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 where we add il- and revising un-, in-, mis-, dis-
- unclear
- illegal
- illogical
- dislike
- incomplete
- impossible
- mistake
- mishap
- instead
- instant
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 – Write decimals 2020
Lesson 2 – Compare decimals 2020
Lesson 3 – Order decimals 2020
Lesson 4 – Round decimals 2020
Ultimate timetables
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.
Science: Living things and their Habitat
Become an expert in the 7 characteristics of a living thing. Take a trip within the local environment, observe habitats and record the different living things you find.
Activities
- Ask questions about local habitats and consider how to answer them.
- Take a trip within their local environment (the school grounds or further if possible).
- Carefully observe the micro-habitats they can see around them.
- Record different living things they can see (animals and plants).
- Gather a small sample of different leaves and photos/notes of different animals.
Investigation – exploring, sorting, classifying and identifying
Observe local habitats and record living things they see around them.
What are the seven life processes that all living things do? Can you remember MRS NERG? Look at your posters as a reminder.
Can you name any habitats in the vicinity of your house? – write a list on a flipchart. Think of smaller habitats, e.g. garden bed, under the tree, on the playground, the school pond or wild flower area, under a log, in the compost heap.
What questions might you ask about the habitat?
Has this habitat always looked like this?
How does the habitat change during the different seasons?
Come up with questions about the different habitats listed. Write the questions on down and stick them alongside the list generated earlier. Can anyone answer the question? Can we offer a sensible/possible answer? What could we do to try to find the answer out?
The aim of the field trip is to collect information about the living things, particularly invertebrates (creatures without a backbone such as insects, worms, etc.) and plants, present within the habitat you have chosen to visit. Record your findings on a display sheet and explain what you are expecting in each box.
Remember to check with an adult first, and be careful what you touch.
Vocabulary
Habitat, living thing, alive, dead, never been alive, plant, animal, insect, local, natural, man-made, observation, record, vertebrate, invertebrate, arachnid, question
Weblinks
Leaf identification PDF from www.woodlandtrust.org.uk
Spotter sheet downloads from www.woodlandtrust.org.uk
Instructions for safe and considerate collection methods for insects (Pg.3) from www.forestryengland.uk
Minibeast identification from www.science-resources.co.uk
Topic: Egyptians
Art
The Ancient Egyptians were around for thousands of years. So much is still to be found out about their lives. What can you find out? There’s lots of information on the internet on this subject. Maybe you could use it to complete some of the exercises.
I initially had a link on here to Twinkl, however their site is limited in what they are offering for free. Try following the links in Art to the various tasks. I would therefore like you to look at the following.
- Understand that the Ancient Egyptians worshipped many different gods & goddesses.
- Describe the headdresses of a range of gods and goddesses.
- Plan and make an Ancient Egyptian headdress.
- Evaluate their Ancient Egyptian headdress.
Ancient Egyptians worshipped many gods & goddesses, many related to each other. The gods argued & plotted together to make things happen. The people prayed to the gods to make good things happen, e.g. to Hathor as she was the goddess of love, or to stop bad things happening, e.g. they prayed to Bes to ward off evil spirits. Sacrifices would be made to keep the gods happy. People would ask the gods for advice, or to ask them to perform particular tasks such as helping them to defeat their enemies, or making the rain come to water their crops. Look at a range of gods online, e.g. Anubis, Hathor, Bes, Ma’at, Tawaret, Ptah. What do you think the A. Egyptians believed would happen if they did not give sacrifices? The gods would become angry & upset & cause bad things to happen or would not stop bad things happening. Many of the gods & goddesses had particular symbols that they wore or held which made them easy to identify in pictures or they had an animal form, e.g. Amun – ram, Re – falcon, Hathor – cow, Anubis – falcon. Many carried an ankh symbol (key of life – session resources). Only during the reign of Akhenaten & Nefertiti did the worship of many gods change. Akhenaten thought the people should worship a single god – Aten (or sun-disk), which must have shocked the Ancient Egyptians. After his death the people gradually returned to worshipping many gods (Tutankhamun led this change when he became Pharaoh). Look at pictures of the types of headdresses worn by the gods online. Whilst the bodies of the gods were all very similar in shape & clothing, the painters & sculptors gave much attention to the head! It was the pharaohs & priests who gave the painters & sculptors the ideas as they wanted to promote their favourite gods as much as possible & make them stand out from the rest. Headdresses were often adorned with plumes, horns, snakes, flowers, sun discs, leaves, etc. painted in bright colours. Often individual gods would also have specific symbols or signs such as a crown or uraeus as part of their headgear – this was in order to identify them. See websites below for some excellent examples.
Have a go at making your own Egyptian god or goddess headdress – it can be modelled on a real god or totally made up but you need to base their ideas on the fact that the headdresses were very bright, elaborate & often quite large (and if really worn, no doubt quite heavy & difficult to keep steady).
You could: 1) create a card cylinder that can fit over their head, cut to shape & then cover in papier-mâché, 2) paint papier-mâché with powder paints, then paint with watered down PVA glue for strength & a shiny finish (you might need to do some touch-up painting when they have stuck additional things on), 3) stick-on materials if required, including wool, cotton wool, aluminium foil, corrugated card, fabric of various sorts, feathers, coloured straws, etc.
List of important gods & goddesses from ancientegypt.co.uk
List of gods from bbc.co.uk
Headdresses of gods from nemo.nu
Headdress descriptions from landofpyramids.org
British Museum activity to return some symbols back to the correct gods from ancientegypt.co.uk
Mr Weaver 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
