Year 3 Zoom Meeting July 1st 13:30

Chris Chiverton is inviting you to a scheduled Zoom meeting.

As the children haven’t had a chance to see their friends for a while, I thought they could catch up via Zoom.

Topic: Mr Chiverton’s Year 3 Zoom Meeting
Time: Jul 1, 2020 01:30 PM London

Join Zoom Meeting
https://zoom.us/j/3707639400?pwd=MlcxZG94WlRNOFd5bWREZ00xTDdzUT09

Meeting ID: 370 763 9400
Password: 2wghku

To help it run more smoothly I recommend the following:

  • Download Zoom before the session. This will ensure you have this loaded before the session starts as this may take you 5-10 minutes to download.
  • Wear headphones to ensure the sound quality is not affected.
  • Close down other applications so they don’t impact on transmission speed.
  • When you join the session, please ensure your webcam is on (by clicking on Start Video) and also put yourself on Mute to limit any background noise (By clicking on Mute/Microphone) You will be able to unblock mute when you want to chat.

Yr 4 Zoom Meeting July 1st 11:30 am

Chris Chiverton is inviting you to a scheduled Zoom meeting.

As the children haven’t seen their friends for  a while, I thought it might be nice to have a catch up via Zoom.

Topic: Mr Chiverton’s Year 4 Zoom Meeting
Time: Jul 1, 2020 11:30 AM London

Join Zoom Meeting
https://zoom.us/j/3707639400?pwd=MlcxZG94WlRNOFd5bWREZ00xTDdzUT09

Meeting ID: 370 763 9400
Password: 2wghku

To help it run more smoothly I recommend the following:

  • Download Zoom before the session. This will ensure you have this loaded before the session starts as this may take you 5-10 minutes to download.
  • Wear headphones to ensure the sound quality is not affected.
  • Close down other applications so they don’t impact on transmission speed.
  • When you join the session, please ensure your webcam is on (by clicking on Start Video) and also put yourself on Mute to limit any background noise (By clicking on Mute/Microphone) You will be able to unblock mute when you want to chat.

Y5 Zoom meeting June 30th 13:30

Chris Chiverton is inviting you to a scheduled Zoom meeting.

As the children haven’t seen their friends for  a while, I thought it might be nice to have a catch up via Zoom.

Topic: Chris Chiverton’s Zoom Meeting
Time: Jun 30, 2020 01:30 PM London

Join Zoom Meeting
https://zoom.us/j/3707639400?pwd=MlcxZG94WlRNOFd5bWREZ00xTDdzUT09

Meeting ID: 370 763 9400
Password: 2wghku

To help it run more smoothly I recommend the following:

  • Download Zoom before the session. This will ensure you have this loaded before the session starts as this may take you 5-10 minutes to download.
  • Wear headphones to ensure the sound quality is not affected.
  • Close down other applications so they don’t impact on transmission speed.
  • When you join the session, please ensure your webcam is on (by clicking on Start Video) and also put yourself on Mute to limit any background noise (By clicking on Mute/Microphone) You will be able to unblock mute when you want to chat.

Year 6 Home Learning W/C June 29th

Hi,

What a difference in the weather this last week. I hope you have been able to enjoy it and haven’t been suffering from hay-fever.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at

c.chiverton@shawburystmarys.co.uk

There is now a new way of accessing Twinkl materials. You will need to type in a pin number in order to gain access to any materials that have been posted.

PE

I see that Joe Wicks  is only putting out video content a couple of times a week. That’s not a problem, as you can revisit any of the older sessions on his webpage.

Reading

I hope you have had a chance to access Cornerstones. I’ve used them a lot in the past and they provide good reading materials. Perhaps you could review something that you have read recently. You could also look at  Twinkl. You’ll find that they are often topical and will be differentiated. Pick the one that is most appropriate for your reading level.

Spellings

I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at plural nouns.

  1. dresses
  2. churches
  3. tomatoes
  4. heroes
  5. dominoes
  6. potatoes
  7. thieves
  8. knives
  9. wolves
  10. glasses

Maths

I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Video link

Lesson 1

Lesson 2 – Calculating ratio

Lesson 3 – Using scale factors

Lesson 4 – Ratio and proportion problems

Times Tables

Literacy

BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, some of you might like the chance to do some story writing. There are so many ways you could take your writing that I wouldn’t like to restrict you by saying you have to do it in a particular way. There are a few ideas to start you off from talk4writing but then it’s up to your fantastic imagination and creativity.

Science: The circulatory system

This week, I’d like you to:

  • Demonstrate how blood transports nutrients, water, gases and waste around the body.
  • Explore and demonstrate how the circulatory system works including the role of the heart.
  • Use video and online editing tools to create a video installation and a TV advert.

Activities

  1. Explore how the circulatory system works and be able to identify the role blood has within this.
  2. Accurately dramatise the processes of the circulatory system.
  3. Record and edit their dramatisation.

Think about what you have learnt about blood, the heart and how nutrients and water are absorbed and moved around the body. What is the role of the heart in sending oxygen, nutrients and water within the blood around the body? – it pumps blood around the body which carries all of these things around the body.

Humans have a double circulatory system, which means that the heart pumps blood to the lungs and back to get rid of CO2 and to pick up O2 before pumping the oxygenated blood around the body.

Do you remember the 3 types of blood vessel (artery, vein, capillary)? What do you think their role is. The arteries carry blood away from the heart (remember which does which by linking the ‘a’ for arteries with ’a’ for taking blood away from the heart) and the veins carry it back. The capillaries have thinner walls than the arteries and veins and allow nutrients, water and O2 to pass in and out of cells – they join the arteries with the veins. Find out 2 interesting facts about each type of vessel to share with a grown up. Watch the video about the circulatory system as a reminder of how the blood moves to all parts of the body dropping off O2, nutrients and water, and removing waste for expulsion from the body (gases, water, etc.). Can you remember the processes used to move nutrients and water across the capillary walls? (Diffusion/osmosis.) Watch the YouTube video as you are going to create your own drama (a bit like the double circulation one) that may use some of the ideas from this video but that also demonstrates the dropping off of oxygen, nutrients and water and the picking up of waste. Remember that a big healthy heart beats slower than a smaller or weaker heart.

I’d like you to make your own video version of the circulatory system. First, draw out a diagram of the system to show, using colour coding, how various components move around and are removed. They should include, in note form, the processes (e.g. diffusion) that are involved. Then plan and write a script to accompany your dramatic re-enactment. Remember to include waste products.

You could use online video editing software (e.g. www.kizoa.com) to polish and edit your videos.

Vocabulary
Circulatory system, heart, blood, blood vessels, pumps, oxygen, carbon dioxide, lungs, nutrients, water

Weblinks
Blood Circulation – through the Heart and body from www.YouTube.com
GCSE BBC Science Bitesize – Blood Circulation (to 3mins 18) from www.YouTube.com

Topic

This week I’d like you to develop your understanding of climate change and how the mountain environment can be endangered by human activity. Find out about eco-tourism and how it can help protect mountains.

You will:

  • Explain how climate change and global warming impact on the mountain environment.
  • Tell you how tourists pose a threat to the mountain environment.
  • Create a poster that explains how eco-tourism can limit the impact on the environment.

‘Climate’ What words or phrases can you think of when you hear that word.  Remember that the word climate is describing a general pattern of weather at a place.  Describe our climate here in the UK.  How is this different to somewhere like Mount Everest?

Through climate change and global warming our world is starting to warm up and the climates around the world are experiencing changes. Visit the National Geogrpahic link above to watch a short movie on the causes and impacts of global warming and climate change. After watching the video, What might happen because of increased world temperatures? (Mountain glaciers melt, deserts become drier, sea levels rise ‘swallowing’ up land). The people, plants and animals living in these places are all at risk.

So what causes world climate change?

When things burn, CO2 gas is released (Have you heard of it?).  We burn fuel to heat homes, power cars and make electricity. The problem is, we are cutting down trees which would use this CO2 so instead it sits in the atmosphere like a lid keeping all the sun’s heat in!

What about climate change in the Polar Regions? I’m sure you have seen the affects on the news. How is global warming affecting places like this? Can you think of somewhere with a similar climate? (Mountain peaks). The whole mountain environment and its inhabitants are at threat from global warming.

We have looked at human visitors to mountains, but thousands of people visit all sizes of mountains across the world for leisure and holidays.  We know global warming poses a threat to mountains, but What threat could visitors pose to the mountain environment? .

It is estimated that there are 17 tons of rubbish along every 1 km of the Everest Trail alone. Walkers wear away paths, tourists arrive in cars & planes that pollute the environment, hotels are built for the tourists & trees are cut down. Animals are scared or have their homes destroyed!

Look at ‘Ways we damage the environment’ and ‘Eco-Tourism’.

Ways in which we damage the Environment

  • Dropping litter
  • Flying in aeroplanes
  • Building hotels & houses
  • Failing to conserve natural resources
  • Wearing down of paths
  • Damaging natural habitats of animals
  • Over crowding

Eco-tourism

  • Generally speaking, eco-tourism focuses on local cultures, wilderness adventures, volunteering, personal growth and learning new ways to live on the planet.
  • ‘Responsible travel to natural areas that conserves the environment and sustains the well-being of local people’.
  • Increases environmental & cultural knowledge.
  • The main attractions are local culture, flora and fauna.
  • Minimises tourism’s own environmental impact.
  • Promotes affordability and lack of waste in the form of luxury.
  • Take nothing with you and leave nothing but footprints!

I’d like you to make an Ecotourism poster, which should demonstrate how people could still visit mountains but not harm their environment.  You should show a proper understanding of the threats to mountains and how they can be prevented.

Weblinks

http://video.nationalgeographic.com/video/way-forward-climate?source=relatedvideo  – film about climate change

http://www.ecotourism.org/ – Travel with purpose – a personal purpose and a global one

http://en.wikipedia.org/wiki/Ecotourism

https://www.explore.co.uk/about-us/responsible-travel – a travel company promoting responsible tourism

Art

Art ties in nicely with your science work.

Computing

If you can, take a  look at Scratch

Explore some of the tasks to familiarise yourself with how to use the programming software.

Remember, if you want to send any of your work through to  me, I would really like to see it.

Keep smiling,

Mr Chiverton:)

Maths answers

Some answers can’t easily be demonstrated. Check with a grown up to see how you have got on.

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Year 4 Home Learning W/C June 29th

Hi,

What a difference in the weather this last week. I hope you have been able to enjoy it and haven’t been suffering from hay-fever.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at

c.chiverton@shawburystmarys.co.uk

There is now a new way of accessing Twinkl materials. You will need to type in a pin number in order to gain access to any materials that have been posted.

PE

I see that Joe Wicks  is only putting out video content a couple of times a week. That’s not a problem, as you can revisit any of the older sessions on his webpage.

Reading

I hope you have had a chance to access Cornerstones. I’ve used them a lot in the past and they provide good reading materials. Perhaps you could review something that you have read recently. You could also look at  Twinkl. You’ll find that they are often topical and will be differentiated. Pick the one that is most appropriate for your reading level.

Spellings

I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at words ending in the suffix -ion.

  1. confession
  2. expression
  3. discussion
  4. admission
  5. permission
  6. submission
  7. session
  8. emission
  9. agression
  10. compression

Maths

I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Video link

Lesson 1 – Interpret charts 2020

Lesson 2 – Comparison sum and difference

Lesson 3 – Introducing line graphs

Lesson 4 – Line graphs

Times tables

The times tables sheets are for 3 weeks. Just complete the second one.

The answers for the White Rose maths are too large to upload so are shown as screen grabs at the bottom of this page.

Literacy

BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, some of you might like the chance to do some story writing. There are so many ways you could take your writing that I wouldn’t like to restrict you by saying you have to do it in a particular way. I thought it might be nice to give you the chance to write a story about a picture.

Question time!

What do you think caused this event to happen?

None of the houses appear broken or damaged. What does this suggest to you?

Are there still people inside the houses?

If you were Jake, how would you manage to save them?

How is it that the lights are still on?

Sentence challenge!

Adverbials

An adverbial phrase gives more detail about the verb.

Can you re-write the sentence below so that it begins with the adverbial?

He felt relieved after he had found his house.

Can you use fronted adverbials in your writing today?

Story starter!

He had only been away for a short time.

Upon returning to his home-town, Jake found that it was no longer there: something terrible had happened. After eventually locating his house (it had moved several miles from its previous location) Jake stood on top of it and surveyed the calamitous scene around him. What could have caused such a thing to happen?

Can you continue the story? You could write a flashback, describing what happened to the town, or write about how Jake tries to solve the mystery.

Perfect picture!

Think about what might have caused the houses to be piled up like this. Draw/describe how it happened.

Topic

This week I would like you to take a look at the pharaohs. This could include listing some well-known pharaohs. Research and record facts about an individual pharaoh to make a fact file.

  • Study and compare the lives of some of the well-known pharaohs.
  • Research a well-known pharaoh. Write fact file/biography of a well-known pharaoh.

Can you name any well-known pharaohs. I’m guessing you know Tutankhamun. Tutankhamun was a member of the 18th Dynasty during the New Kingdom period. We know he was born about 1343BCE & died about 1322BCE at 18 years old, but no-one is absolutely certain who his parents were. Current thought is that he was the son of Akhenaten and Kiya, one of Akhenaten’s lesser wives. It is certain that Tutankhamun’s wife was a daughter of Akhenaten & Nefertiti called Ankhesenpaaten (later Anhkesenamun) – so his half-sister. They had two daughters whose mummies were found in the Treasury room of Tutankhamun’s tomb, & so he had no heir when he died. Have a look at a plan of Tutankhamun’s tomb & find the Treasury room.

Pharaohs and tomb information

Although the contents of his tomb told Egyptologists a lot about Ancient Egypt at that time, they didn’t give many details about the man himself.

Have a look at some other well-known pharaohs. Did you notice that not all the pharaohs were men?

Not much is known about many Ancient Egyptian pharaohs, but that some are well-known because there are surviving texts, paintings and statues relating to them. The dates of their reigns are often approximate, as some ancient texts give different figures. Also many pharaohs were known by more than one name which adds to the confusion.

I would like you to do further research about one of the well-known pharaohs, excluding Ramesses the Great (II),Thutmose III, Ramesses III & Zoser/Djoser. You should find out if possible, when the pharaoh was born, the (approximate) dates of their reign, which dynasty they were part of, their main wife (queen) & the relationship with that wife (e.g. siblings), significant lesser wives, where their capital city was, any major monuments that they had built, any major texts that refer to the pharaoh, etc. You could also download some pictures of the pharaoh – statues or wall paintings, noting any symbols of power that are shown. Try creating a fact file or write a short biography  of the pharaoh.

Weblinks

Science

This week, I would like you to consider how scientists are able to classify living things by closely observing them.

Activities

  1. Use a branching database/dichotomous classification key.
  2. Look at the photographs by artist Levon Biss.
  3. Discuss the photographs and consider whether or not they like them and why.
  4. Make careful and accurate observational drawings of an invertebrate found in the local environment.
  5. Make a larger scale drawing of the insect to show the details more clearly.

Look at the first slide of the PowerPoint. Choose a fruit and then create a branching database. Continue with the PowerPoint, and look carefully at the drawings. Slides 2 and 3 – do you think scientific sketches can be considered art? Would you want one of these pictures on your bedroom wall? Why? Click on the link on slide 5 and watch the 5-minute clip about Levon Biss. Why do you think he chose to make his photos of insects so large? Do you like the photos? Why? Look at the different photographs of the beetles. Although they are all beetles, they can look very, very different. You will be creating larger scale observational drawings of some common British insects. Take care as you scale-up their image. Do each step slowly, and remember to make faint lines with your pencils.

Investigation – classifying and identifying
Make close observational drawings and large-scale drawings. Understand that tiny details of features help with classification.

Vocabulary
Observation, details, identify, classify, invertebrate

Weblinks
Levon Bliss site, watch the film (play in bottom left) from http://microsculpture.net/

Art

Art ties in nicely with your science work.

Computing

If you can, take a  look at Scratch

Explore some of the tasks to familiarise yourself with how to use the programming software.

Remember, if you want to send any of your work through to Mr Weaver or me, we would really like to see it.

Keep smiling,

Mr Chiverton:)

Maths answers

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Year 3 Home Learning W/C June 29th

Hi,

What a difference in the weather this last week. I hope you have been able to enjoy it and haven’t been suffering from hay-fever.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at

c.chiverton@shawburystmarys.co.uk

There is now a new way of accessing Twinkl materials. You will need to type in a pin number in order to gain access to any materials that have been posted.

PE

I see that Joe Wicks  is only putting out video content a couple of times a week. That’s not a problem, as you can revisit any of the older sessions on his webpage.

Reading

I hope you have had a chance to access Cornerstones. I’ve used them a lot in the past and they provide good reading materials. Perhaps you could review something that you have read recently. You could also look at  Twinkl. You’ll find that they are often topical and will be differentiated. Pick the one that is most appropriate for your reading level.

Spellings

I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at words ending in the prefix super- and a couple of words that are commonly misspelt.

  1. superhuman
  2. supermarket
  3. superman
  4. supersize
  5. superwoman
  6. superstar
  7. supernatural
  8. supervise
  9. because
  10. address

Maths

I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Video link

Lesson 1 – Draw accurately

Lesson 2 – Recognise and describe 2D shapes

Lesson 3 – Recognise and describe 3D shapes

Lesson 4 – Telling the time to 5 minutes

Year 3 Tables Tests

The times tables sheets are for 3 weeks. Just complete the second one.

The answers for the White Rose maths are too large to upload so are shown as screen grabs at the bottom of this page.

Literacy

BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, some of you might like the chance to do some story writing. There are so many ways you could take your writing that I wouldn’t like to restrict you by saying you have to do it in a particular way. There are a few ideas to start you off from talk4writing but then it’s up to your fantastic imagination and creativity.

Topic

I hope you enjoyed learning about the Maya numerals, their maths system and the Dresden Codex.

This week, I would like you to learn about the childhood of the Maya and how skills were passed down from parents; draw murals of everyday life; weave simple and elaborate mats.

You will:

  • Learn about the differences between childhoods for the rich and for the poor Maya.
  • Understand that life and trade skills were passed down from parents to children and that family life was extremely important.
  • Gain an understanding of Maya life and draw scenes of everyday life on a mural.

Try carrying a large book on their heads across the living room. Have a look at the presentation on Maya daily life.

The first scene, from a market place, shows someone carrying a large vase on their head.  This is the sort of thing ordinary Maya children would be very good at. They would have helped carry water and other items on their heads from the market to their homes. Archaeologists believe that a typical Maya family would probably get up before dawn and have hot chocolate and tortillas for breakfast. The Maya family all lived together. The woman and girls ground corn for tortillas and wove clothing. The men farmed and hunted. The children helped out in the home and only went to school if they were from noble families.

Because the Maya lived together, they also learnt from each other and skills were passed down from parents to children. Can you think of a skill that you use at home that you have learnt to do from older people? Cooking breakfast? Making a cup of tea? Knitting? If not, why not?

Have a look at the second image on Maya murals, which talks about the mural found in Mexico depicting scenes from everyday Maya life. Think of a scene you might want to depict on a mural. Consider any skills or activities you do involving older members of your family. Perhaps you could use a cardboard box and draw a scene on the edge of the box and colour it in felt tip. The children would have learnt many skills from the women in the homes and one of those skills was how to weave. Look at the image on how to weave a Maya mat, and the coloured card.

If you have access to the materials, you could weave a place mat each, in the style of traditional Maya weaving.

Weblinks

Science

This week, I’d like you to:

  • Make first hand observations of the development of fruits from flowers.
  • Use evidence to form theories.
  • Understand the process of how fruits develop from pollinated flowers.

Activities

  1. Consolidate knowledge on pollination by doing a sequencing puzzle in pairs.
  2. Examine plant specimens that show the development of fruits from pollinated flowers.
  3. Discuss observations, generate questions and form theories on the process.
  4. Learn how pollen grains fertilize ovules by watching a film clip and an explanatory PowerPoint.
  5. Make illustrated Zigzag books that explain the development of fruits.

I hope you enjoyed creating the flowers and bees from the last session. Last session we also learnt a lot about how bees and other creatures pollinate flowers. Let’s have a go at a sequencing puzzle to help remind us of what happens.

 Why do you think the petals shrivel and drop off once a flower has been pollinated?  “The flower is dying” or “The flower is finished.” What do you think happens next? Scientists are always asking the question “Why?” When they have a difficult question to answer, they try to gather evidence from observations. Let’s try to work out what happens after pollination by looking at different plants.

Check your answers from the PowerPoint Artful_Flowers_2

Hopefully, you can get the chance to have a close look at a plant to see what is happening. With a bit of luck you will have noticed that the pods and fruits seemed to develop and grow from the centre of the pollinated flower –directly beneath the stigma and style. Remember this is the female part of the flower. Below the stigma and style there is an ovary, and it is this that grows into a fruit. Watch Runner bean plants growing from www.bbc.co.uk. Did you notice how the flower dies and the fruit (the runner bean pod) grows from where the flower was. Let’s discover exactly what happens. Artful_flowers_fruits

Hopefully, you’ll be able to create a zigzag book which will illustrate and explain the process by which fruits and seeds are made after flowers have been pollinated.

Vocabulary
Stigma, style, ovary, ovules, pollination, fertilisation, fruit, pod, seeds

Weblinks
Runner bean plants growing from www.bbc.co.uk

Art

Art ties in nicely with your topic work.

Computing

If you can, take a  look at Scratch

Explore some of the tasks to familiarise yourself with how to use the programming software.

Remember, if you want to send any of your work through to Miss Taylor or me, we would really like to see it.

Keep smiling,

Mr Chiverton:)

Maths answers

Lesson 1 – As some answers require accurate drawing you will need to ask a parent to check your work

Lesson 2

Lesson 3

Lesson 4

 

 

Yr 5 Home Learning W/C June 29th

Hi,

What a difference in the weather this last week. I hope you have been able to enjoy it and haven’t been suffering from hay-fever.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at

c.chiverton@shawburystmarys.co.uk

There is now a new way of accessing Twinkl materials. You will need to type in a pin number in order to gain access to any materials that have been posted.

PE

I see that Joe Wicks  is only putting out video content a couple of times a week. That’s not a problem, as you can revisit any of the older sessions on his webpage.

Reading

I hope you have had a chance to access Cornerstones. I’ve used them a lot in the past and they provide good reading materials. Perhaps you could review something that you have read recently. You could also look at  Twinkl. You’ll find that they are often topical and will be differentiated. Pick the one that is most appropriate for your reading level.

Spellings

I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at words ending in the suffix -shul spelt -cial or -tial

  1. presidential
  2. official
  3. confidential
  4. initial
  5. essential
  6. partial
  7. special
  8. official
  9. artificial
  10. financial

Maths

I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Some of the work this week requires a protractor. I understand that most of you won’t have one, but if you could print one off the internet and use it to estimate your angles.

Video link

Lesson 1 – Measuring with a protractor (2)

Lesson 2 – Drawing lines and angles accurately

Lesson 3 – Calculating angles on a straight line

Lesson 4 – Calculating angles around a point

Times Tables

Literacy

BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, some of you might like the chance to do some story writing. There are so many ways you could take your writing that I wouldn’t like to restrict you by saying you have to do it in a particular way. There are a few ideas to start you off from talk4writing but then it’s up to your fantastic imagination and creativity.

Science

This week, I’d like you to:

  • Research the life cycles of a contrasting bird, insect, amphibian and plant.
  • Record life cycles in the form of annotated scientific illustrations.

Activities

  1. Research the life cycles of an insect, amphibian, mammal, bird and plant that contrasts with those already studied.
  2. Create a series of annotated scientific illustrations that reflect the life cycles of the animals and plants they have researched.
  3. Use all skills developed so far for sketching and developing colour and texture using watercolour pencils.

Investigation – analysing secondary sources/pattern seeking
Compare the lifecycles of mammals, amphibians, insects and birds (pattern seeking).
Research reproduction in plants and animals.

We are going to do some travelling! Try to find some interesting and quirky animals and plants from around the world and explore their life cycles online. We are going to research a range of life cycles, from around the world. Do mammals lay eggs? Not in general, except for two unusual species: duck-billed platypus and the spiny anteater.They are called monotremes and are found in Australia and New Guinea.

Another type of mammal called a marsupial, e.g. kangaroo, wallaby and koala bear are found mostly in Australasia and the Americas and they have a slightly different life cycle as well – they give birth to poorly developed babies who after birth crawl into a pouch in which they can suckle on the mammary glands to grow and develop further. Have a look at the kangaroo life cycle diagram and note that the baby kangaroo (called a joey) weighs less than 2g when it is born and is about 2 cm long. It is blind and hairless. It crawls through the mother’s fur and into the pouch where it starts suckling on one of the mammary glands. After about 6 months it starts to climb out of the pouch to spend some time exercising and eating. At about 8 months it leaves the pouch.

These are examples of different life cycles to the ‘classic’ mammalian life cycle and make for an interesting contrast to the native mammal that you researched in the last session. How might you create a scientific illustration for any of these more unusual mammals – what sort of sketches might you include to show how these life cycles differ. Think about the kind of information you will need to find out for your illustration.

Try to create a total of six illustrations. Talk to an adult about what you have found and check the language you are using.

Vocabulary
Life cycle, mammal, bird, amphibian, insect, reproduction

Weblinks
DK Find out from www.dkfindout.com
All living things from www.bbc.co.uk

Topic

This week I’d like you to find out what a police officer does and make drawings of police officers at work.

You will:

  • Find out what a police officer does today as a prelude to doing historical research.
  • Write a job description.
  • Draw an image of a person doing a task.

If we were at school I would have asked for a police officer to come in for a chat. As we can’t have that, then I’d like you to watch the YouTube video from 4.10 and do the fitness test at the same time as the police recruits. You have to run from one end of the room to the other by the time the beep sounds – if you’re too quick or too slow, you’re out. The beeps get closer together every few goes!

Have a look at the Police PowerPoint to recap on some of the things that a police officer has to do today. You are going to write a job description for a police officer. Job descriptions are written to try to show people who want that job what it would be like.

Have a look at the Police Officer Job Description and the sections like headings, sub-headings and bullet points. Think about the different sections of the job description and what you want to add.

Once completed you can add a picture of a police officer doing something to the job description you have written in the box on the template using the drawing materials you have provided.

Weblinks

The fitness test for becoming a police officer -YouTube clip
Job description of a police officer from targetjobs.co.uk
Answers from police officers about their job in Norfolk from norfolk.police.uk

Art

Art ties in nicely with your science work.

Computing

If you can, take a  look at Scratch

Explore some of the tasks to familiarise yourself with how to use the programming software.

Remember, if you want to send any of your work through to Mrs Duncan or me, we would really like to see it.

Keep smiling,

Mr Chiverton:)

Maths answers

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Transition materials from Woodlands

We have received this from transition support materials Woodlands. You may find it helpful.

 Woodlands School Outreach Transition Support Offer 

Woodlands School Outreach is committed to supporting transition back to school following Lockdown and onto secondary schools in any way we can so we can help our schools, parents and pupils. We offer a number of free and purchased options schools can choose from to suit their own setting and to support individuals within their setting. 

Free Resources 

These resources have been designed so they can be downloaded and used by teachers, support staff or parents. 

Social Stories 

We have created a social story for secondary and upper KS2 to help young people return to school. You will also find a selection of pictured based, primary friendly social stories. 

Transition Schemes of Work 

We have created transitional schemes of work to support children and young people as they return to school. The schemes of work are based on both attachment friendly approaches and Recovery Curriculum principles with outcomes, activities and resources for each session. They are designed to support mental health and wellbeing and aid a smooth transition back to school and into the Autumn Term. We currently have schemes of work for Year 6 and EYFS/Year 1. 

To access these resources please visit our website http://www.woodlandscentre.org/covid19/ 

 Parent/Carer Support 

Consultation via telephone call with parent/carers to offer advice and guidance for how to support children at home with their learning, SEMH, Sensory or ASC needs. A concise record of the discussion, summary and next steps is included – 1 session (£270). 

To book either Return to School Package or Parent/Carer Support: Complete a Referral form (http://www.woodlandscentre.org/

Year 6 Transition to Secondary Home School Booklet Final (1)

Mr Chiverton