – http://bit.ly/FizzyLavaLamp
Topic – India
L.O: To research the key features of a contrasting country.
As part of our country study we would have been researching India. Over the coming weeks we will give you areas of research for you to find details and put them together in an interesting way of your choice.
Continue researching:
- The geography of India – climate, cities, mountains, rivers, countries that border India, lines of longitude and latitude, seas/oceans, the continent it is part of…
- The history of India – currency, buildings, famous people…
Websites to help:
https://www.coolkidfacts.com/india/
https://study.com/academy/lesson/india-lesson-for-kids-history-facts.html
https://www.ducksters.com/geography/country/india_history_timeline.php
Art
Read all about it! St Peter’s are IN THE NEWS!
For this week’s Art Challenge I would like you to produce some art using old newspapers or magazines! It can be anything from cutting out shapes and creating your own abstract art, or landscape, to making something using Paper Mache. What you make can be left black and white or even painted (using watercolours is very effective). Whatever you create I’m sure you will ‘Make the headlines’ on the Art Blog!
Ideas to inspire you:
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
Go to the website below and watch Naomi Wilkinson’s video about Heitor Villa Lobos.
https://www.bbc.co.uk/teach/ten-pieces/classical-music-heitor-villa-lobos/z4nsmfr
| Heitor Villa-Lobos – Bachianas brasileiras No. 2, The Little Train of the Caipira (finale) – BBC Teach
Classroom resources for Ten Pieces Trailblazer Heitor Villa-Lobos who brought the instruments, rhythms and melodies of his home, Brazil, into the concert hall, creating a vibrant, exciting new sound. www.bbc.co.uk |
Why was Heitor Villa Lobos considered a musical trailblazer?
Now listen to the whole piece on the 2nd video.
- Choose your own form of transport. What is the main rhythm it makes? (For example what rhythm might the pedals on a bike or the oars on a rowing boat make?
- How could you play this rhythm? (Perhaps you could recreate the rhythm of the oars by splashing your hand in a bowl of water.)What other sounds does your transport make? How can you add these?
- Could other members of your family join in so you can layer the sounds?
Home learning activities week beginning June 1st
Hello Year 5
We hope you have all had a fantastic half term break and that you have been enjoying the amazing weather we have had! Below you will find all of your home learning activities for this week – we hope you enjoy completing them. Don’t forget to email through your favourite piece of work so that we can see all of the great learning you have done.
Year 5 home learning activities for week beginning Monday 1st June
Reading
Reading Comprehension
Sea Fever, by John Masefield
Sea Fever
I must go down to the seas again, to the lonely sea and the sky,
And all I ask is a tall ship and a star to steer her by;
And the wheel’s kick and the wind’s song and the white sail’s shaking,
And a grey mist on the sea’s face, and a grey dawn breaking.
I must go down to the seas again, for the call of the running tide
Is a wild call and a clear call that may not be denied;
And all I ask is a windy day with the white clouds flying,
And the flung spray and the blown spume, and the sea-gulls crying.
I must go down to the seas again, to the vagrant gypsy life,
To the gull’s way and the whale’s way where the wind’s like a whetted knife;
And all I ask is a merry yarn from a laughing fellow-rover,
And quiet sleep and a sweet dream when the long trick’s over.
Lesson 1: Read aloud and enjoy together
This is probably John Masefield’s most famous poem. It was written at the start of the twentieth century.
Enjoy reading the poem aloud, paying attention to its rhythm and rhyme. Read it several times to get the feel of the poem.
If you can, try alternating reading aloud with another person. You could perhaps read a line or a verse in turn.
Discuss any tricky vocabulary in the poem.
Lesson 2: Respond to poetry
Task 1: Read the poem again and discuss the following questions to help you respond to it:
Q1: Do you like the poem? Why?
Q2: How does the poem make you feel? Why?
Q3: Does the poem make sense to you?
Q4: Does the poem have a story or a message? What is it?
Q5: Have you read a poem like this before? How are they similar and different?
Q6: Can you think of another title for the poem?
Task 2: Clarify vocabulary
Think about the vocabulary that could be tricky in the poem. You may already have discussed some of these words, but it is useful to carry out exercises like the example below to help fix the words in your memory.
| Word | Definition |
| Use In a sentence | |
Example:
| Rover | A person who spends their time wandering |
| The rover strolled through the town without a care in the world | |
Lesson 3: Language for effect
John Masefield makes effective use of figurative language in the poem. He uses personification when referring to nature: “the sea’s face” and “the wind’s song”, for example.
Q1: What is the effect of this personification? What does it tells us about how the narrator views the sea and the natural world around it?
Q2: Can you find an example of alliteration? (Alliteration is the repetition of consonant sounds in quick succession.)
Q3: Can you find an example of repetition in the poem? What effect does this have on the reader?
Q4: Are there any other examples of figurative language? Annotate your copy of the poem to show where figurative language has been used.
Lesson 4: Get creative!
Task: Create a poetry mood board for Sea Fever, using images from the Internet or your own drawings. For each image, annotate the section of the poem that it relates to.
Lesson 5: Quick quiz
Using the poem, explore these questions and answer them using evidence from the text to back up your answers.
Q1: What is the narrator’s opinion of the sea?
Q2: John Masefield appeals to the reader’s senses in Sea Fever. Use quotes from the poem and link them to the senses.
Q3: Who do you think the narrator of the poem is and what might he have done in his life? What age do you think he is and why?
Q4: If you were to write a poem about the natural world, which place would you choose and why?
Writing:
Wallace and Gromit Shopper 13
5 day writing sequence
This sequence is developed around an episode of Wallace and Gromit Cracking Contraptions. The episode can be found on YouTube using the following link:
https://www.youtube.com/watch?v=kB1dXzHcuQg
Lesson 1 –Response to Reading
Task 1: Watch the Cracking Contraptions episode –Shopper 13
https://www.youtube.com/watch?v=kB1dXzHcuQg
Task 2: Read part 1 of the ‘General Description’ of Shopper 13 (below)
As you read make notes:
–How is the text different to a story?
–Is there any vocabulary you don’t understand and need to look up?
–Is the voice formal or informal? How do you know?
–Do you have any questions?
General Description (part 1)
Wallace’s ‘Shopper’ is a remote-controlled, automated shopping device comprising a conventional shopping trolley to which has been added a motor driving the two rear wheels, a front wheel for steering, a video camera, two articulated arms and associated control components and wiring. The model shown here is ‘Shopper 13’, this being the device’s 13th trip to the shops.
Shortly after the Shopper sets out on a trip (or ‘mission’), compressed air expressed through nozzles is used to jettison a panel on either side of the main compartment. This allows for the deployment of two fully articulated arms and hands, which are controlled through a set of gears, pulleys and actuators on either side. Overall navigation and command is performed by remote from ‘mission control’ (the cellar of 62 West Wallaby Street).
Task 3: Answer the following questions:
Q1: What has been added to the shopping trolley? (list 5 things)
Q2: How are the panels removed on either side?
Q3: Where is mission control?
Lesson 2: Vocabulary
This information text uses lots of precise, technical language as it is an explanation.
It is important to check we understand the vocabulary being used. Look at each of the highlighted words and think carefully about what the writer is trying to explain.
Write what you think it means before checking in a dictionary / online dictionary.
Lesson 3: Exploring the Writing
Read the complete ‘General Description’
General Description (part 1)
Wallace’s ‘Shopper’ is a remote-controlled, automated shopping device comprising a conventional shopping trolley to which has been added a motor driving the two rear wheels, a front wheel for steering, a video camera, two articulated arms and associated control components and wiring. The model shown here is ‘Shopper 13’, this being the device’s 13th trip to the shops.
Shortly after the Shopper sets out on a trip (or ‘mission’), compressed air expressed through nozzles is used to jettison a panel on either side of the main compartment. This allows for the deployment of two fully articulated arms and hands, which are controlled through a set of gears, pulleys and actuators on either side. Overall navigation and command is performed by remote from ‘mission control’ (the cellar of 62 West Wallaby Street).
General Description (part 2)
On arrival at the shops, Shopper 13’s mission is to locate and retrieve the ‘big cheese’, and this is achieved using the on-board video camera (for target identification) and the articulated arms and hands. Once safely grasped, the cheese is stowed in the main trolley compartment for the return journey.
Unfortunately, during the mission not everything goes according to plan. The cheese (a large edam) proves too heavy; the Shopper’s frame starts to buckle under the load and one of the rear driving wheels falls off. The one remaining driving wheel causes the Shopper to circle helplessly in the middle of the shopping aisle. However, following some quick thinking back at mission control, a quickly extended arm grabs a nearby French stick, and uses it to stabilise the Shopper. The mission is able to continue with the Shopper using the French stick as a crutch in place of the missing wheel.
After hobbling back to West Wallaby Street, ‘re-entry’ appears to be successful, but while scaling the doorstep to the house the Shopper becomes unstable and falls over, causing the cheese to roll out of the main trolley compartment and back down the path towards the gate.
With the edam now stranded, Wallace (as mission director) has one last option and he launches the ‘probe’ to try and retrieve it.
The purpose of the writing is to inform.
Task 1:
Q: How does the writer clearly explain how the contraption works?
Think about the effect of:
- Sentence structure
- Vocabulary choice
- Voice
Task 2: Identify key ingredients the writer used to achieve this.
Collect examples from the text.
Lesson 4: Writing Challenges
Using what you have learnt so far, choose one of the following three challenges to complete:
1: Write a set of instructions to help your parents use the SHOPPER 13 to collect the weekly shop.
2: Use the cutaway diagram (below) to create a technical manual or user guide.
3: Write a letter from Wallace to the Prime Minister recommending the distribution of the SHOPPER 13 to all households.
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:
Taken from HIAS problem solving:
1: Use a bar model to help you see the problem more clearly.
2: Estimate your answer by using rounding.
3:Carry out the calculation to find the comparison between populations for the final answer.
4: Now find the answer to these problems, using the table to help:
5: What is the difference between the number of people living in Aldershot and Farnborough?
6: How many people live in Aldershot, Brockenhurst and Gosport altogether?
From White Rose fluency problem solving :
Challenges:
From White Rose problem solving and reasoning:
This table shows the 10 largest stadiums in Europe:
True or false?
1: The fourth largest stadium is the San Siro
2: There are 6 stadiums with a capacity of more than 80,000
3: Three of the largest stadiums are in England
Spellings and Grammar:
Task 1: Spelling task on Sumdog.
Task 2: Grammar task on Sumdog.
Task 3: Words ending in ‘f’
Rules:
| If a word ends with ff, just add s.
E.g. cliff > cliffs
|
Some words ending with f just add s.
E.g. chief > chiefs (but thief > thieves)
|
With nouns that end in a consonant or a single vowel plus -f or -fe, change the -f or -fe to –ves
half – halves knife – kni
shelf – shelves yourself – yourselves
|
Also loaf > loaves
|
Write these words with their plurals:
calf wife cuff leaf
How many other words can you find ending in f that use these rules? Write the singular and the plural words.
Continue to learn the spellings on the Year 5/6 Spelling List – do a few at a time.
Science
Spinema
https://www.rigb.org/families/experimental/spinema
We’re all used to seeing films and animations. This activity is all about understanding a bit more about how these work, and why our brains perceive what is actually a series of still images as flowing motion.
Click this link to see vintage images from the early days of animation https://ri-science.tumblr.com/search/muybridge
By making a thaumatrope, you can learn about ‘persistence of vision’, as two images pass by your eyes so quickly that you are still processing one when you see the next, so your brain merges the two together to see a complete image.
A phenakistoscope works just like classic animation and movies. By rapidly showing one image after the other, each slightly different to the one before, a sense of movement is created. This known as ‘beta movement’, and is the basis of any moving image you see on a screen.
The activity
- Make a thaumatrope and a phenakistoscope – templates are available to download or you can draw your own.
- ExpeRiment with animation.
- Learn how we process images and motion.
https://www.rigb.org/docs/spinema_infosheet_0.pdf
Questions to ask children
Before the activity: What types of cartoon/animation do you know? How do they make drawings or models seem to move?
After the activity: What differences are there in the images? What would happen if we spun the disc in the opposite direction? What if we spun them faster/slower? What would happen if the phenakistoscope had more/less drawings?
Going further
Try making a flip book. You can see how at rigb.org/ExpeRimental.
Topic: India
L.O: To research the key features of a contrasting country.
As part of our country study we would have been researching India, ready for the carnival. Over the coming weeks we will give you areas of research for you to find details and put them together in an interesting way of your choice.
Over the next 2 weeks, please research:
- The geography of India – climate, cities, mountains, rivers, countries that border India, lines of longitude and latitude, seas/oceans, the continent it is part of…
- The history of India – currency, buildings, famous people…
Websites to help:
https://www.coolkidfacts.com/india/
https://study.com/academy/lesson/india-lesson-for-kids-history-facts.html
https://www.ducksters.com/geography/country/india_history_timeline.php
Music
Johannes Brahms
Go to the website below and watch Radzi Chinyanganya’s video about Johannes Brahms.
https://www.bbc.co.uk/teach/ten-pieces/classical-music-johannes-brahms-hungarian-dance/zfj4y9q
Why was Brahms considered to be a musical trailblazer?
Now listen to the whole piece in the second video.
Can you spot the changes in tempo? When is it fast? When is it slow? Try moving to the music.
Find 2 objects that you could use like drums- 1 should have a high sound (pitch), 1 should have a low pitch.
Practise playing them- left, right, left, right – create a steady pulse in time with the music. Does the pulse change?
ART
ANIMAL MAGIC!
For this week’s Art Challenge I would like you produce some art that is linked to ANIMALS! Your animal can live on the land, in the sea or the sky. If you prefer, you can make your own mythical animal from your own imagination… or even a fusion of two animals. It can be a drawing, a painting, it can be made from a kitchen roll tube, a painted stone, made from things you find in the woods or at the beach or anything else that you can think of. I’m sure you will create something ‘magical’, as always!
Ideas to inspire you:
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
Thank you
Year 5 team