Another busy week!

Hello everyone,

It has been another busy week in Year 4 and we cannot wait to tell you what the children have been up to. For example on Tuesday 15th we celebrated our Year 4 Liturgy which was all about coronavirus and how we can show prayers of gratitude and spread hope during such a difficult time. We explored the story of Noah’s Ark and the symbol of the rainbow as being a sign of  promise. The children enjoyed sharing their prayers of gratitude for our unsung heroes and their promises they made for the future.

Here is the homework your child needs to be working on at the moment:

  • Spelling and Vocabulary homework in their red books (this needs to be completed by Thursday)
  • Remember to keep reading your books at home and to fill in a book review in your reading journal when you are ready (you can be as creative as you like and we would like you to hand them in by Thursday 1st October 2020). Remember your book reviews can just be based on a chapter.
  • Your child has been given a homework diary, please check out the introductory pages and the last few pages at the back of the diary.

Please remember to send your child in their PE kits on Monday 21st September 2020.

We look forward to seeing you all next week,

Miss Jackson-Nash, Miss Honeywell and Mrs Cairns

First Week Back!

Hello everyone!

Welcome back to St Peters, we hope you’ve all been keeping well. Thank you for your patience as the school adapts to new routines. Just a quick few reminders for you this week :

  • Please check out welcome meeting on this link. This presentations provides information on home learning expectations and new updates for you to be aware of in Year 4.  Welcome information video for Year 4 parents
  • Home work for this week is for children to complete their front page of their home reading journals and begin to look into the 6 must reads.
  • PE is on Thursday next week with CM sports.
  • Additional homework will be set as of next week. We appreciate that the children will need time to adapt to routine and settle into Year 4 and we do not wish to overload families with homework information on the first week back.
  • Thank you for those who have worked hard on their summer holiday learning. Feel free to bring them in next week. Our homework hand in day is on Thursdays.

Take care and best wishes,

Miss Jackson-Nash, Miss Honeywell and Mrs Cairns.

Home learning Friday 10th July 2020

Hello everyone!

We hope that you have all been having a good week so far and that you enjoyed the sunshine this weekend. Please keep up all of the great work you have completed so far as part of your home learning. As we now approach week 15 of our remote learning tasks, stay motivated and don’t give up as you are all doing so well with the homework and we are very proud of you all for your fantastic efforts! Feel free to send any more examples of learning that you are proud of, to our classroom email accounts. This is our last week of term and therefore our last set of home learning tasks for you! All blog posts will be staying on our website so please feel free to complete any tasks that you may have missed along the way during the summer holidays! Please remember as you go about completing this home learning that our priority is reading, writing and maths so use your time to complete the tasks set for those. Pick and choose from the other subjects e.g. science, music and art; there is no expectation to complete them all. We are very excited to see you all this week for our Keeping in Touch meetings. It will be lovely to have a catch up with you all, and for you to be able to tell your teachers and classmates what your lock down experience has been like so far. See you soon!

 

Reading comprehension

 

This week, we would like you to focus upon diary entries as part of your Guided Reading and writing tasks. In particular, we would like you to have a go at comparing the differences between fact and opinion, then try to infer the feelings of a character by what he/she has written and described.

 

Lesson 1: https://classroom.thenational.academy/lessons/reading-comprehension-fact-retrieval-d9fe16

 

Lesson 2: https://classroom.thenational.academy/lessons/reading-comprehension-inference

 

Challenge

 

* Fancy a challenge? Give the following task a try…

 

Take a look at the diary entry below (word document), by clicking on the link:

 

Wilbur’s Diary: 

10.07.20 Guided Reading challenge

 

Can you read through the diary entry from Charlotte’s Webb and locate the following key features?

 

Key Feature

Yes  /  No

Example (from the text, or your own)

Past tense
First person
Emotion words
Fronted adverbials
Dialogue
Expanded noun phrases
Time and date headings

 

Extension:

If you cannot find a particular feature, can you use an editing pen to improve Wilbur’s diary entry so that it includes some of the missing features?

 

Support:

 

* For those who complete separate guided reading activities, have a go at the following task…

Watch the following video, from Literacy Shed: https://www.literacyshed.com/beans.html Can you have a go at filling in the emotion graph for the main character, for the different stages of his life?

 

 

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

 

Writing activity

 

To continue your learning on diary entries that you completed as part of this week’s reading comprehension task, we would like you to have a go at the following tasks in order to help you apply the skills that you have already started to identify from WAGOLL diary extracts (What A Good One Looks Like). Once you have made your own diary entries, why not email them to the classroom email account so we can celebrate your great effort?

 

Lesson 3: https://classroom.thenational.academy/lessons/to-identify-the-key-features-of-a-diary

 

Lesson 4: https://classroom.thenational.academy/lessons/spag-focus-07a5ff

 

Lesson 5: https://classroom.thenational.academy/lessons/to-write-our-own-composition-using-the-key-features-of-a-diary

 

Challenge

 

* Fancy a challenge? Give the following task a try…

 

Extension:

This task follows on from the reading challenge task this week…

 

Wilbur’s Diary:

10.07.20 Guided Reading challenge

 

Now have a go at writing the diary entry for the next morning, from Wilbur’s point of view. Don’t forget to use your Diary Entry checklist from the writing challenge task on this week’s blog post!

 

 

Support

* Too tricky? Why not take a look at the activity below. This task follows on from the reading challenge task this week…

– Re-watch the following video, from Literacy Shed: https://www.literacyshed.com/beans.html

– Now that you have identified how the main character felt at different stages of his baked bean journey, can you choose one of the following tins of baked beans to write your own diary extract?

 

 

Take a look at the examples below to help you with your ideas…

 

Support examples:

The one for one

Dear diary,

My favourite food in the whole entire world is a tin of baked beans! I know that sounds silly but it is my true passion. Beans are so good for you and I want to invent a tin that is just the right size for one person to snack on…

To begin my work, I had a go at using my baked-bean-o-meter to crush my aluminium cans into just the right size. It was tiring work and things didn’t go too well. Just before lunch time, my beans had exploded everywhere and splattered all up the windows of my workshop! It made such a mess and I felt so cross and humiliated. Perhaps I shall try again tomorrow instead…

Your exhausted friend,

Geoff

 

The one for two

Dear diary,

You’ll never guess what! Just as I was about to enter my workshop to have another try at making the perfect sized can of beans at the Heinz factory, I had the most wonderful surprise.

As I looked out of the window of my workshop, I saw the most beautiful girl of my dreams. Her smile dazzled in the lamplight and her glossy, golden hair swished from side to side. I showed her the can of beans I had been working on so far and she kindly giggled and told me not to give up.

And then the idea hit me… I must make a lovely can of beans to share with her! I cannot wait to get to work and impress her, my heart is leaping with joy.

Your excited friend,

Geoff

 

Spelling

This week, we would like you to revise the following Y3/4 spelling words from our list. These words contain double consonants…

 

Accident         Address        Grammar        Pressure         Possess        Different        Disappear

 

Challenge:

* Fancy a challenge? Give the following task a try…

 

Can you practise your spelling words for the week by using silly sentences and word pyramids?

 

Why not try a spelling graffiti wall in order to practise each word in different sections of the drawing you have made?

 

 

Support:

For those working on tricky common exception words, use the following online ‘Spelling Times Game’, then select ‘Word Silhouette’ to recognise the patterns of ascenders and descenders across your practise words.

https://spellingframe.co.uk/spelling-rule/139/35-Common-exception-words

 

Maths

This week, we shall complete our learning on measurements and calculations involving measure. In particular, we are going to look at different word problems for measure, as well as how to continue to convert between measurements where necessary. Feel free to take a look back at the learning your did last week before having a go at these new sessions from Oaks Academy…

 

Lesson 1: https://classroom.thenational.academy/lessons/measures-weight-two-point-seven

 

Lesson 2: https://classroom.thenational.academy/lessons/measures-money-buying-fruit


Lesson 3:
https://classroom.thenational.academy/lessons/measures-money-souvenirs

 

Lesson 4: https://classroom.thenational.academy/lessons/measures-length-flag-pole

 

Lesson 5: https://classroom.thenational.academy/lessons/measures-mixed-measure-problems-fe977c

 

Challenge

 

Too easy? Have a go at the problem solving tasks on measures, below. Don’t forget to draw the problem first and discuss with an adult. Clue: how could you use squared paper, or number lines to help you?

 

Rope Mat

I have a square table-mat made from rope that spirals from the centre. It is rather like this one:

 

 

The mat is a 14 centimetre square. The rope is 2 cm wide.

How many centimetres of rope will I need to make another mat just like it?

How much rope would I need to make a 12 cm square, or a 16 cm square?

Is there a quick way to work this out?

 

Walk and Ride

A group of 10 students are on a field trip when their bus breaks down 40 miles away from the school.

A teacher takes 5 of them back to school in her car, travelling at an average speed of 40 miles per hour.

The other 5 students start walking towards school at a steady 4 miles per hour.

 

The teacher drops the 5 at school, then immediately turns around and comes back for the others, again travelling at a steady speed of 40 miles per hour.

How far have the students walked by the time the car reaches them?

 

Support

For those who have additional support during maths activities in school, please take a look at the following discussion tasks to support your learning. How can you use your learning on measures label these Talk Tasks with your ideas?

 

Hand Span

Spread your fingers as wide as you can,

What you have now is called a hand span .

A hand span can help you to find out how big

Is the height of a cow, a horse or a pig.

 

Use your hand span very carefully and see

How many it takes to go right round a tree.

Now get a good friend and make this a game,

Compare if the number of spans round the tree is the same.

 

Next find an adult and compare their hand span too

To see if they use more or less spans than you.

Now write down the answers and think as hard as can be,

Why is it better to use a tape measure like me?

 

 

Remember that Sumdog, Times Table Rockstars and My Maths have also been updated with activities.

 

Computing

 

Visit the ‘hour of code’ website below and have a go at the following activities…

 

  • To follow on from last week’s ICT task on algorithms, take a look at this Alice in Wonderland memory game and work through as many levels as you can. Could you design your own memory puzzle, on paper, using counters and character cards?

https://www.scriptacademy.net/alice-in-wonderland

 

  • Now try the Multiplication Escape game – can you use code to answer the times table questions correctly and dodge the giant boulders? When complete, could you try this game with a friend, remotely?

https://www.tynker.com/hour-of-code/multiplication-escape

 

Religious Education – Miss Honeywell

 

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?

 

PSHE

 

Take a look at the following video from the Thinking Shed: https://www.literacyshed.com/the-bridge.html

Can you create a poster to teach others about the moral lessons that this video has taught you? For example:

 

– To work as a team

– To not be unkind to others

– To share what you have

– To be a good listener

 

Extension: Can you role-play your own moral story with your friends or family members? Which lessons do you feel are the most important to teach to other people, during the lock down?

 

Music – Mrs Sumba

 

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.

 

Family Science Activity – Miss Stapley

 

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!

Home Learning – Friday 3rd July 2020

Home learning – 3.7.2020

Hello everybody! The sun is shining and it has been lovely hearing all about the time you’ve spent in the garden, going on social distance walks and even some of you have been lucky enough to visit the beach! We are so excited to see you next week for our catch up hour and enjoy our final time together in year 4!  Remember if you are proud of any particular pieces of work, please do not hesitate to bring them in.

A quick update just to let you know Miss Jackson-Nash has finally competed her charity walking challenge! Her and her fiancé walked 1, 800,000 steps in just under 3 months! The charity was super happy with the money raised and the efforts Miss Jackson-Nash made and phoned her up to say a big thanks, sent her a t-shirt to wear and a big shiny medal. Though she has completed this charity challenge, she enjoyed it so much that she is doing another one to prepare herself to walk up Ben Nevis which is a big mountain in Scotland!

 

Reading –

This week in reading we would like you to follow the lessons from Oak’s academy. You will be using your fact retrieval and summary skills.

Lesson 1 – https://classroom.thenational.academy/lessons/persuasion-reading-comprehension-fact-retrieval

Lesson 2 – https://classroom.thenational.academy/lessons/persuasion-reading-comprehension-summary

Support –

If you are in a separate group for guided reading try the reading activities below –

Watch the persuasive rap – can you answer the following questions? Use the video to help you.

https://www.youtube.com/watch?v=kuR7VN_Q06g

  • Can you name three things that we need to do to help the Earth?
  • What message do you think the children are trying to get across? Use your summary skills.
  • How are the children trying to persuade you? Can you identify any features?

In addition to this please continue 20-30 minutes of daily reading.

Writing – Persuasive Rap

Lesson 3 –  https://classroom.thenational.academy/lessons/persuasion-identifying-the-features-of-a-text

Lesson 4 – https://classroom.thenational.academy/lessons/persuasion-spag-focus-imperative-and-modal-verbs

Lesson 5 – https://classroom.thenational.academy/lessons/persuasion-write-a-persuasive-rap

Support –

Can you design a poster to persuade others to be more eco-friendly?

This is a snippet from the rap, we will use this as our WAGOLL. You can magpie ideas to put on your poster. There are some tricky words here so read with your grown up. If you see a word that you do not recognise or understand, think about our strategies we have learnt.

  • Look at the surrounding words in the sentence?
  • What other words would fit?
  • Has the word got any prefixes or suffixes which would help you?
  • Discuss what the word means with your learning buddy or with an adult

Here are some examples of persuasive posters. As you can see they have used modal verbs and imperative (bossy) verbs like ‘You must recycle… We need to help our Earth’. I can also see Slogans, diagrams, captions and key vocabulary. Remember your task is to create a poster that will persuade others to think about their eco-choices.

Here are a list of modal and imperative verbs you could use –

Spellings –

Difference , difficult, accordance, recycle, reduce,  convert, pollution , efficient  

This week, we would like you to revise the following Y3/4 spelling words from our list. These should also help you during your reading and writing activities for this week.

Challenge – Can you put these words into a silly sentence?

Support – If you are in a separate spelling group –

For those working on Y2 common exception words, use the following online ‘Practise/Test’ to listen to your spelling words within sentences, then fill the gaps.

https://spellingframe.co.uk/spelling-rule/139/35-Common-exception-words

 

Maths –

Last week you started the topic – Measurements. Continue the Oaks academy lessons, we would like you to continue this topic starting from lesson 6.

Lesson 1 – https://classroom.thenational.academy/lessons/measures-time-marathon-training

Lesson 2 – https://classroom.thenational.academy/lessons/measures-money-the-price-of-stamps

Lesson 3 – https://classroom.thenational.academy/lessons/measures-length-ribbon-riddle

Lesson 4 – https://classroom.thenational.academy/lessons/measures-money-coin-purse-challenge

Lesson 5 –  https://classroom.thenational.academy/lessons/measures-mixed-measure-problems

Challenge –

In 1908 the Olympic Games were held in London, that’s just over 100 years ago. Then, just after World War 2 they were again in London in 1948.

Here are the results from some track events;

1908

100 metres 10.8 secs

200 metres 22.6 secs

400 metres 50.0 secs

800 metres 112 secs

1500 metres 240 secs

1948

100 metres 10.3 secs

200 metres 21.1 secs

400 metres 46.2 secs

800 metres 109 secs

1500 metres 229 secs

The 2012 London Olympics were another 64 years later.
How did the results differ?
Could you have predicted the results?
Perhaps more importantly, what’s the reason for your answer?

What about the results for 2016, what would you predict?

What another challenge – Try this money problem

Support – Try these measure problems –

Sasha has five coins in her purse.


How much money might she have? Can you find all the different combinations?

 

Task 2 – Look at the shapes, can you measure the perimeter them and put them in size order.

Challenge: Is there any other ways you could order these shapes?

 

Computing –

This week we would like you to think about algorithms. Algorithms are sets of instructions. Computers use algorithms to carry our tasks. Computers like to have the shortest route possible.

https://www.mathsisfun.com/games/towerofhanoi.html

We can try to do this using the Tower of Hanoi.  You begin with three poles and 3 discs.  Move all the disks from the leftmost peg to the rightmost peg.

Rules:  only one disk can be moved at a time a larger disk may not be placed on top of a smaller disk  only one disk can be moved at a time.

Task one – Move all the discs following the rules, to the last pole with the largest disc at the bottom and the smallest on top.

Task two– write a list of instructions to get all the disks in the correct place. To do this number your poles 1, 2 and 3.  Move 1 to 2  Move 1 to 3  How many moves does it take you?

You can use the link above to do this task or you could make your own using 3 pieces of paper, of different sizes.

Challenge: Find out what is the least amount of moves this can be done in and make a new instruction list (algorithm) What if you had 5 discs. How many poles would you need to complete this? Can you do it with 4 or do you have to have 5?

 

Topic – PHSE

This week we would like you to reflect on all the things there are to be grateful for in your life. Times are very different at the moment, and even though a lot of us wish life would go back to ‘normal’, we would like you to think about all the good that lockdown has brought you.  Here are some ideas for you to focus upon:

  • Have you learnt any new skills?
  • Have you taken more responsibility at home?
  • Have you been enjoying the sunny weather?
  • Have you been spending more time with your family?
  • Have you been enjoying sharing your learning with your family?
  • Have you been using technology in a positive way to stay in contact with friends and family?
  • Are you enjoying staying in your pyjamas a little later?
  • Will you appreciate things more when this is over?

 

We would love you to create a colourful, visual mind map, including pictures and noting all the things that you’re are grateful for. Have a deep think, as we all have so many things to appreciate in our lives.

 

As a challenge, you could extend your learning by thinking about an imaginative way to present your work. You could create a poem, song, interpretive dance or a piece of creative artwork to show all the things you are grateful to have. We would love to see some of these on our Year 4 Art blog!

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!

STEM-

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

Home learning Friday 26th June 2020

Hello everyone!

 

We hope that you are all well and keeping safe, remembering to social distance where required and continue your regular hand washing! Now that we are back to school teaching full time, we shall not be posting our weekly baking and activity photos however we have really enjoyed hearing all about what you have been up to at home during our 3-weekly phone calls and correspondence on our classroom email accounts. If you’ve not done so already, please respond to our school survey to indicate whether you would like to attend one of our Keeping in Touch sessions as St. Peters. As you know, this will be our final opportunity to say farewell to one another and for teachers to wish you the best of luck as you embark upon your journey to Year Five in September. We hope to see you all at the Keeping in Touch sessions, please do let the office know if you change your mind and decide you would like to attend – even if it is later during the week! Of course, we’ll try our best to group our ‘pods of 4’ pupils based on our current classroom friendship groups. We cannot, however, guarantee this as our decisions for groupings shall be informed by the choices parents have made as to whether or not they wish their for child to come to school to attend a session…

 

Reading comprehension

 

This week, we would like you to focus upon Instructions as part of your Guided Reading and writing tasks. Now that we have moved on from narratives,, character descriptions and recording speech dialogue, let’s take a look at how we can use the skills of adverbs (-ly), imperative verbs, statements and factual 5Ws (who, what, where, when, why) in order to produce a set of precise and logical instructions.

 

Lesson 1: https://classroom.thenational.academy/lessons/reading-comprehension-fact-retrieval

 

Lesson 2: https://classroom.thenational.academy/lessons/reading-comprehension-language

 

Challenge

 

* Fancy a challenge? Give the following task a try…

 

 

Colour code the following key features:

 

– Imperative Verbs (bossy!)

– Adverbs (-ly words)

– Rhetorical questions (?)

– Captions (picture labels)

– Prepositions (where?)

 

  • What is missing from this instruction page? Why not have a go at making the lizard card, to help you consider whether there are any other features that you feel should have been used in order to give you more information and detail for completing the card?

 

To see a larger version of this instruction page, please take a look at the document below:

 

PDF link:

 

https://www.teachingideas.co.uk/sites/default/files/theinstructionwritingpack.pdf

 

Support

 

* For those who complete separate guided reading activities, have a go at the following task…

 

 

  • Read each instruction. Draw a picture to show each step within the instruction.

 

  • Write a short statement beneath each image, telling the robot what to do. How can you break the instructions down into smaller, simpler steps?

 

For a larger version of the cards above (you are welcome to cut and stick them, if you would prefer to), take a look at the document below:

 

PDF link:

 

https://www.teachingideas.co.uk/sites/default/files/theinstructionwritingpack.pdf

 

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

 

 

Writing activity

 

To continue your learning on Instructions that you completed as part of this week’s reading comprehension task, we would like you to have a go at the following tasks in order to help you apply the skills that you have already started to identify from WAGOLL instruction texts (What A Good One Looks Like). Once you have made your set of instructions, why not email them to the classroom email account so we can celebrate your great effort?

 

Lesson 3: https://classroom.thenational.academy/lessons/identifying-the-features-of-a-text-0a55e8

 

Lesson 4: https://classroom.thenational.academy/lessons/spag-focus-adverbials

 

Lesson 5: https://classroom.thenational.academy/lessons/write-a-set-of-instructions

 

Challenge

 

* Fancy a challenge? Give the following task a try…

 

 

  • Can you put these instructions into the correct order?

 

  • Use a coloured pen to include adverbs to each step (-ly words). Do your adverbs make sense with each verb you have been given? g. Carefully divide the mixture, place the cases equally on a baking tray.

 

  • Now try another coloured pen to include any time connectives that you feel would help show the logical order of each step, g. Firstly, use an electric whisk, or After that, place the ingredients in a bowl..

 

For a larger version of the cards above (you are welcome to cut and stick them, if you would prefer to), take a look at the document below:

 

PDF link:

 

https://www.teachingideas.co.uk/sites/default/files/theinstructionwritingpack.pdf

 

Support

 

* Too tricky? Why not take a look at the activity below…

 

 

 

 

 

 

 

 

 

Think of a simple daily chore that you would like help with (e.g. making your breakfast cereal in the morning). What are the main steps that you would need to tell the robot to do? How can you be as ‘bossy’ as possible and ensure that your instructions are in clear steps, so that there is no risk of your robot becoming confused?

 

There are plenty of ideas to inspire you, on page 6 and 7 of this handy document…

 

PDF link:

 

https://www.teachingideas.co.uk/sites/default/files/theinstructionwritingpack.pdf

 

 

Spelling

 

This week, we would like you to revise the following Y3/4 spelling words from our list. These should also help you during your reading and writing activities for this week.

 

caught         centre         century        certain        circle        decide        describe

 

Challenge:

 

* Fancy a challenge? Give the following task a try…

 

Can you practise your spelling words for the week by using spelling spirals and staircases? Why not try a spelling doodle in order to practise each word in different sections of the drawing you have made?

 

Support:

For those working on Y2 common exception words, use the following online ‘Practise/Test’ to listen to your spelling words within sentences, then fill the gaps.

 

https://spellingframe.co.uk/spelling-rule/139/35-Common-exception-words

 

 

Maths

 

Lesson 1: https://classroom.thenational.academy/lessons/measures-choosing-appropriate-measures

 

Lesson 2: https://classroom.thenational.academy/lessons/measures-converting-between-mm-and-cm


Lesson 3:
https://classroom.thenational.academy/lessons/measures-converting-between-cm-and-m

 

Lesson 4: https://classroom.thenational.academy/lessons/measures-capacity-and-mass

 

Lesson 5: https://classroom.thenational.academy/lessons/measures-solving-measures-problems

 

Challenge

 

Too easy? Have a go at the problem solving task on capacity, below. If you would like to view it  from the website, visit:

 

https://nrich.maths.org/5979

 

 

For a downloadable copy of the measuring cylinders, please open the link below:

 

PDF link:

 

Maths Problem Solving challenge

 

Oh, Harry!

 

A group of eight children in Class 6 were measuring water using measuring cylinders. They coloured the water to make reading the scales easier.

They lined up the cylinders in two neat rows, each labelled with a child’s name and the amount they had measured out.

Then Harry opened the window and the wind blew most of the labels onto the floor! “Oh! Harry!” they all wailed. Can you re-label the cylinders for them?

 

Ahmed had measured out just a thousand millilitres and Belinda twice as much as Ahmed.

Grace had measured out three-quarters of the amount that Belinda had done and Freddie had half the amount that Ahmed had measured out.

Which were their cylinders?

 

Callum had coloured his water blue. How much did he measure out?

Ellie had coloured her water pink and Dan coloured his orange. How much did they measure out?

“Don’t drink that!” Harry had laughed, pointing at Dan’s cylinder, “It’s not orange juice!” As his hand stretched out he knocked over his red liquid. “Oh! Harry!” they all wailed again.

How much was left in Harry’s cylinder after the accident?

 

Support

 

* For those who have additional support during maths activities in school, please take a look at the following tasks to support your learning…

 

 

Pouring the Punch Drink

 

Task One:

There are four jugs.

The largest holds exactly 9 litres of drink, and is filled to the top.

The 7 litre, 4 litre and 2 litre jugs are empty.

Find a way to pour the drink from one jug to another until you are left with exactly 3 litres in three of the jugs.

 

Task Two:

You have three jugs one of which is full and holds 8

The capacity of other jugs is not known. But, it is known that when using them every whole number quantity from 1 litre to 8 litres can be accurately measured out.

What could be the capacities of the 2 other jugs?

How would you measure all the whole number quantities from 1 to 8 litres?

 

Please note:

To have a go at this task at home, why not make the measurements smaller? e.g. what if each measurement was in millilitres (ml) instead of litres (L)…  Use cups in your kitchen to transfer each amount of liquid.

 

Remember that Sumdog, Times Table Rockstars and My Maths have also been updated with activities.

 

Computing

 

Visit the ‘hour of code’ website below and have a go at the following activity on responsible recycling and production, which forms part of the UN’s Sustainable Development Goals project.

 

https://www.tynker.com/ide/v3?p=5ef3774af66bbc6c3768d5b6

 

How can we dispose of our litter and use energy in a responsible way?  Can you use coding to help you create a Google logo that promotes the environment and how we can care for wildlife? Watch the video tutorial below and then access your Google task through the second weblink below.

 

Video tutorial:

 

https://csfirst.withgoogle.com/c/cs-first/en/create-your-own-google-logo/create-your-own-google-logo/create-your-own-google-logo.html

 

Google activity: 

 

https://scratch.mit.edu/projects/177224273/editor

 

 

Science

 

Due to the fabulous summer heat wave we have been experiencing recently, now seems an excellent time to revisit some of our learning on States of Matter.

This week, we would like you to have a go at the following Science experiment. Can you find an item to freeze in water? What temperature does the water freeze at?

 

https://theimaginationtree.com/freezing-and-melting-objects-in-ice/

 

Once you have frozen your item, how could you get it back out of the ice again? There are many ways, can you find out which method is the quickest and explain why? Clue: can you remember how a solid turns back into a liquid? See if you can use your scientific knowledge to draw a labelled diagram of your item before, during and after the experiment. Can you include key words and temperatures, for each stage?

 

 

Religious Education – Miss Honeywell

 

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?

 

Family STEM activity – Miss Stapley

 

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.

 

Music – Mrs Sumba

 

Hans Zimmer

 

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

 

Hans Zimmer – Earth – BBC Teach

Hans Zimmer has composed Earth especially for Ten Pieces. The piece is his personal celebration of the planet we live on. With his trademark sense of scale and drama, Hans captures the majesty and …

www.bbc.co.uk

 

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?

 

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

Home Learning 19.06.2020

Hello everyone!

We hope you have had a lovely weekend and was able to enjoy the sunshine. Once again it has been fantastic hearing about what you are doing at home and all the hard work that has taken place. Thank you for using the class emails and showing us your creative work!

Miss Jackson-Nash has found it tricky to get in as many walks this week due to the weather being rubbish! Luckily Miss Jackson-Nash is teaching at school and it is very surprising how many steps you do whilst teaching! She has also made more yummy treats and using up some Easter eggs that you kindly brought her back in March time!

Miss Honeywell has also been very busy at school this week but has managed to enjoy the sun and find the time to cook more delicious bakes! Take a look… mmmm!

 

Reading –  News report.

The last few weeks you have been focusing a lot on fiction texts along with character descriptions and story setting. In order to write a gripping news report, though it is non-fiction, it is still important to use the fantastic writing skills you have used in these last few weeks. These skills include expanded noun phrases, use of vibrant vocabulary and paragraphs etc.

Your first task is to have a look at this news report, once you have read it click on the link for lesson one from Oaks academy.

Lesson 1: https://classroom.thenational.academy/lessons/news-report-reading-comprehension-fact-retrieval

In lesson 1, read the text and then on the worksheet slide answer the questions. You will need to use your fact retrieval skills.

Lesson 2: https://classroom.thenational.academy/lessons/news-report-reading-comprehension-inference/

In lesson 2, familiarise yourself with the news report and then using your comprehension skills , answer the questions giving evidence.

**Support: For those who complete separate guided reading activities, have a go at the following task-

Fact retrieval – read the following newspaper report. Can you answer these question?

Where did Farmer Fred take his Turnip?

How do you know the turnip was big?

When did Farmer Fred plant his turnip and how did he look after it?

Do you think it was easy pulling up the turnip? Explain your answer using evidence from the text.

 

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

Writing –

Now we are going to write our own newspaper report. Follow the Oaks Academy lessons and complete the worksheets on each slide.

Lesson 3: https://classroom.thenational.academy/lessons/news-report-identifying-the-features-of-a-text/

Lesson 4: https://classroom.thenational.academy/lessons/news-report-spag-focus-inverted-commas

Lesson 5: https://classroom.thenational.academy/lessons/news-report-write-a-news-report

**Support: If you are finding these tricky have a go at this task.  Looking at the newspaper report, can you identify the key features?

Checklist:

Name of the newspaper, headline, reporters name, opening, sub-heading, picture, caption, advert, extra information.

Spellings –

This week, we would like you to revise the following Y3/4 spelling words from our list. These should also help you during your reading and writing activities for this week.

Therefore    Though    Through    Thought    Various Accidentally 

Please note:

For those working on Y2 common exception words, use the following online ‘Spelling Tiles’ games (there are four to choose from).

https://spellingframe.co.uk/spelling-rule/139/35-Common-exception-words

 

Maths –

Last week, you started looking at Area and Perimeter, to follow on form this we will be continuing with the sessions looking at lessons 6-10. If you need reminding of anything from the previous week, please do not hesitate to go back to previous lessons.

Lesson 6: https://classroom.thenational.academy/lessons/area-part-1-estimating/

Lesson 7: https://classroom.thenational.academy/lessons/area-part-2-calculating/

Lesson 8: https://classroom.thenational.academy/lessons/area-part-3-cm2/

Lesson 9: https://classroom.thenational.academy/lessons/area-part-4-m2/

Lesson 10: https://classroom.thenational.academy/lessons/area-part-5-application/

Challenge:

**Support: If the lessons above are too tricky, try the following activity.

Watch the video to remind yourself of what area is.

https://www.bbc.co.uk/bitesize/topics/zrwkgwx/articles/zwqt6fr

Remember when calculating the area of a square or rectangle you need to multiply width x height.

Can you find the area of these shapes? Remember use your times table skills and strategies to help you.

Remember that Sumdog, Times Table Rockstars and My Maths have also been updated with activities.

Topic – Windrush

Read the poem Windrush child by John Agard. You can also watch John Agard read the poem:

Windrush Child by John Agard

Behind you

Windrush child

palm trees wave goodbye

 

above you

Windrush child

seabirds asking why

 

around you

Windrush child

blue water rolling by

 

beside you

Windrush child

your Windrush mum and dad

 

think of storytime yard

and mango mornings

 

and new beginnings

doors closing and opening

 

will things turn out right?

At least the ship will arrive

in midsummer light

 

and you Windrush child

think of grandmother

telling you don’t forget to write

 

and with one last hug

walk good walk good

and the sea’s wheel carries on spinning

 

and from that place England

you tell her in a letter

of your Windrush adventure

 

stepping in a big ship

not knowing how long the journey

or that you’re stepping into history

 

bringing your Caribbean eye

to another horizon

grandmother’s words your shining beacon

 

learning how to fly

the kite of your dreams

in an English sky

Windrush child

walking good walking good

in a mind-opening

meeting of snow and sun

https://www.bing.com/videos/search?q=windrush+child+by+john+agard&docid=608007974119868160&mid=B1897CD8A635A6D900E2B1897CD8A635A6D900E2&view=detail&FORM=VIRE

Explain to children that the SS Wind rush docked in Tilbury on June 21st 1948. This was the start of post-war migration to Britain from the Caribbean. Between 1948 & 1970 nearly 500 thousand people left their homes in the West Indies to come to Britain. They were all British citizens and has the right to work and settle in Britain. They came for various different reasons; most responded to a call from Britain for workers in the transport system, the postal service and hospitals; some came to work for a while before returning home with money they had saved, others were looking for better opportunities for themselves and their families. Many were also soldiers who had fought for Britain during World war 2.

  Task 1: Using an Atlas or researching on the internet, can you find the countries such as Jamaica, Trinidad or other West Indian islands. Once you have found them, using a map can you mark the journey of SS Windrush?

Empire Windrush started at Trinidad and headed north up the Caribbean via Kingston, Tampico, Havana and Bermuda then over Atlantic Ocean to Tilbury.

Task 2: Research and make notes on the climate in the West Indies and how it differs from British climate. What else differs?

Task 3: Now you have a clear understanding on what SS Windrush was and where the many people had migrated from we would like you to imagine you are one of those people. Write a letter or postcard to your family back home in the West Indies. Describe what Britain is like compared to the West Indies (climate, houses, food, transport etc) and how the people of Britain are treating you. How do you feel about it? Was it what you were expecting?

Science –

Last week you revisited electric circuit and it has been fantastic to hear the brilliant electrical objects you have managed to make work by successfully creating a closed circuit! We will be going back to circuits but before we do, there is just one more session on sound we would like you to explore.

Over the last few weeks we have been conducting lots of science experiments to explore sound.

Now we should understand that sound is made from vibrations that travel in the air. This week we are going to explore how the sound enters our ears and how our ears work.

Watch the video – https://www.bbc.co.uk/bitesize/topics/zgdmsbk/articles/zkdkmfr 

If you want more information about the ear, check out the rest of the bitesize page, or watch videos on youtube!

Your task for Science this week is to create a diagram or model of the ear with labels of each part and its function. You might even want to try and build your own ‘ear’ to see how it works.

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

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 anyone!

STEM – 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).

 

Art –

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 like 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:

Home learning w.b. 12.06.20

Hello everyone!

 

Another week, another blog post! We would like to say a huge well done and thank you to all of the children and their families, with regards to all of the hard work that has taken place to ensure pupils at home continue to engage with and complete their home learning tasks over the past few weeks. All of our staff at St. Peter’s miss the children very much however we have particularly enjoyed contacting families via telephone calls and emails as a means of keeping in touch with everybody. There has been an excellent variety of creative home learning projects completed by the children recently – please feel free to continue sending a piece of home learning you are proud of each week, to the classroom email account, and we shall reply to you with feedback and/or a praise phrase as soon as we can!

 

Once again, Miss Honeywell has been up to more of her yummy bakes! This week, she has made a delicious lemon drizzle traybake as well as some healthy breakfast banana muffins. Have you tried any new healthy recipes with your family? She also found a very interesting surprise waiting for her by the front door when she got home – a male stag beetle, which is an endangered species and very rare to find in the UK! Take a look…

 

 

Meanwhile, Miss Jackson-Nash has been busy continuing her steps challenge and she has been making lots of new healthy recipes for her breakfast, lunch and dinner time meals. She really enjoyed making the delicious foods below… Take a look!

 

 

 

 

 

 

 

 

 

 

 

Reading comprehension

 

Fiction – word choices

 

Last week, you completed a series of activities in order to help you read and then build your very own character descriptions.

 

To consolidate this learning, we would now like you to take a look at the following reading comprehension tasks – the activities shall enable you to examine the specific word choices of story writers, as well as the impact that these descriptive choices and details may have upon a reader.

 

Please take a look at lesson 1-2 from Oaks Academy (story module) to learn more about how to describe a setting as well as a key character, when writing a story…

 

Lesson 1: https://classroom.thenational.academy/lessons/story-reading-comprehension-word-meaning/

Lesson 2: https://classroom.thenational.academy/lessons/story-reading-comprehension-fact-retrieval/

 

Once you have visited the websites above, use the Fantastic Beasts story you have read and the image below to complete a skills chart on the ‘Niffler’ creature (this will help you when completing the Fantastic Beasts story, which shall form the final outcome of your writing home learning task for this week – scroll down further on our blog post to access this section).

 

 

Expanded noun phrase

Dialogue Fronted adverbials

Figurative language (simile)

e.g. The greedy, hairy Niffler. 

e.g. “Niffler, leave the gold coin alone!” cried Newt, suddenly. e.g. When the Niffler thought nobody was looking,

e.g. As sneakily as a robber, the Niffler took the shiny coins.

 

 

     
 

 

     

 

Support

 

* For those who complete separate guided reading activities, have a go at the following task…

 

 

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

 

Writing activity

 

Fiction – story writing

 

Main Task

 

Now we are going to have a practise at a combination of character and setting descriptions, which can be used to engage a reader and make them want to follow through the rest of a story. Please take a look at the following link from Oaks Academy and complete lessons 3-5 of the story module on the Oaks Academy website. Can you apply the skills of expanded noun phrases, 5Ws (who, what, where, when, why) and fronted adverbials to ‘set the scene’ when continuing the tale of the Fantastic Beasts? Don’t forget to use the chart you produced at the end of this week’s reading activities, in order to help you…

 

Lesson 3: https://classroom.thenational.academy/lessons/story-identifying-the-features-of-a-text

Lesson 4: https://classroom.thenational.academy/lessons/story-spag-focus-fronted-adverbials

Lesson 5: https://classroom.thenational.academy/lessons/story-continue-a-story

 

Support

 

* Too tricky? Why not take a look at the story starter and then complete the activity below it…

 

 

She turned in the saddle and looked behind her. Emma could see the others gaining on her. Digging in her heels, she whispered some words of encouragement in the ostrich’s ears as it burst into full speed. They were making good time, but there was so far still to go…

Is this a race, or another adventure?           https://www.pobble365.com/the-great-race

 

Can you continue the story, using:

 

– Expanded noun phrases (e.g. the big, brave ostrich)

– Fronted adverbials (e.g. As the weather began to change,)

– Dialogue (e.g. “Quick, run faster!” I called, desperately)

 

Spelling

 

This week, we would like you to revise the following Y3/4 spelling words from our list. These should also help you during your reading and writing activities for this week.

 

             special             straight             strange         

    strength             suppose             surprise

 

Please note:

For those working on Y2 common exception words, use the following online ‘Spelling Tiles’ games (there are four to choose from).

https://spellingframe.co.uk/spelling-rule/139/35-Common-exception-words

 

Maths

 

Geometry: perimeter and area

 

To continue your learning on shape, we would like you to take a look at the following tasks (lessons 1-5) on finding the perimeter and area of different shapes, from Oaks Academy:

 

Lesson 1: https://classroom.thenational.academy/lessons/area-and-perimeter/

Lesson 2: https://classroom.thenational.academy/lessons/area-and-perimeter-80465f/

Lesson 3: https://classroom.thenational.academy/lessons/area-and-perimeter-047bb0/

Lesson 4: https://classroom.thenational.academy/lessons/area-and-perimeter-e13019/

Lesson 5: https://classroom.thenational.academy/lessons/area-and-perimeter-f0588e/


 

 

Support

For those who have additional support during maths activities in school, please take a look at the following ‘counting’ tasks on area and perimeter…

What can you say about these two shapes?

 

 

What is the area of each one? Which has the biggest area?

(count the squares inside the shape, cm2)

 

What is the perimeter of each one? Which has the smallest perimeter?

(count the sides of the squares around the outside edge, cm)

 

Use one colour for counting the perimeter and another colour for the area of the shapes on these cards (PDF link available below).

 

 

PDF link: Area and perimeter support task

 

Remember that Sumdog, Times Table Rockstars and My Maths have also been updated with activities.

 

Topic – History

 

To revise your History learning on Anglo Saxons and the Vikings – and to see what you can remember! – can you have a go at making a Quiz round to use for a Zoom, WhatsApp or FaceTime family quiz night?

 

Why not use the National Geographic for Kids fact files below, to support you with your questions and answers?

 

https://www.natgeokids.com/uk/discover/history/general-history/anglo-saxons/

https://www.natgeokids.com/uk/discover/history/general-history/10-facts-about-the-vikings/

 

Once complete, have a go at these incredibly fun online games, to help deepen your understanding of these fascinating time periods and explore the worlds of the Anglo Saxons and Vikings…

 

https://gridclub.com/activities/vikings

https://gridclub.com/activities/anglo-saxons

 

Please note: You will need to enable ‘flash’ on your computer settings, to view these history activities.

 

Science

 

Over the past couple of weeks, we have focused upon Sound and Vibrations as part of our Science home learning. This week, we would like to revisit your work on Electricity from earlier this year – we are going to revise electrical safety, circuits and symbols. Enjoy!

 

Please note: You will need to enable ‘flash’ on your computer settings, to view these science activities…

 

First of all, have a go at the following task to help you remember about the key components of an electrical circuit. Click ‘diagram’ on the activity in order to see how the parts of the circuit look when represented by their symbol drawings.

 

https://www.sciencekids.co.nz/gamesactivities/electricitycircuits.html

 

Now let’s look a bit more closely at the circuit and explore electrical conductors and insulators. Can you remember what these Science terms mean? Which type of materials would help electricity to flow through a circuit successfully? Which ones would not be able to? Have a go…

 

https://www.sciencekids.co.nz/gamesactivities/circuitsconductors.html

 

As a challenge, use what you have learnt to try the selection of electricity tasks on the following website. How creative and efficient can you be when designing your own circuits?

 

http://www.primaryhomeworkhelp.co.uk/revision/Science/electricity.htm

 

Music – Mrs Sumba

 

Antonio Vivaldi

 

Go to the website below and watch Stephanie Childress’ video about Antonio Vivaldi.

https://www.bbc.co.uk/teach/ten-pieces/classical-music-antonio-vivaldi-winter-from-the-four-seasons/zf98bdm

 

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.

 

Challenge

Why not listen to another piece from Vivaldi’s Four Seasons- Spring, Autumn or Summer?

 

Religious Education – Miss Honeywell

 

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 STEM activity – Miss Stapley

 

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

 

 

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

 

Home Learning – 5.6.2020

Hello everyone!

We hope you’re doing well and have enjoyed the beautiful, hot sunshine during the half term last week. We also hope you have had a well deserved rest because home schooling and being in lockdown can be challenging and tiresome! It was lovely catching up with you these last few weeks and seeing your fantastic work! We are hoping to put a blog post up very soon to show case all the fantastic work you have completed whilst at home. So if you are really proud of something you have made, wrote or even cooked, send a picture using the class email!

Miss Jackson-Nash has kept up with her walking. Her and her fiancé have now reached over 1,200,000 steps! We only have 500,000 to go and then we complete the challenge! She has also enjoyed making yummy breakfasts before school this week!

 

Miss Honeywell enjoyed her half term. She also went on lovely walks and spent time in the garden with the BBQ!  Though is happy to be back at school seeing some of your lovely faces.

Reading –

This week, your learning focus is based on key language and why the author chooses particular words to create an impact upon the reader. Take a look at the following link from Oaks Academy and complete lessons 1-3 of the character description section on the website. (scroll down to the ‘Character description’ topic)

https://www.thenational.academy/online-classroom/year-4/english#subjects

Support: For those who work on separate guided reading tasks, take a look at the following link from Oaks academy and complete lessons 1-3 and look at the character description module.

Lesson one: https://www.thenational.academy/year-2/english/the-firework-makers-daughter-to-make-inferences-year-2-wk2-1

Lesson 2: https://www.thenational.academy/year-2/english/the-firework-makers-daughter-to-make-inferences-year-2-wk2-2

Lesson 3: https://www.thenational.academy/year-2/english/to-identify-the-key-features-of-a-character-description-year-2-wk2-3

Continue with your 20-30 minute daily reading. It has also been wonderful to hear that so many children are reading and finishing books. So as a challenge, can you write a book review? Tell us what you liked and dislikes about the book, who your favourite character was. Can you summarise the book?

Writing:

Now you are going to revise subordinate clauses in lesson 4 from Oaks academy which you will be able to add into your own character description which is detailed in lesson 5.

Can you write your own character description? Think about what your creature might look like; where it lives; what features it has; what it eats and what personality and traits it has.

https://www.thenational.academy/online-classroom/year-4/english#subjects (Scroll down to the bottom and click on the topic ‘Character description’

Lesson 4: https://classroom.thenational.academy/lessons/character-description-spag-focus-subordinate-clauses/

Lesson 5: https://classroom.thenational.academy/lessons/character-description-write-a-character-description-bceff8/

Please note:

Those who are in a separate group fro guided reading, continue with Oaks academy lessons you focused on during the reading comprehension task. (character description lesson 4-5) https://www.thenational.academy/online-classroom/year-2/english#subjects

Lesson 4: To identify and use expanded noun phrases. Watch the video and the teacher will explain what you need to do.  https://www.thenational.academy/year-2/english/to-identify-and-use-expanded-noun-phrases-year-2-wk2-4

Lesson 5: Can you write a short character description about the White elephant using expanded noun phrases? Look at the example to help you remember what an expanded noun phrase is.  https://www.thenational.academy/year-2/english/to-write-a-character-description-about-the-white-elephant-year-2-wk2-5

Here’s an example of expanded noun phrases – It was a bright, sunny day. The trees were swaying in the cool, fresh breeze and the birds were tweeting. The little boy could see a tiny, red boat moving across the shiny, sparkling water.

Do not forget the comma!

Spelling/Vocabulary –

This week’s spellings are words that we are challenging you to use within your character descriptions. (if you have already completed your character description, have a go at editing them in).  Word meaning is very important for character description, so along with practising these spellings, research each word so you have a clear understanding of each. Use this template for each word.

Please note:

For those working on Y2 common exception words, use the following online ‘against the clock’ game (use ‘single player’ mode).

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

 

Maths –

This week, your learning focus is based on shape and symmetry. Take a look at the following link from Oaks Academy (scroll down to the bottom of the page until you see the topic Shape and Symmetry) and complete lessons 1-5.

https://www.thenational.academy/online-classroom/year-4/maths#subjects

Lesson 1 :

https://www.thenational.academy/year-4/maths/shape-and-symmetry-to-compare-and-order-angles-year-4-wk6-1

Lesson 2: https://www.thenational.academy/year-4/maths/shape-and-symmetry-to-identify-right-angles-year-4-wk6-2

Lesson 3 : https://www.thenational.academy/year-4/maths/shape-and-symmetry-to-identify-acute-and-obtuse-angles-year-4-wk6-3

Lesson 4: https://www.thenational.academy/year-4/maths/shape-and-symmetry-to-investigate-angles-within-shapes-year-4-wk6-4

Lesson 5: https://www.thenational.academy/year-4/maths/shape-and-symmetry-to-solve-problems-based-on-angles-year-4-wk6-5

Support: If you find this too tricky try these links:

Lesson one: https://www.thenational.academy/year-2/maths/to-identify-shapes-by-the-number-of-sides-and-vertices-year-2-wk1-1

Lesson two: https://www.thenational.academy/year-2/maths/to-identify-right-angles-in-shapes-year-2-wk1-2

Lesson three: https://www.thenational.academy/year-2/maths/to-recognise-lines-of-symmetry-within-2-d-shapes-year-2-wk1-3

Once you have completed the three lessons can you complete the work sheet-

Remember that Sumdog, Times Table Rockstars and My Maths have also been updated with activities.

Maths frame, bbc bitesize, topmarks are also  fantastic maths sites with loads of free mathematical games!

Topic:

On Saturday 30th May 2020 you may have been lucky enough to see SpaceX rocket that was launched into Orbit about 250 miles above Earth! It is extraordinary how advance our technology is and that we are able to explore space and potentially in the future visit others. I was thinking about how lucky Buzz Aldrin, Neil Armstrong and few others are to have been given the opportunity to visit and walk on the moon!

That’s when A big ‘What if?’ question popped into my head.

What if you lived on the moon?

Can you design your own home if we lived on the moon? Think about what we would need to survive.

 

If that doesn’t take your fancy, look at this big ‘What if question?’

Last term we were talking about the dangers of global warming and the impact it would have on our planet. This included the sea levels rising which could cause us many problems!  Can you imagine in a thousand years’ time there might be some countries that have engulfed by the sea? How would keep humans and animals safe? That’s when a big ‘what if?’ question popped in my head.

What if we lived under water?

To live under the sea, you’d need access to air, food, energy, and protection from many things that could harm you: high pressure from the water, strong currents, predators, lava from under water volcanoes, hot acid from vents in the crust, and possibly, very cranky krakens!

Learn more about the ocean by researching deep-sea facts. Once you have done this, use your facts and knowledge to design your Deep Sea Dwelling (Under water home/city)

DT/Science:

Sound: As we have been studying lots about sound, Can you make your own musical instruments? What about a musical box? Think about the pitch and tempo you want to create. What materials could you use?

Here is an example of a guitar you could make. The guitar and violin are both string instruments. Here’s an experiment to see how strings make musical notes.

You will need – shoe box with lid, scissors, some pencils that are the same thickness, larger elastic band.

Watch this video to help you –

https://www.youtube.com/watch?v=V3KGrxmic6k

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

 

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?

 

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 magazinesIt 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

 

Stem:

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

Friday 29th May 2020

Home learning                  29.05.2020

 

Hello everyone!

 

We hope that you are doing well and that you have all managed to enjoy the beautiful sunshine over half term, whilst keeping safe! The Year Four team are looking forward to continuing phone calls home and email correspondence once we return to daily home learning after half term. We would like to say a huge well done to all of our students who have demonstrated the skills of commitment and self-discipline when completing their learning tasks. Finding it tricky to settle into a new routine? Why not create your very own timetable – be sure to have a good balance between learning time and exercise out in the fresh air!

 

This week, Miss Honeywell went on a lovely walk along the Kingley Vale nature trail and enjoyed a yummy picnic in the sunshine. She also created a delicious selection of blueberry and cherry breakfast muffins which she has been enjoying each morning in her garden…  take a look!

 

 

Meanwhile, Miss Jackson-Nash has been busy cooking some delicious new recipes at home! She would also like to introduce one of her new kittens to you all – this little one is called Stewie, how sweet!

 

 

Reading comprehension

 

Poetry – language, meaning and word choices

 

This week, your learning focus is based on poetic language and why poets choose particular words to create an impact upon the reader. Take a look at the following link from Oaks Academy and complete lessons 1-3 of the poetry section on the website.

https://www.thenational.academy/online-classroom/year-4/english#subjects

 

Support

 

* For those who work on separate guided reading tasks, take a look at the poem below and use coloured pencils to circle any:

  • Alliteration
  • Similes
  • Metaphor
  • Rhyme
  • Repetition

 

Flying Popcorn

 

A piece of popcorn

Escaped from the pan

And flew across the kitchen

Like superman!

 

It ping-ponged back and forth

Between the oven and the freezer

Then it shot up to the ceiling

Like a daredevil trapeezer.

 

I tried and tried to catch it

But it never missed a trick

So finally I gave up

And ate a liquorice stick.

 

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

 

Writing activity

 

Poetry – expanded noun phrases

 

Main Task

 

Now we are going to revise our learning on expanded noun phrases and how these can be used to add detail to a poem. Take a look at the following link from Oaks Academy and complete lessons 4-5 of the poetry section on the website. Can you write your own repetitive poem?

 

https://www.thenational.academy/online-classroom/year-4/english#subjects

 

Challenge

Can you use alliteration within your expanded noun phrases, to create further sound effects? For example, ‘The plopping, dripping droplets beat steadily against the window pane’.

 

Support

* A bit too tricky? Why not try to create your own sound poem instead, using the following image from https://www.pobble365.com/without-gravity

 

 

Extension:

Which sounds would you hear? How would the items move around the room? See if you can use similes and alliteration to describe them in your poem.

 

Spelling

 

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

 

disappear       early        earth       appear        breath       increase

 

Can you use a highlighter to show where the ‘ea’ digraph is found in each word? Does the digraph always make the same type of sound each time? Have a practise out loud…

 

Based on the sound the digraph makes in each word, can you put these spelling words into different groups or categories? How many groups have you made? Are there any words that do not fit into a group? Why?

 

Please note:

For those working on Y2 common exception words, use the following online ‘Egg Hunt’ game (use ‘single player’ mode).

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

 

Maths

 

Interpreting data – graphs, charts and tables

 

Please note:  You will need to enable ‘flash’ on your (computer) settings for these activities…

 

Warm up

 

This week, we shall be focusing upon data handling and how we can present and interpret data and information from different types of graphs. Take a look at the following task on the website below:

 

http://www.skoool.com.eg/english/skoool_bundle/content/primary/maths/data_handling/index.html

 

Main Task

 

Have a go at the following graphs adventure – can you work out how much antidote will be needed to defeat the plague? Use your knowledge of tally charts, bar graphs and pictograms to complete this extremely fun activity!

https://www.topmarks.co.uk/Flash.aspx?a=activity21

 

Challenge

 

There are thirty children in Moon Class. All the first part of the summer term they had been doing a project collecting data about themselves and making all sorts of lists, charts and graphs to present it.

 

 

Now it is June and they are going to present all they have done in the project to the whole school. There is double excitement in the classroom that day because it is also one of the children’s birthdays.

 

Here is some of the work they have done:

 

 

On what day did the class present their work at school? Explain how you used the information to help you. Was there any data you did not need, to reach your answer?

 

Support group

 

Tim’s class collected information about all their pets. They have six different kinds of pets between them

This is the block graph they are making to show how many of each pet the class has altogether.

 

 

The children have not yet put in the animal names under each column. Can you do this for them using the information below?

 

There are two less cats than dogs.
Only one child has a parrot at home.
The number of fish added to the number of gerbils is equal to the number of dogs.
There are twice as many fish as hamsters.
There are half the number of gerbils as there are cats.

 

Remember that Sumdog, Times Table Rockstars and My Maths have also been updated with activities.

 

Topic / D&T

 

As part of your learning for our country study on Hawaii, can you use the recipe below to make yourself and your family members at home a delicious, fruity tropical smoothie that will keep you refreshed in the summer sunshine? Take a look: https://www.superhealthykids.com/recipes/hawaiian-berry-smoothie/

 

Safety first! Don’t forget to ask an adult to supervise as you chop up and prepare your fruity ingredients…

 

Hawaiian berry smoothie:

 

Ingredients

  • 1 medium orange
  • 3 medium bananas, frozen
  • 1 cup mango cubes, frozen
  • 1/4 cup orange juice
  • 3/4 cup yoghurt, fruit variety
  • 1/2 cup strawberries, frozen, unsweetened
  • 1/2 cup blackberries, frozen
  • 1/2 cup blueberries, frozen
  • 1/2 cup, thawed cherries, frozen, sweetened
  • 1/4 cup milk

 

Method

 

  1. Peel orange and add to blender. Add 2 of the bananas to the blender with the mango; top off with orange juice. Blend well. Add more orange juice while the smoothie is blending if it becomes too thick. Pour into another container and set aside.

 

  1. Prepare the second layer by adding yoghurt, berries, the remaining banana and milk to the blender. Blend well until smooth. Add more milk while the smoothie is blending if it becomes too thick.

 

  1. Layer the smoothie mixtures in glasses. Use a butter knife or popsicle stick to create designs inside the glass if desired. Top each smoothie with a toothpick filled with fruit for added fun!

 

 

Challenge:

Now create your own recipe for a Hawaiian smoothie or fruit juice!

Are your instructions clear enough for a person in your family to follow successfully?

How healthy is your smoothie? Refer to vitamins and minerals in your answer…

 

Science

 

Sound and Vibration – dancing sprinkles!

 

 

You might know sound is caused by vibrations, but did you know sound can also make things vibrate? You might have noticed this if you’ve ever been at a concert or in a car with the stereo volume turned up. Sometimes the sound is so loud that you can feel its vibrations! Sounds that loud, however, can damage your hearing—so in this project you’ll investigate quieter noises with something a little more fun!

 

This week, here’s a fun experiment to try – can you follow the instructions to SEE the sound waves in action?

 

Materials

  • Cup or bowl
  • Rubber band that fits around the cup or bowl
  • Clingfilm
  • Sprinkles (You can also use salt, but the sprinkles are easier to see.)
  • Large plate or tray

 

Preparation

  • Stretch a piece of Clingfilm  across the top of the bowl.
  • Use a rubber band to hold the Clingfilm in place.
  • Adjust the Clingfilm so it is as tight and as flat as possible with no wrinkles.
  • Put the bowl onto a plate or tray to catch any sprinkles that fall off.

 

Method

  • Bring your lips very close to the edge of the bowl without touching it.
  • Try humming loudly, and watch the plastic wrap closely. What happens? Can you see anything?
  • Add some sprinkles to the top of the plastic wrap.
  • Try humming again. Watch the sprinkles closely. What happens?
  • If nothing happens, try humming louder. What happens?
  • If nothing, try varying the pitch of your humming (higher or lower). What happens?
  • If the sprinkles fall off the bowl, add more of them as needed.
  • What happens after you stop humming?

 

Challenge

  • Extra: Try the activity with different-size granular materials. For example, what happens if you use tiny, spherical sprinkles versus bigger oblong shaped  ones? What about salt or grains of rice?
  • Extra: Try the activity with different size, shape and material containers. Can you find the best material or shape that carries sound waves at different pitches?
  • Extra: Try putting the bowl in front of a speaker and playing music. What happens?

 

Music – Mrs Sumba

 

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 – Mrs Pearson

 

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

 

Family STEM activity – Miss Stapley

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.

 

 

Friday 22nd May 2020

Hi everyone,

 

We hope that you are all well and keeping safe.

This half term, St. Peter’s will not be setting any new home learning tasks for the children to complete.

 

Instead, we would like to remind the children to continue their work on the following areas, over half term:

  • Daily reading (20-30 minutes)
  • Practise your number facts (this includes times tables, number bonds, etc.)
  • Catch up on any of the blog activities you may have missed over the last few weeks
  • Please note: a parent mail has been sent out with suggestions for ‘Month of Mary’ activities, IF your child would like to pick one to try, for fun.

 

New home learning tasks – including online Maths (i.e. Sumdog, Times Table Rockstars and My Maths) – shall be set for the children on the Y4 blog, as normal, after half term.

 

Take care and best wishes,

Year 4 team.