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