Home learning 29.05.2020
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!
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.
* For those who work on separate guided reading tasks, take a look at the poem below and use coloured pencils to circle any:
A piece of popcorn
Escaped from the pan
And flew across the kitchen
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.
Poetry – expanded noun phrases
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?
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’.
* 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
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.
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?
For those working on Y2 common exception words, use the following online ‘Egg Hunt’ game (use ‘single player’ mode).
Interpreting data – graphs, charts and tables
Please note: You will need to enable ‘flash’ on your (computer) settings for these activities…
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:
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!
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?
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:
- 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
- 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.
- 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.
- 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!
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…
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?
- Cup or bowl
- Rubber band that fits around the cup or bowl
- Sprinkles (You can also use salt, but the sprinkles are easier to see.)
- Large plate or tray
- 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.
- 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?
- 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
Go to the website below and watch Radzi Chinyanganya’s video about Johannes Brahms.
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
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:
Keep creating and keep safe!
Family STEM activity – Miss Stapley
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.
- 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.
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?
Try making a flip book. You can see how at rigb.org/ExpeRimental.