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:
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:
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
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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
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
 |
Grażyna Bacewicz learnt the violin and the piano as a child – and, throughout her life, she enjoyed composing music for both instruments, including piano sonatas and seven violin concertos.
www.bbc.co.uk
|
Why was Grazyna Bacewicz considered a musical trail blazer?
Now listen to the whole piece in the second video. Can you hear the morse code pattern v …- for victory?
Why not try creating your own secretive rhythms
eg. This is top secret.
Don’t tell 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).
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Expanded noun phrase |
Dialogue | Fronted adverbials |
Figurative language (simile) |
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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. |
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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.
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
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 :
Support: If you find this too tricky try these links:
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 magazines! It can be anything from cutting out shapes and creating your own abstract art, or landscape, to making something using Paper Mache. What you make can be left black and white or even painted (using watercolours is very effective). Whatever you create I’m sure you will ‘Make the headlines’ on the Art Blog!
Ideas to inspire you:
However, if this doesn’t appeal to you can still send any other art work to me and I will post that on the Blog too.
Please email your artwork to me:
n.pearson@stpeterswaterlooville.hants.sch.uk
Thank you
Keep creating and keep safe!
Mrs Pearson
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