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
I hope you are enjoying, and keeping up with your daily Joe Wicks.
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.
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.
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.
Lesson 1 – Area and perimeter
Lesson 2 – Area of a triangle (3)
Lesson 3 – Area of a parallelogram
Lesson 4 – Volume of a cuboid
With the times tables, see how many you can complete in 5 minutes. Then, next week, see if you can improve on your score.
Answers at the bottom of the page – no peeking!
BBC Bitesize continue 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, but then it’s up to your fantastic imagination and creativity.
Where are the dragons heading?
What is ‘paradise’? Why are they looking forward to it so much?
Are these the only 3 dragons that exist, or are there more?
Where have the dragons come from? Where is their home?
If you had a pet baby dragon, how would you look after it?
A simile is a way of describing something by comparing it to something else, often using the word “like” or “as.”
Can you identify all of the similes in my writing?
Can you think of your own similes to use in your writing?
You could experiment using metaphors, or even personification to make your writing really exciting to read!
This was their favourite time of day to fly.
As the glowing, crimson sun dipped down below the vast horizon, retreating to allow night to take its place, the dragons took flight.
The sky looked beautiful: wisps of pillow-like clouds seemed to part in front of them as they flexed their powerful wings. Like sails from ancient ships, the wings beat in the dying embers of the sun’s fire, embracing what little warmth remained. Thousands of tiny scales that covered the beasts’ bodies glistened like rubies in the dazzling light.
As they reached full speed, leaving the world far beneath them, they almost grinned as they thought about where they were going. There would be others like them there. It would be paradise…
I hope you enjoy writing the rest of your story. It would be lovely to see some of them.
Science: Nutrient Detective
Explore the structure and function of the human heart before creating your own heart sculptures. Can you feel the rhythm of your heartbeat? Discover how and why it changes across activity and compare human heartbeats with those of other animals. Create your own sound installation to celebrate the inner rhythm in us all.
- Know that nutrients and water are transported around the body in the blood.
- Know that diffusion and osmosis are processes that move nutrient and water in the body.
- Investigate diffusion and osmosis.
- Create prints using paints and gelatine and link with diffusion.
- Create abstract photo montage and link with osmosis.
- Explain how nutrients and water are transported through the body.
- Investigate diffusion and osmosis.
- Create abstract diffusion art work with accompanying science link explanation.
If possible, for this experiment to be successful, you’ll need some jelly snakes and skittles.
Jelly snake investigation
- Measure your jelly snake
- Place one snake on a plate with100ml water and leave overnight
- Re-measure your snake and compare with the original length
With a plate of multi-coloured Skittles add ~100ml of water to the plate. Observe what happens to the Skittles, then look at and measure the jelly snake (the snakes should have grown). Nutrients come from food and we also need water to function. In your experiments, the colour from the Skittles represents your nutrients, and the water in the snake experiment represents the water in our bodies.
Make suggestions as to what happened in each experiment and how this relates to the movement of nutrients and water within our bodies to help transport it to all our body parts.
Once broken down, the nutrients are absorbed through the walls of our intestines into the blood in a process called diffusion (like in the Skittles experiment) and that water doesn’t need breaking down and moves between membranes in the body to arrive in the correct place, again via our blood through a diffusion process called osmosis. This is true of all animals, not just humans. Osmosis only applies to water (or a solution) and is dependent on a semi-permeable membrane to move from higher concentration to lower concentration, while diffusion is the general movement of molecules or particles from an area of higher concentration to an area of concentration lower (see link).
What else do you think is transported around the body using the process of diffusion (Oxygen, Carbon dioxide, toxins, hormones, etc.).
I would like you to create a piece of art that reflects the processes involved in the journey of our food and water into the blood stream and to the various parts of our body through diffusion and osmosis.
Investigation – exploring, analysing secondary sources
Plotting the journey of water and food.
Circulatory system, heart, blood, blood vessels, oxygen, carbon dioxide, nutrients, water
Differences between diffusion and osmosis from www.majordifferences.com
Gelatine investigation (scroll down) from http://kitchenpantryscientist.com
Egg investigation from www.schoolingamonkey.com
Research famous mountain explorers, three historic mountain expeditions and their outcomes.
- Explain why people choose to climb mountains.
- Research and make notes from a range of sources on an historic mountain expedition.
Settle comfortably in your chairs, close your eyes and feel the weight of your own body. Put your feet flat on the floor and your backs upright, hands can rest gently on your knees. Focus on your breathing- in and out. You feel relaxed and calm. You are now at camp 4 on Mt Everest. Knowing how far you have come, you are excited and anxious as to what lies ahead. As you leave camp, the winds are strong (play sound effects) and the snow is drifting, making it hard to move. As you move higher through the biting wind, it becomes harder to breathe as the oxygen levels decrease. You are gasping for air but frostbite is threatening your fingers and you are unable to change your oxygen tank. When you look up and see one of the Sherpas coming towards you, you feel relief. Relief that help to get oxygen is here. As you slowly move onwards, walking is like being waist-deep in treacle. You reach the ridge and move precariously along the ice, exhausted until, just ahead, you see the summit. A sudden surge of energy flows through you – you are going to make it! Emotions pour out of you as you reach the summit.
‘Why do people climb mountains?’ Write down your ideas (They could include: a challenge, to travel, research, the view, to show how they can survive extreme climates, ‘because it’s there’). Would you like to climb a mountain? Why/why not?
Watch the first video (This is a long video but the first 6 mins give a good overview). Would you still like to climb a mountain after watching the video? For hundreds of years, people have been climbing mountains but, as we saw in the video, this can be dangerous and many people have lost their lives. We are going to find out in more detail about a mountain expedition. To do this, I would like you to create a cartoon sequence of a mountaineering expedition. You can use the Mountain expeditions notes to help you.
Linked to Science.
Remember, if you want to send me any of your work let me know if it’s okay to put it on the school website. I hope you have a good week.
Mr Chiverton 🙂