Hi Class 3,
How did your learning go last week? I hope you enjoy the learning activities this week. It is great to hear how you have all been doing at home with your learning.
We are going to continue our theme on the Ocean, but with more descriptive fictional approaches to our topic this week.
Monday- Create a vocabulary bank about life under the sea which includes verbs, adverbs, expanded noun phrases and relative clauses.
Tuesday- Some words end with a ‘shus’ sound. How many more words can you think of which end with -tious or -cious? Write the meanings.
Wednesday- Pick 5 Common Exception words from the Year 5/6 spelling list. Challenge: pick one spelling at a time and write it as many times as you can in one minute. Can you beat your score?
Thursday- Create a glossary for these sea-related words: estuary, algae, plankton, tsunami & urchin. Can you draw illustrations to represent each of these words too?
Friday– Proofread your writing from the day/week. Use a dictionary to check the spelling of any words that you found challenging. Can you improve any of your word choices?
Monday- Read another chapter of your current reading book
Tuesday- Create a true or false quiz based on the book you read yesterday. Can you test it out (remotely) on a friend who has also read the book?
Wednesday– Listen to and read along with The Mermaid’s Lament. Find the glossary in the Teach section and see if you can identify some of the terms used in the poem, for example rhyme and personification.
Thursday- Click on this Oxford Owl link for a reading comprehension activity about sea adventures.
Friday- Explore the under the sea collection of poems, listen and read along, which are your favourites and why? I like the Seagulls by Michael Rosen, myslef.
Monday- Visit the Literacy Shed for this wonderful resource on The Lighthouse.
Tuesday-.Create a diary entry based on a day in the life of a deep sea diver. Where did they dive? What did they see? Did anything dramatic happen to them?
Wednesday– Choose one sea creature of interest from this video. Write a description about it in detail. Think about: its appearance, movement and actions. Remember to include ambitious vocabulary and complex sentences.
Thursday- Write an under the sea adventure story. You should include: dialogue, ambitious vocabulary and a range of openers and conjunctions.
Friday- Proofread your writing from the day/week. Use a dictionary to check the spelling of any words that you found challenging. Can you improve any of your word choices?
Remind yourself and practise how to use a semi colon and Ellipsis: bbc bitesize Semi Colons and Ellipsis then try the quiz.
Topic – Our Oceans:
- Working Together to Save Our Oceans –The BBC programme Blue Planet 2 sparked an outcry about the health of our oceans and the huge threat caused by plastics, but lots of people around the world are working hard to help solve this problem. read about Madison Edwards, a 12 year old environmental activist. Keep a ‘plastic diary’ recording how much single-use plastic the family uses. write down one thing that your family will do to use less plastic.
- Speeding Through The Seas- Sailfish are the fastest fish in the ocean. I challenge you to be just as speedy and complete the following 5 activities as fast as possible: Star jumps, tuck jumps, press-ups, squats and lunges. Record how many repetitions of each activity you can perform in 1 minute. Can you beat your personal best? I challenge you to record your heart rate (beats per minute) after each activity.
- Pirates: Daring Figures of History or Brutal Sea-Thieves?- Many books have been written and movies made about pirates. But who were the real pirates of the past? Explore these facts about real pirates from history. Create a fact file or information report about what you have learned, including key dates and figures. Alternatively, you could create a ‘wanted’ poster for a pirate, including facts about his/her deeds and adventures.
- Bioluminescence: Lighting up Our Oceans – Many sea creatures possess a fascinating light-producing ability called bioluminescence. Some fish dangle a lighted lure in front of their mouths to attract prey, while some squid shoot out bioluminescent liquid, instead of ink, to confuse their predators. find out about bioluminescence and how some sea creatures rely on this for their survival. Choose a sea creature which uses bioluminescence (like the anglerfish) and create a poster fact sheet about it, including what bioluminescence is and how their chosen sea creature uses it.
- Artwork to Light up Your Life– Following on from what you have learnt about bioluminescence, create a bioluminescent sea creature inspired piece of artwork. Using the resources you have available at home, look at these two vidoes to give yourself some inspiration a drawing or as a model.
Read and interpret tables https://vimeo.com/430336159
Two-way tables https://vimeo.com/430336386
For lesson 3 & 4 the videos are in Week 9: https://whiterosemaths.com/homelearning/year-5/
Lesson 1 – Read and interpret tables
Lesson 2 – Two way tables
Lesson 1 & 2 Answers
I have an odd problem with my roasting tin and I’m a bit concerned that it has gone orange I don’t remember cooking anything orange! Can you what it is and how it got there?
We are going to be thinking about rusting. What kinds of materials go rusty? When do materials go rusty? Is it only water that will make things rust or would other liquids also cause rusting? Rusting is an irreversible change. Rust is created when iron is exposed to moisture and oxygen from the air. This sets off a chemical reaction called oxidation at the surface of the iron where the iron atoms and oxygen atoms combine to form the chemical Fe2O3 or rust. This irreversible reaction makes a new solid which is a red/brown colour.
Your challenge is to investigate the formation of rust scientifically – can you suggest any enquiry questions? Perhaps: is water needed to make nails go rusty? Is air needed to make nails go rusty? What kinds of nails go rusty? Do other liquids make nails go rusty? Which liquid will cause the nails to go rusty the most quickly?
Use this oxidation activity to help you with your investigation.
Science: The Chemistry Kitchen
Welcome to the chemistry kitchen! You are going to be making your own new product in your very own ‘chemistry kitchen’ as well as thinking about some big breakthroughs that have impacted positively on our lives in the ‘chemistry kitchens’ of the adult world.
Collect from your home if you have them the follwing items: post it notes, a cotton item of clothing/tea towel, and a pack-a-mac (waterproof jacket). There is something specific about each material that was invented by chemists that at the time of its invention was unique, and ensured each thing was fit for purpose. What do you think it is? Read Chemistry Kitchen which scientist links to which material?
Follow the last page of Chemistry Kitchen supervised by an adult to make your own ‘new’ material.
This week Mrs Banford has two interesting tasks for you, we would both love to see the photos of your work.
Exploring leaf symmetry
We can see lots of symmetry in nature. Go and find some different leaves from your garden. Can you identify the leaves – which trees have they come from? Have a look at your leaves. Are they symmetrical? Draw, or imagine, a line from the stem of one of your leaves, all the way along the leaf to its tip. Are the two sides of the leaf balanced? Have a look at some of your other leaves: different sized ones, and those from different types of tree. Are they symmetrical too? The type of symmetry you can see in your leaves is called lateral symmetry, or reflection symmetry. It’s when you have two exact parts.
Drawing leaf symmetry
Use your scissors to cut along the central line of a leaf: from stem to tip. Then stick your half-leaf down in your book. Can you complete the other half? Take your time, and look very carefully at the shape of your leaf. See if you can follow the lines and bumps exactly on your half. You might like to use a pencil, so you can rub out any wobbles!
- Look at the pictures below and discuss these with an adult.
- create their own land art with resources around you in your garden – ensure they don’t place their art where it may get broken or cause a hazard in your garden.