Hello Year 5,
As we come to the end of Summer Term 1 you will probably be ready for a break and so will your parents!
There is no set homework for over the half term except to continue reading as often as you can and to keep your multiplication facts ticking over.

Enjoy the break and we hope that you have some lovely weather so you can get out of the house, stretch your legs and enjoy seeing something a little more different.

Stay safe,
The Year 5 Team

Hello Year 5! We hope you have all had a great week. Thank you again for sending through all of your fantastic home learning – we have really enjoyed looking at all of the great work you have completed. Below are your home learning tasks for next week and remember, all we ask is that you try your best to complete the reading, writing and maths tasks and then you can choose from all of the other activities.

Reading:

Task 1: At least 20 minutes reading every day. Please make sure you are choosing an age appropriate book!

Task 2: Reading Comprehension: Sea Fever by John Masefield

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.

Task: 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.

Sea Fever by John Masefield

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 2: Respond to poetry

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?

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 tell 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 encourage your child to respond using evidence from the text to back up their answers.

1) What is the narrator’s opinion of the sea?

2) John Masefield appeals to the reader’s senses in Sea Fever. Use quotes from the poem and link them to the senses.

3) 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?

4) If you were to write a poem about the natural world, which place would you choose and why.

Writing:

This week for your English work you will be using the Oaks National Academy to access your learning. Each lesson will have a teacher to guide you through what we would like to do. All you need to do is click on the link below for each lesson and complete each activity. Good luck!

Lesson 1:

In this lesson, we are going to learn how to infer answers from the text.

https://www.thenational.academy/year-5/english/diary-entry-reading-comprehension-inference-year-5-wk4-1

Lesson 2:

In this lesson, we are going to learn how retrieve facts from the text.

https://www.thenational.academy/year-5/english/diary-entry-reading-comprehension-fact-retrieval-year-5-wk4-2

Lesson 3:

In this lesson, we are going to explore the features of a diary entry.

https://www.thenational.academy/year-5/english/diary-entry-identifying-the-features-of-a-text-year-5-wk4-3

Lesson 4:

In this lesson, we are to going to focus on formality

https://www.thenational.academy/year-5/english/diary-entry-spag-focus-formality-year-5-wk4-4

Lesson 5:

In this lesson, we are going to plan and write a diary entry.

https://www.thenational.academy/year-5/english/diary-entry-write-a-diary-entry-year-5-wk4-5

Spellings and Grammar:

Task 1: Complete the Spelling task on Sumdog.

Task 2: Complete the Grammar task on Sumdog.

Task 3: Put the words below under the correct word ending after making the word a plural.

Example:  mass becomes masses

What letters are needed to make all of the words a plural?

Can you write a rule for these words that will help you make similar words plural?

Maths:

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

Task 2: Complete the 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:

This task is taken from the NRich website. To view the task, follow the link:

https://nrich.maths.org/1013?utm_source=primary-map

Included on the website are tips on how to get started and worked solutions.

Find at least one way to put some operations signs (+, -, x, ÷) to make these digits come to 100.

Task 5:

Task 6:

Explain why you ranked the fractions in the order you have chosen.

Family Science Activity 

Balancing Structures

The activity – Make a balancing toy.

ExpeRiment with the design of your toy to find out what affects whether or not it balances.

Learn about the centre of mass of an object and how it relates to whether or not something balances.

https://www.rigb.org/docs/balancing_sculptures_infosheet_0_0.pdf – activity worksheet in full

What you need:

• A carrot or similar vegetable
• Kebab skewers
• Marshmallows and/or other jelly type sweets, or small pieces of carrot or similar hard vegetables.
• Plasticine or blu-tac
• 500ml soft drink bottle or washing up liquid bottle

Stage 1: Cut a piece of carrot about 3 cm long. Stick a kebab skewer into one end of the piece of carrot and break the skewer so that you have only 2 or 3 cm of it sticking out. Try to stand the carrot piece up on the end of the kebab skewer – you should find this very difficult, if not impossible to do.

Stage 2: Stick a kebab skewer into each side of the carrot so that they point downwards at about 45 degrees. Then stick a marshmallow or other jelly sweet onto the ends of the skewers, as shown in the picture below. Place this on top of a bottle and you should find that it balances.

Get children to investigate what happens when you slide the marshmallows up and down the ‘arms’ of the sculpture and if you add more marshmallows. Stick an additional two or more kebab skewers into the carrot and challenge children to add at least one item to each skewer and still keep the sculpture balanced.

Questions to ask children: With just central part of the sculpture: why doesn’t this stay balanced? Before showing them stage 2: do you think we can use more kebab skewers and anything else to help it balance? Why do you think it balances like this? What can we change? (position of skewers, items pushed onto the skewers, position of things on skewers) What do you think will happen if we change these things? What do you think we need to do to make sure our sculpture balances?

Going further:

Try making some animal-shaped balancing toys: http://bit.ly/AniBalance

Make a balancing butterfly: http://bit.ly/BalanceButterfly

Art

Art Challenge Famous Landmarks:

For this week’s Art Challenge I would like you produce some art that is linked to a famous landmark.  Your landmark can be natural or man-made. It can be a drawing, a sculpture made from recycled materials, a collage, something made out of pebbles and twigs ,  it could be drawn on a tablet or made out of Lego, or indeed  else that you can think of.  I have even seen Big Ben made out of socks!  Let you imaginations run wild!

Here are a few ideas:

However, if this doesn’t appeal to you can still send any other art work to me and I will post that on the Blog too.

Please email your artwork to me:

n.pearson@stpeterswaterlooville.hants.sch.uk

Thank you

Keep creating and keep safe!

Mrs Pearson

Music

Ravi Shankar

Go to the website below and watch Naomi Wilkinson’s video about Ravi Shankar.

https://www.bbc.co.uk/teach/ten-pieces/classical-music-ravi-shankar-symphony-finale/znk8bdm

Why is Shankar considered to be a musical trailblazer?

Now listen to the whole piece in the second video. Make a list of the different instruments you can see. Choose 1 and find out 3 facts about it.

Topic work linked to Ancient Egypt

Task: Your task is to research the river Nile and compare how it important it was for the ancient Egyptians with its importance for modern Egyptians.

Consider the following:

Ancient Egypt – The River Nile.

1. What do you know about the River Nile?
2. How important was the Nile to Ancient Egyptians?
3. How important is it to modern day Egypt?
4. What are the similarities/ differences?
5. What were/ are the benefits and disadvantages of living by the river?

After you have carried out your research you could:

• Create a poster showing the comparisons
• Create a leaflet comparing how the ancient Egyptians use the river Nile with how it is used today.
• Draw and label a picture of the river Nile talking about its benefits for the ancient Egyptians.

Good luck!

Year 5 team.

A message from Mrs Lavery

Hello everyone!

I’m glad to hear that you’ve been enjoying the sunshine as well as doing your home learning tasks.

I’ve been experimenting and making different flavours of ice cream, my husband and son are very happy when I get the urge to create new flavours.

This is my caramel and choc chip delight!

I’ve been keeping active by doing walks and cycling. Here is a picture of some sheep and their lambs that I passed on my cycle route.

Take care of yourselves and each other.

Mrs Richardson.

Thank you to all of the children who have sent through photos of the work  that they have been doing to our class email addresses! We love seeing all that you have done so please keep them coming!

Pupils and parents please remember that reading, writing and maths home learning tasks should be your first focus when completing activities. You may then select the learning activities you wish to complete from all of the other foundation subjects. There is no expectation for pupils to complete every task that we set.

Here are your home learning activities for this week

Reading

Task 1: At least 20 minutes reading every day. Please make sure you are choosing an age appropriate book!

Task 2: Reading Comprehension: The Balrog, by JRR Tolkien

5 day reading sequence

This sequence is developed around an extract from ‘The Fellowship of the Ring,’ by J.R.R. Tolkien.  The extract describes the arrival of The Balrog, a monster from underground.

Children will explore the language used for effect.

How to use:

• Read the instructions carefully before you start a task.
• Each sequence contains simple explanations and examples to help you.

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 together

Enjoy reading this challenging and descriptive passage together, both in your head and aloud with expression.  Discuss unknown vocabulary and focus on how the use of punctuation affects reading with fluency.

The Balrog

The Balrog: J.R.R. Tolkien

“Something was coming up behind them. What it was could not be seen: it was like a great shadow, in the middle of which was a dark form, of man-shape maybe, yet greater; and a power and terror seemed to be in it and go before it…Its streaming mane kindled and blazed behind it. In its right hand was a blade like a stabbing tongue of fire; in its left it held a whip of many thongs….His enemy halted again, facing him, and the shadows about it reached out like two vast wings. It raised the whip, and the thongs whined and cracked. Fire came from its nostrils.”

Lesson 2: Language for effect

The Balrog: J.R.R. Tolkien

“Something was coming up behind them. What it was could not be seen: it was like a great shadow, in the middle of which was a dark form, of man-shape maybe, yet greater; and a power and terror seemed to be in it and go before it…Its streaming mane kindled and blazed behind it. In its right hand was a blade like a stabbing tongue of fire; in its left it held a whip of many thongs….His enemy halted again, facing him, and the shadows about it reached out like two vast wings. It raised the whip, and the thongs whined and cracked. Fire came from its nostrils.”

Task: Imagine you are the illustrator: which words and phrases would you highlight to help create the illustration which accompanies the extract? (I’ve highlighted 2 above already) This task will help you to understand how authors use language to paint a vivid picture in the reader’s mind.

Lesson 3: Exploring the effect on the reader

Task:

Read the extract once more for pleasure and discuss the words and phrase highlighted yesterday.  Transfer the words and phrases that you highlighted yesterday onto a blank table and write the effect this has on you as a reader.  Two examples have been modelled below to help you.

4. Get creative!

Draw and label the Balrog (or parts of it) using the vocabulary in the extract.  Here’s a few examples:

5. Quick quiz

Using the extract, explore these questions and encourage your child to respond using evidence from the text to back up their answers.

1)What is the Balrog carrying?

2)‘Something was coming up behind him…’  Why do you think Tolkien started the description with the word ‘something?’

3)What impression do the words ‘whined’ and ‘cracked’ give you of the way the whip moved through the air?

4)If you were faced with The Balrog, would you be afraid?  Use evidence from the text to back up your answer

Writing:

Task 1:  Explore the image

Click on the link below and explore the image

https://www.pobble365.com/bilbo-baggins/

Task 2: Question time!

Q1: What is the creature behind the tree?

Q2: What are those large sacks hanging from the branches?

Q3: How do you think Bilbo is feeling?

Q4: What will happen after he puts the ring on his finger?

Task 3: Sentence challenge

Here is the start of a story linked to the picture.

Too afraid to move an inch, Bilbo pressed his back firmly against the ancient oak tree. He could feel his heart thumping frantically inside his chest, as he heard the monster inching gradually ever closer through the undergrowth towards his hiding place. Hands trembling, almost uncontrollably, Bilbo placed the ring on his finger…

1: Can you find all the adverbs in the text?

2: Can you write a sentence starting with an adverb to describe what either Bilbo, or the spider, are doing?

3: Can you then try to use the adverb in a different place in your sentence?

Task 4: Continue the story.

Read the story start again. Your task is to continue the story and you must include the following:

• A range of powerful description including similes, metaphor and personification
• A variety of sentence length including complex sentences and short sentences for effect
• A range of fronted adverbials to start your sentences.

Too afraid to move an inch, Bilbo pressed his back firmly against the ancient oak tree. He could feel his heart thumping frantically inside his chest, as he heard the monster inching gradually ever closer through the undergrowth towards his hiding place. Hands trembling, almost uncontrollably, Bilbo placed the ring on his finger…

Task 5: Perfect picture!

This picture is in black and white. Can you draw the picture of Bilbo and the spider yourself? Think carefully about the colours you will use. The colour you choose might depend upon the time of year it is, or the time of day it is.

Spellings and Grammar:

Task 1: Spelling task on Sumdog.

Task 2: Grammar task on Sumdog.

Task 3: To learn plurals of words ending in ‘o’.

Which of these words ends in ‘s’ and which end in ‘es’?

Can you identify the rule?

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: Solve the maths problems, involving coordinates –

Plot points on a coordinate grid in the first quadrant.

1:

2:

3:

Challenges:

1: Explain why the shapes do or do not show 2/3.

2: Explain the mistake.

Family Science Activity – Friday 8^th May

THE SCIENCE OF OOBLECK

https://www.science-sparks.com/how-to-make-oobleck/

Did you notice that if you make a ball with oobleck or gloop it feels solid, but if you drop the oobleck on the floor it turns liquid again? The slime is a non – Newtonian fluid as it doesn’t flow like liquids normally do.

https://www.youtube.com/watch?v=Fnd-2jetT1w

Cornflour gloop ( oobleck )  is made up of molecules arranged in long chains. When the chains are stretched the liquid will flow, but when you force them together they stick together to form a solid.

OOBLECK RECIPE

• Cornflour
• Water
• Food colouring – optional
• Ice cube trays – optional
• Mixing bowl
• Colander, funnel and beakers – optional, but great for messy fun!

 INSTRUCTIONS FOR MAKING CORNFLOUR GLOOP

• Fill a cup with cornflour and add to the bowl
• Add water very slowly mixing with your hands, until you get a sticky, slimy gloop.
• If you want to make it coloured add some food colouring. ( be careful this can stain skin and clothes)
• Play with the slime and see how it behaves. Can you make it into a ball? and what happens if you throw it onto the floor?

• Can you squeeze the slime into a ball? What does it feel like? How long does the ball stay solid after you let go?
• If you used less water do you think the slime would fall faster or more slowly through the colander?

OOBLECK CHALLENGE

Can you make a giant oobleck tray and walk on oobleck?

HOW TO MAKE A GIANT OOBLECK TRAY

To make our giant oobleck tray – pour about 1 kg of cornflour into a large black tray and slowly added water until the consistency was wet, but solid when squeezed.

Topic activity: VE Day – Friday 8^th May 2020

This year’s VE Day will be unlike other years, as we’ll have three days to celebrate the historic occasion marking the day, 75 years ago, that Victory in Europe prevailed during the Second World War. Despite the current restrictions, VE Day looks set to be a packed day of events and activities to honour the historical anniversary.

• At 11am, a two-minute national silence will be held to remember the declaration of victory and the end of the Second World War in Europe.
• Between 2.45 and 3.45pm, the first of two special BBC One programmes to mark VE75 will be broadcast, an including extract from Sir Winston Churchill’s victory speech.
• Throughout the afternoon, Britons are encouraged to hold 1940s-style afternoon tea parties at home rather than street parties, including their homemade bunting and recipes from the era.
• The Queen will then address the nation at 9pm, followed by national doorstep rendition of Dame Vera Lynn’s ‘We’ll Meet Again’.

However you and your family commemorate this special day, we would like you to reflect on something you saw, learned or experienced during this day of celebration. For example,

• A photo of an art/ craft activity that you completed linked with VE day and why you chose to do this.
• After watching a programme or video about VE Day – you could write a diary entry or a letter home from a soldier’s viewpoint of how they felt when they knew that the war had ended, where were they and what did they do to celebrate.
• A personal response to a programme or video about VE day – Describe what you watched and how did you feel after watching this programme? Did you learn something you didn’t know before? Why do you think it is important to commemorate this day as a nation?
• A photo of the family tea party that you had in your house to honour this anniversary.

Don’t forget to send anything you are particularly proud of to your class email.

Art Challenge 

Who’s YOUR SUPERHERO?

For this week’s Art Challenge I would like you produce some art that is linked to a superhero. Your superhero can be real, such as our key workers, or someone in your family, or a fictional character from a comic, film or your own imagination.  It can be a drawing, a figure made from a kitchen roll tube, street art or anything else that you can think of.

I hope this may inspire you:

This new Banksy artwork has appeared at Southampton General Hospital.

It shows a young boy kneeling by a wastepaper basket dressed in dungarees and a T-shirt. He has discarded his Spiderman and Batman model figures in favour of a new favourite action hero – an NHS nurse. The artist left a note for hospital workers, which read: “Thanks for all you’re doing. I hope this brightens the place up a bit, even if it’s only black and white.”

However, if this doesn’t appeal to you then you can still send any other art work to me and I will post that on the Blog too.

Please email your artwork to me:

n.pearson@stpeterswaterlooville.hants.sch.uk

Thank you

Keep creating and keep safe!

Mrs Pearson

RE

As part of your RE learning, we would like you to focus upon the upcoming celebration of Pentecost – this day is celebrated fifty days after Easter Sunday, to remember how the Holy Spirit appeared to the Apostles of Jesus and gave them hope while they were in Jerusalem. ​

Can you complete ONE of the following activities, to develop your knowledge of this special time in the Liturgical Year?

• Create a religious crossword that includes the following key words and symbols: wind, flame, tongue, Holy Spirit, disciples, Jerusalem. Can you add more of your own? Don’t forget to record your clues!
• Design a celebration card to spread the Good News at Pentecost – could you post it to a friend to spread joy and hope at this difficult time?
• Write a drama script to ‘act out’ the scene of the disciples as Pentecost with your family at home – what happened to the followers of Jesus?
• Make 10 quiz questions about the Pentecost story. Could you ask a friend or family member about them when you next chat on the webcam/internet, or over the phone?
• Imagine you are a news reporter who has been sent to Jerusalem to find out more about the events that took place at Pentecost. Which 5W questions (who, what, where, when, why) would you ask the disciples?
• Build a model of one of the following Pentecost symbols (flame, wind, speaking in tongues, Holy Spirit) to put on display and remind you that Jesus is near. Which resources could you use from home? Plasticine, recycled plastic, painted cardboard?
• Research the story of Pentecost on the internet, from a Biblical website. Can you draw a thought bubble and record how the feelings of the disciples changed throughout the story?

Music

George Gershwin

Go to the website below and watch Radzi Chinyanganya’s video about George Gershwin.

https://www.bbc.co.uk/teach/ten-pieces/classical-music-george-gershwin-rhapsody-in-blue/zkcy6v4

Why is Gershwin considered to be a musical trailblazer?

Now listen to the whole piece in the second video and create a cityscape as you listen.

Continue reading →

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