Hi,
Hopefully, you have all been able to access the week’s home learning and like the range of tasks provided.
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
PE
I hope you are enjoying, and keeping up with your daily Joe Wicks.
Reading
An excellent resource for reading has been provided by Cornerstones. I’ve used them a lot in the past and they provide good reading materials.
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 shus spelt -cious.
- ferocious
- precious
- vicious
- suspicious
- spacious
- gracious
- malicious
- conscious
- delicious
- luscious
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 – Understand percentages 2019
Lesson 2 – Percentages as fractions and decimals 2019
Lesson 3 – Adding decimals with the same number of decimal places 2020
Lesson 4 – Adding decimals with a different number of decimal places 2020
Ultimate times tables booklet 16
The answers are are a little too large to upload, so I’ve put them at the bottom of this page. No peaking!
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
How did you get on trying some of the Victorian punishments? I taught this before and had my class trying out the punishments. It’s interesting to see how long it took for the children to start moaning.
I would like you to carry out some research on historical characters with a link to crime and punishment. You can start by drawing what you think their character looked like based on what you already know. We will look at the sketches again once you have done more research.
After about ten minutes or so write down any questions you want to ask about your character. Think about what you do know and what you don’t know, and then devise research questions that you will start to work on next week.
In the weblink are some people you might want to research.
Weblinks
Henry Caitlin from vcp.e2bn.org
John Law from wikipedia.org
Mary Read from findagrave.com
Ursula Kemp from witchtrials.co.uk
Dick Turpin from stand-and-deliver.org.uk
Horrible Histories song about Dick Turpin -YouTube clip
Dic Penderyn from digitaldesk.org
Science
I have just found out that you have looked at asexual reproduction in plants a few weeks ago. If you want to reinforce your learning, then try the section a bit further down the page. I would also like you to look at.
- The lifecycle and reproduction of amphibians and insects.
- Sketch a detailed and annotated zoological illustration of the lifecycle and reproduction of an amphibian and insects.
Investigation – observing over time
Observe and sketch insect and amphibian lifecycles for comparison.
Vocabulary
Life cycle, asexual & sexual reproduction, metamorphosis, amphibian, insect
Watch the first BBC video and use the life cycle ‘ingredients’ to create five forms of life cycle and match which life cycle you think the animal pictures go with. Do you think they reproduce sexually or asexually? While most animals reproduce sexually, there are examples where asexual reproduction occurs in the animal world, e.g. sea anemones and starfish, as well as examples where the male gives birth – seahorses.
We are going to focus on the sexual reproduction and life cycles of amphibians and insects. Write down all that you know about amphibians and their life cycle, and the same for insects. Remember, amphibians are cold-blooded, smooth skinned vertebrates which during part or all of their lives can move and breathe both on land and under water (the latter is usually early in their life cycle); while insects are arthropods that have a body divided into three main parts: head, thorax and abdomen, an exoskeleton, 6 legs, 2 antennae and 2 pairs of wings. Both undergo metamorphosis during their life cycles. Complete metamorphosis is a stage in the growth of some animals in which the new form looks completely different from the old, e.g. in life cycles of butterflies and frogs, while some insects, e.g. grasshoppers and dragonflies, go through incomplete metamorphosis with repeated stages of growth & moulting called instars. The so-called nymphs resemble the adults but lack some features such as wings and sex organs (genitalia).
Watch the ant and frog videos. Look at zoological illustrations and note how parts of the life cycle are included (just like in botanical illustrations). Why might it be trickier to make zoological illustrations? Animals tend to move more!
Activities
I would like you to attempt to draw some examples of insects and amphibian life cycles in the style of zoological illustrations by using online footage and research to help draw in detail, to try and capture the various stages. Draw and annotate the life cycle of two different insects, one showing complete metamorphosis, e.g. butterfly, ladybird, and one showing incomplete metamorphosis, e.g. dragonfly, grasshopper, locust or cockroach. Research the details as well as use the videos to help capture moments to draw. Also, try to draw and annotate the life cycle of an amphibian, e.g. frog, toad, newt, salamander. The diagram should show clearly in which stages they live on land and in which they live in water by making these illustrations of the ecological type.
Weblinks
The life cycles of different organisms from www.bbc.co.uk
Reproduction, BBC (from 3min 16) from www.bbc.co.uk
Life cycle on an ant from www.bbc.co.uk
Life cycle of a frog in spring (watch to 4mins 50) from www.bbc.co.uk
Studyjams animals life cycles from http://studyjams.scholastic.com
Ways that plants reproduce asexually
This week, I’d like you to investigate ways that plants reproduce asexually and continue to hone your botanical illustration skills. Have a go at growing new plants from a range of parent plant parts – you may be surprised at what will flourish! Make sure you ask an adult before you start cutting down any plants.
Information
- Identify and explain the ways that plants reproduce asexually, both naturally and artificially
- Draw botanical illustrations of asexually reproducing plants, using watercolour pencils
- Suggest enquiry questions and investigate artificial asexual reproduction in flowering plants
- Set up a ‘fair’ investigation into artificial asexual reproduction in flowering plants
If you can, have a look at a bulb, a tuber, a corm and a runner as well as some moss/liverwort, ferns, and pine cones and make observations and suggest what you think they are and how they might reproduce. Remember, that in sexual reproduction, male and female material (gametes) combine to produce offspring, and ask them to remind you how flowering plants ensure successful pollination (perfume, shape, colour etc). Did you know that some plants (both flowering and non-flowering) can also reproduce asexually (vegetative reproduction – this is where offspring are created from just one plant and there is no combination of male and female gametes). It is worth noting that most plants that reproduce asexually will also reproduce sexually. Watch the StudyJams video on conifers (gymnosperms) then try to research out how bulbs, tubers and runners reproduce asexually and to come up with two examples for each. It is also possible to force plants to reproduce asexually through vegetativepropagation – the cloning of the parent plant by using different parts of it, other than seeds.
The term ‘cutting’, using root cuttings as an example of cutting a part of the parent plant that can be replanted to form a new plant (which is genetically identical to the parent plant). Where might a cutting come from – leaf or stem cuttings? Note also that bulbs, tubers or corms can be propagated by splitting or cutting them into sections and replanting. We will be investigating vegetative propagation.
Activities
Look at the examples of botanical drawings for these forms and try drawing your own versions. If possible have a tablet or laptop linked into the DK site to offer further info.
Vocabulary
Corm, bulb, spores, cutting, fern, moss, liverwort, tubers, asexual, non-flowering, propagation, artificial
Weblinks
Find out about plants from www.dkfindout.com
Three different plant slides/videos from http://studyjams.scholastic.com
Bulbs and runners from www.youtube.com
Tea propagation from http://sciencelearn.org.nz
Art
Your Science and art work are linked again this week. Also, have a look at the science, as this also links to art.
Mrs Duncan and I would love to see some of your work. If you get a chance to send it through to us, please let us know if it’s okay to put it on the school website.
Keep smiling,
Mr Chiverton:)
Maths answers
Lesson 1
Lesson 2
Lesson 3
Lesson 4
