Year 6 Home Learning

Week beginning: 27/4/20

Hello year 6! I hope you have been enjoying the sunny weather this week! Mr Land has been challenging himself every other day by going out for his runs in this heat. He says, “The best part of the run is when I return home and my daughter squirts me with the cold water from the garden hose! It feels so rewarding and satisfying!” Have you been keeping active at home? We hope you have! In other news, Mr Pratley has had his hair trimmed by Millie, his fourteen year old daughter and lived to tell the tale! Mrs Moore has been busy too; last Tuesday she took part in the Guide Dogs Virtual Tea Party Guiness  World Record Attempt. Over 5000 people took part, smashing the previous record of 500. Here’s Mrs Moore and Tessa enjoying theirs:

Okay children – here is your English Learning for the week. Remember to email in any work you are proud of to the new email address

Guided Reading: (30 mins for each daily activity. Read for enjoyment for 30 mins a day too.)

Monday – Rooftoppers. Read page 66 and 67. Answer the comprehension questions.

Tuesday – Rooftoppers. Read page 68. Answer the comprehension questions.

Wednesday – Read for enjoyment.

Thursday & Friday – Plan and write a book review for Rooftoppers so far. Once you start writing, write at the end of the book review what you think will happen next and what will happen at the end of the book.

Consider the following questions to respond to, for the review:

-What is the story about?

-Was what happened unusual? How? Why? Did it add ‘value’ to the book though? How?

-Who are the main characters? Which do you find most interesting? Why? Are there any characters that you have not met yet but you think you will? Who?

-Have the characters changed throughout the story so far? How?

-Were feelings and attitudes/views described in depth? How? Why was this?

-What has been your favourite moment in the story so far? Why is this?

-Have there been any moments in the story that you think you could have improved? What changes would you have made?

-Have there been any characters in the story that you think you could have improved? What changes to the characters would you have made?

-Do you think the writer had a particular reason for telling this story? If so, what was the reason?

-Did you learn anything from the book about people? What were the elements you learnt?

-What do you think the overall message of the book is?

-Would you recommend it to other children your age or adults? Why is this?

Writing

Monday – Finish your response to the statement and question from last Friday.

Tuesday – Plan an information text about what kit/equipment you would need in order to complete a successful free-solo climb like Alex. Think about the physical pieces of equipment he used and also consider the physical characteristics you would need and the mental qualities you would also need.

Wednesday & Thursday – Write the information text – use your plan from yesterday.

Friday – Re-read your information text for sense and check that you have included a creative introduction and sum up your text (final paragraph) with perhaps what equipment and qualities are MOST important in order to be successful. Think about the physical and mental requirements…

Grammar (2 times a week – 1 hour total)

Please visit www.Satsbootcamp.co.uk

(30 mins) Click on Literacy bootcamp and select a grammar or punctuation skill that you know you need to work on. Explore the Learn, Games and Tests and Quizzes options. Play around with these links and test yourself for your chosen skill!

(30 mins) Go to Practise SATS tests link in the top right corner. Click on the SPAG Short Answers link. Please carry out the SPAG short answers Test 6. It says to give yourself 45 minutes, but you should be fine with 30 mins for the test!

Spellings (15 minutes for three days)

Look, cover, write and check the following words (do this for three days):

physical

condition

bruise

essential

definite

thoroughly

substantial

conscience

Apply into sentences if you are fully confident.

Maths Tasks 24^th April

Hello Year 6. For this week’s maths learning I thought you would like a few puzzles to solve which will require you to use your reasoning skills and persevere with a bit of trial and error. Don’t give up if you can’t get it straight away and, if you do think you have the answer, try and prove that you are correct. Remember you can email your solutions in to school. Okay? Here you go…

UPDATE – If you could not read the slides for Sarah’s Smoothies in last week’s work, here are the links to the tasks (you will need to enable flash player). We have had some inspired recipes sent in so far…

Task one: https://teach.conceptuamath.com/client/PremiumMats.html#activity=Gra5020102w

Task two: https://teach.conceptuamath.com/client/PremiumMats.html#activity=Gra5020103w

Task three: https://teach.conceptuamath.com/client/PremiumMats.html#activity=Gra5020104w

Monday/Task One

Remember factors and multiples? A factor is a number that divides into another number with no remainder: 3 is a factor of 12. Multiples are the times tables facts for a given number: 10 is a multiple of 2. For each of the areas A to H in the Venn diagram below, think of a number that can go in it, or say that it is impossible.

Tuesday/ Task Two

Look at the picture additions below. What do you notice? What do you wonder? What can the final shape (?) be? Explain your thinking.

Wednesday/Task 3

Let’s play four 4’s. For this puzzle you have to use four 4’s and any operations to make as many numbers between 1 and 20.  So, you could do 4+4 = 8 divided by 4 is 2 add 4 = 6 – that’s four 4’s.

Thursday/ Task 4

You have solved problems like this before. Think – what do you know? What can you find out?

Friday/Task 5

Pick one of the problem styles from the last four days. Create your own version and ask someone in your family to solve it (you could take a photo and send it to lots of family members!)

Science Learning

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!

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?

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

Welcome back to some more enjoyable home learning activities for Year 6. All the staff team hope that you and your families are well and enjoyed the wonderful weather over the Easter break. Scroll down to find out what we would like you to achieve this week. Of course, if you would like to take photos of your work, or complete your work on a computer and email it in to the school for us to see please do so.

Maths

Visit www.sumdog.com  and practise finding percentages and your 7,8,9 and 12 times tables.

Brush up on your skills with fractions by completing 3 tasks that have been set for you on MyMaths. Remember – you can complete the lesson first if you are feeling a little rusty.

Extra Maths Challenge.

If you are missing your maths learning, why not have a go at the maths challenge below? The slides talk you through the problem. You will be able to create your own smoothie recipe in task 3. Maybe you could design your own packaging and list the quantities of each ingredient? We would enjoy seeing your work if you want to email it in to school.

Update – some of the slides may appear a little blurry. If so, here are links to tasks 1,2 and 3 (you will need to enable flash)

Task one: https://teach.conceptuamath.com/client/PremiumMats.html#activity=Gra5020102w

Task two: https://teach.conceptuamath.com/client/PremiumMats.html#activity=Gra5020103w

Task three: https://teach.conceptuamath.com/client/PremiumMats.html#activity=Gra5020104w

Sharon’s Smoothies – Task One

Maybe you could make this table in a book or on a computer?

Sarah’s Smoothies Task 2

Sharon’s Smoothies Task 3

ENGLISH LEARNING

Guided Reading (Allocated time for task = 30 mins per day; Reading for enjoyment = 30 mins per day)

Monday – (Planning the 6mark answer.) Look at the ‘Alex on the wall’ planning sheet that you have in the writing section of your book. (This sheet has the picture of Alex and Cedar in the middle of it.) At the bottom it is entitled, Guided Reading: Extension’. On Tuesday, you will answer this 6mark question, using evidence and impressions from the film that you watched before Easter. But today you will do the following:

Re-watch the film at least twice to really be able to sense the relationship between the two friends, and make notes around the sheet of this. Really, really try to get into the mind of Alex and how he must view Cedar, and likewise for Cedar’s view of his relationship towards Alex. We know they are friends. We know they must have a ‘special’ relationship, but find other ways to explain and show this. What other synonym words and phrases can you think of that really SHOW the EXTENT of their friendship. THINK – what is the worst case scenario that they could encounter? How would that make each of them feel?

Tuesday – Now, answer the 6mark question from Monday. Use two or three paragraphs to section your thinking. Remember to use evidence from the film to support your impression.

Wednesday – Rooftoppers – read pages 64 – 65. Respond to the questions in your book.

Thursday – Read pages 59 – 63. Respond to the questions in your book.

Friday – Write a set of instructions or an explanation text:

‘How to stay safe at a train station when with your family.’

Include an introduction explaining why this would be of importance and give a summary of the main points you consider to be most important. DO NOT go into these points in detail though – remember to tease the reader and make them want to read on!

Paragraph 2 and 3 should be explaining how to stay safe when you are at a train station.

The final paragraph should close your points, recap the main points AND write about the impact this will have for people in the future. Do you also have any top tips?

Writing (1 hour a day)

Monday – Finish writing your Alex Honnold suspense story. Remember to be editing as you write and re-reading for sense AND checking that you have been using commas to separate your subordinate clauses and your main clauses. If you have opened a sentence using a subordinate clause (a clause that doesn’t make sense on its own) then you will need a comma to separate that clause with your main clause (a clause that does make sense on its own) that follows.

Tuesday – Read this statement below:

‘Alex is careless and reckless with his life when he climbs mountain faces without ropes. He does not think about his family, friends and the consequences involved.’

Only plan your response today.

Plan a developed response to this statement above, making notes about your views of the statement and justify your views using your own opinions. Make multiple points and support them with any evidence from the film OR any of your own opinions, obviously. Write half a page when planning this.

Wednesday – Now, write your developed response to the statement from yesterday. Include paragraphs to section your thinking. This should be about a page in length. Refer to your plan that you made yesterday.

Thursday – What was the role of Cedar in the preparation of Alex’s climb up El Sendero Luminoso? Re-watch the film and make notes about what Cedar had to do. Also, what was Cedar’s role when they were resting the night before? Did they just talk about nothing, or might there have been specific discussions taking place? Explain these ideas in note-form only, for today. Explain and justify why you think Cedar would have had to do the things he did in the days and moments before Alex’s big climb. What kind of person would Alex have wanted there with him? An anxious and intense person?

Friday – You have today and next Monday to respond to the statement and subsequent question below, so do not rush:

‘The role of Cedar was vital and important in order for Alex to climb El Sendero Luminoso successfully. What things did Cedar do that showed his role was important and vital?’ THINK – How did Cedar show this? What things did he do that ‘directly’ and ‘indirectly’ helped Alex succeed? I would watch the film again and jot any thoughts and observations down.

Start writing! You have Monday to finish this too, so do not rush.

Grammar (3 times a week – 1 ½ hours total) Please visit www.Satsbootcamp.co.uk

(30 mins) Click on Literacy bootcamp and select a grammar or punctuation skill that you know you need to work on. Practise makes permanence!

Explore the Learn, Games and Tests and Quizzes options. Play around with these links and test yourself for your chosen skill!

(30 mins) Then, go to Practise SATS tests link in the top right corner. Click on the SPAG Short Answers link. Please carry out the SPAG short answers Test 8. It says to give yourself 45 minutes, but you should be fine with 30 mins for the test!

(30 mins) Go to the Practise SATS tests link in the top right corner. Click on the SPAG Short Answers link. Please carry out the SPAG short answers Test 7. It says to give yourself 45 minutes, but you should be fine with 30 mins for the test!

Spellings (15 minutes every day)

Look, cover, write and check the following words (do this for three days):

technical

potentially

route

vegetation

condition

sub-optimal

slipping

intimidated

slight

feat

(One day) Challenge! What are synonym words or phrases (similar meaning to a word) of: ‘potentially, route, vegetation, sub-optimal, intimidated, slight, feat.’

List them in your book!

(One day) Apply these words into sentences related to Alex’s climb of El Sendero Luminoso.

Friday 17th April 2020 – Religious education

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!

SCIENCE – Adaptations

Research in books or online about a rainforest animal. Draw your chosen creature, label its features and write a short explanation of how it has adapted to the conditions it lives in.

You may also like to try the family science activity below:

Family Science Activity – Friday 17^th April 2020

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

Geography

Where is Brazil? Use an atlas or online world map to draw the outline of the large country of Brazil.You will have done a similar task in Yr 5.

Mark on the following:

• All neighbouring countries.
• The Amazon river.
• Mountain ranges
• Major cities
• Lines of latitude and longitude.
• Any other points that interest you

Art Home Learning

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

KS2 Music Home Learning – Musical Trailblazers

Friday 17th April

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?

You must agree that Joseph has pulled out all the stops when solving the Swing Set maths challenge set this week.

What an incredible design! Thank you Joseph for taking a photograph of your work and emailing it in with all of your workings too. Now we just need to persuade Mr Cunningham to let us build it!