Year 5 - Week 5 Monday 18th May 2020
Great to speak to you and your families this week. I must say parents are doing BRILLIANTLY at home schooling – it’s not always easy whilst trying to parent other children and also have a job! The blogs are coming in thick and fast, I really am enjoying see what you’re all up to. To help you all a little, I have underlined any links to websites so you know where to click on the page below.
Here’s your timetable for this week:
Ninja / TT Rock stars
White Rose Questions
Ninja / TT Rock stars
White Rose Questions
Ninja / TT Rock stars
White Rose Questions
Ninja / TT Rock stars
White Rose Questions
Ninja / TT Rock stars
White Rose Questions
Please upload all of your great learning to the website on our blogging page!
Remember, stay safe online! Report anything you see which makes you feel uncomfortable to your parents and also report it using the CEOP tool on the school’s website, found on the homepage.
Our topic this term continues to be EXPLORERS.
We will be continuing to read Kensuke’s Kingdom this week. I hope you have been enjoying it.
Take a look below at this week’s learning…
Reading: Please read through chapter 4 (Gibbons and Ghosts p. 45 – 68). I would like you to think carefully about how the author creates a very worrying atmosphere and reflects the worries of Michael. As you’ll be aware, he’s just been thrown over-board and we are about to find out what happens when he lands in the sea.
Now you’ve read chapter 4, I would like you to complete the comprehension questions below relating to this chapter and the one which you read last week.
Writing: The author carefully uses words within this chapter to create an atmosphere of suspense and reflect the anxiety levels of Michael. I mean, who wouldn’t be worried if they had been thrown off a boat in the sea!
Please take a look at some of these words which I found during this chapter and thought they were particularly interesting:
Now, find out the definition of these and what they mean. Try and write them in a sentence too! You may want to make a note of any other words within the chapter you were unfamiliar with and also use a dictionary online or at home where you can find out more about them! Please post anything interesting you have found out or even just the definition on our class blog!
**DAY 2 and 3**
Reading Day 2: Please quickly scan through the chapter which you read yesterday. Find a large piece of paper, old wallpaper or even a piece of wood in the garden…write down any words or phrases which create a dark or worrying atmosphere. For example, on page ‘sharks cruising the black water beneath me…’. The author could have said sharks playfully darting through the waves. This would be very unlikely, but would also paint a very different picture! Look through each page carefully and see what you can find.
Extra challenge: Why not add anything that creates more of a positive atmosphere which can be found at the end of the chapter. Michael appears to be much more positive when he finds out that someone else is also on the island! We shall find out who this person is as we read further on in the text.
Reading Day 3: Create an emotion graph of how Michael feels during this chapter. I would most definitely say that he changes from the beginning to the end! You will need to label any changes in his emotions by finding evidence from the text and labelling this on the graph. It doesn’t have to be very long sentences, but just brief notes.
Extra challenge: Create a picture for where his emotions changes dramatically by going up OR down.
Writing: I would now like you to imagine that you had fallen off the Peggy Sue, just like Michael. You can use the ideas you have written down on your paper which create a dark atmosphere. You will write down what happened to you. I have planned that you’ll write this over two days so you will have time to write it and also edit it to make improvements.
I would like you to think carefully about what you would feel like, what you would see and also possibly hear. You will notice that to create suspense you need to use very short sentences which use only one clause. This will make the reader get through it quicker and build the suspense in the story e.g.
I feel quickly overboard. I couldn’t see or hear anything. My mind went blank. I felt as though I was falling into the abyss.
This would work better than this…
I feel quickly overboard, just before midnight, and couldn’t see where mum and dad were. I couldn’t see or hear anything. My mind went blank and I started to panic a lot, my eyes darting to and fro. I felt as though I was falling into the abyss and I wouldn’t see my beloved family again.
If you re-read through this, you’ll have a very different way of reading each part!
Here’s a few things you might want to use in your Writer’s Toolkit:
-Short sentences to create suspense
-Phrases or words which create an element of suspense (use ideas from the text!)
-A contract in emotions when you finally arrive on the island
-Empty words to create suspense which builds on the unknown e.g. I saw something…. I could hear someone…
Reading: Today we’ll be looking at a non-fiction ‘text’. This text is written down, but spoken. Michael thinks that he can hear a gibbon, monkey and orang-utan on the island. Watch this video and find out some basic information about an orang-utan. Can you see why maybe he thought the man was another animal initially?
Now, you’ve watched the video, please write down some key pieces of information about an orang-utan. I’d also like you to think carefully about why maybe Michael may confuse the man for one of these. Was it because of their physical appearance or maybe how Michael was feeling himself?
Writing, SHORT BURST: Take a look at the end of chapter 4 where Michael believes that he sees an orang-utan. However, he then quickly realises that it is a man and the chapter ends on this point (to build suspense again).
Using your predicting skills, I would like you to think about what might happen next. You might even want to imagine you were Michael and see something moving towards you. Your task is to write the next part of the story by making some accurate predictions.
How would Michael react?
Would the person be welcoming or hostile?
Would they both go somewhere on the island together? (Use your map at the front of the book).
These are few questions to get you thinking. PLEASE UPLOAD YOUR WRITING TO OUR CLASS BLOG – WE WOULD LOVE TO READ WHAT YOU THOUGHT HAPPENED NEXT.
You may want to use some of the features which are listed above in the Writer’s Toolkit which you used yesterday.
Reading: The thing I love about reading is that you can imagine how you would change the story and what you think might happen next. I want you to imagine you are on an island, without your family, and come across someone. It could be set in 2020 or you could be one of the explorers from centuries gone by.
Draw a picture of the person you come across, use colours to make this more detailed. Create a word shower (labels) around the person which describes what they are like. These can be words associated about this person, you may want to include different phrases too. This activity to be done using paints, crayons, computer software…be imaginative!
Writing: Now you’ve got your own character, I would like you to create a character description.
Try to make sure you vary your sentence openers and you aren’t using the same words each time. You will also need to change paragraph when you are describing a different topic.
You’ll want to think about these different areas:
What they look like
How they speak/interact
How they move around the space and relate to others
Anything that can be inferred (read between the lines) about them.
I look forward to hearing about the person which you would meet when you are stranded in an unfamiliar location!
I would like you to look back at the Year 3 and 4 / Year 5 and 6 spelling lists. Please look through and check which ones you cannot READ or SPELL. Please select ten of these to practise. You will need to find out the ones you do not know on Monday and then practise these across the week.
You may want to also write these in a sentence so you can understand the meaning of these within a context.
Pyramid spellings – Write the words so you start with the first letter, then the next two…
Speed Spell – How many times can you write the word down in 60 seconds.
Spelling Bee – Find an adult to do a spelling bee. They will say the word, you repeat it and then spell it aloud and then the end by saying the letter (What a nice morning. The word is morning. Morning …. M – O – R – N – I – N –G…. Morning) Swap over so your parent has a turn too.
Sentence Building – Write your word in a sentence so you can show you understand how it would work within a context.
SPELLINGS - REYNOLDS RANDOMISER: This week I’d like you to play Spelling Hagman. This can be using words you have been practising or others which you think are fun. Can you beat the adults in your house? Take turns and see how you both get on!
Take a look here if you've forgotten how to play HANGMAN!
Maths – Starter Activities (Reynolds Randomiser)
This week there are some extra starter challenges. Some of these can be practical too if you have the resources at home. Try and discuss your answers with an adult and see whether you agree on the answers which you have given.
1 COINS ON THE TABLE: I put some 10 coins on the table. One half of them were tails up. I then turned over two of the coins, and then one third of them were tails up.
How many coins were on the table? Is there more than one possibility for this problem?
TOP TIP: You may want to get some coins (it doesn’t matter whether they are 10p coins) and try this out yourself on a table.
Please post any of your great ideas or strategies on our class blogging page.
2 REYNDO’s CAFÉ: So, it’s lockdown and I decide to open a café. Luckily, I’m doing takeaways so people are able to socially distance from me!!
Take a look at what’s on the menu at my excellent establishment:
1 curry and 1 tea costs £4
2 curries and 2 puddings cost £9
1 pudding and 2 teas cost £2
What do you have to pay in total for 1 curry, 1 pudding and 1 tea. What does each item cost on its own?
EXTRA CHALLENGE: Why do you make up your own problem for a family member to try and solve. Better still, post one on the class blog and see if your friends can solve it!
3 ALWAYS, SOMETIMES OR NEVER: Please answer these statements below and decide whether they are always, sometimes or never true.
The perimeter and area of a square are the same.
A number with one decimal place is smaller than one which has seven decimal places.
6 odd numbers added together will provide you with an even number.
7p can be made using two coins.
See what you think these answers are and provide your parents with some evidence too! Why not post something on our blog and see if we can solve it too!
4 IN FOR A PENNY…: So, I divide 15 pennies among four bags – why not find four bags and do this yourself at home!
I could then pay any sum of money from 1p to 15p, without opening any bag.
How many pennies would I have in each bag? Is there more than one solution?
READING BOOKS: I know some of you are really enjoying the time you have got to read extra books at home. I’ve even seen some really comfy book corners, making the most of a very sunny aspect.
The pages of a book are numbered from 1.
The page numbers have a total of 555 digits.
How many pages has the book?
How many of the digits are a 5?
TOP TIP: Re-read this challenge carefully. The page numbers have a total of 555 digits. So, for example, page 22 would have 2 digits – you’ve then got another 553 to find. Think about how you could logically work through this. You may want to have some adult help too! It will definitely get the grey matter working!
Maths – Ninja Maths
Please continue one Ninja Maths activity per day. Set a timer for five minutes to complete this. Follow the link HERE and you need to click on the box which is in the Week 11-20 area and five sessions per week. You won't need to print these off. Begin working from Week 1/ Session 1.
The answers can be found when you open the PowerPoint below in the 'Maths Resources'. Remember, these are KS3 questions and some which will be very challenging. Discuss any tricky examples with your adult at home!
WELL DONE TO THOSE PUPILS WHO HAVE BEEN GETTING 30 out of 30 FOR THEIR NINJA MATHS. This is VERY impressive. Remember that these questions are mainly aimed at Key Stage 3! What’s your fastest time? What’s your best score? Why don’t you let us know how you are doing by posting something on the blogging part of the website!
Maths – Rock Star Times Tables
Please continue to play TT Rock Stars. This is a great thing that can be planned on a laptop or tablet. It’s an easy way to practise your mental recall of times table facts (multiplication and division).
I have setup the system so it will test you on general times tables and then make it more difficult after you have completed different rounds. If the computer system sees that you are confident, it will make the times table facts more difficult as time goes on.
The quick recall of times tables facts will make a MASSIVE DIFFERENCE to all elements of your maths knowledge. This game should be played daily, like Ninja Maths, and will make a great difference to your maths ability.
Click here if you would like to go directly to the TT Rock Stars Homepage.
Maths – Main Activities
Please CLICK HERE for this week’s maths activities. Each day has a video which should be watched first, an activity sheet to be completed (found below) and an answer sheet which you can use to check your work with. Please make any corrections if necessary and see where you have made some good mistakes!
Complete the activities for Summer Term, week commencing 18th May 2020. If you would like a paper copy, you can print these off. However, it is possible to do these by looking at your screen! This is great revision of what we have done previously. Please do try the Year 6 maths examples if you feel confident enough too – it will all be revision next year for you.
DAY 1 – TOPIC: There are a number of features of a river. Do you know any of these? By the end of your session today, you’ll know what these features are and how they are formed.
Here are some key features of a river:
Oxbow lake ·
Today it’s a little different. I am not going to ask you to watch a video OR read through some information I have provided. I would like you to use your research skills to find information on the features which I have mentioned above.
You may want to look at more than one website to gain extra information and you may possibly come across videos which will show you what these features look like. Please remember how you need to keep safe online. It would be really good if your parents could be around so they could supervise you whilst you are using the internet.
Remember, if you see anything that concerns you then please report it on the school’s website using the CEOP button on the homepage.
When you have completed your research, I would like you to present this information in any way you like: poster, diagram using food or even using natural materials in your garden. You can be really imaginative with this. Why not even use cards which could be used to write the captions down too.
HELP!! If you’re stuck, and unable to find any information, please contact me on the school’s main email and I can give you further information and send you in the right direction with some useful website links.
DAY 2 - SCIENCE: Today you’ll be learning about the circulatory system and about the life and work of William Harvey.
I would like you to watch this clip first to learn more about the heart and the circulatory system.
Using the information you have gained from the video clip, please answer the questions below:
1. Why is it necessary for the blood to be taken to the lungs?
2. What is the oxygen exchanged with?
3. How does carbon dioxide leave the body?
4. Why is it necessary for the blood to be taken to the rest of the body?
Understanding how the way the heart works with the double circulation of blood was first described in the 17th century by the British doctor William Harvey. He studied the hearts of many animals.
I would like you to find out about the life and work of William Harvey and present your findings in a format of your own choice e.g. fact file, biography, poster, power point etc.
Take a look at these website links below:
DAY 3 – P.S.H.E: You’ll be looking at playing an ‘online safety game’. This will help you think about all of the great things you have been learning about in your computing lessons.
Split the room you are working in into 3 different areas, one labelled ‘safe’, one ‘unsafe’ and one ‘I’m not sure’.
An adult will read out the different statements and you need to make a decision and then walk to the corresponding area in the classroom.
All the statements relate to online safety. Some of the statements could be both safe and unsafe depending on the context. This would be a great talking point with your parents!
-Sending a picture of yourself to your Mum/Dad/ Gran
-Texting a happy emoji to your friend
-Sending someone an unkind message Snap chatting with someone you don’t know
-Watching a children’s TV programme online that a trusted adult has found for you
-Playing a puzzle game online and answering a message from somebody else playing who you don’t know
-Posting your phone number online so anybody can see it
-Joining in with something online that someone says is a secret
Now I’d like you to try these question questions with an adult! I have put the answers in white after each questions – this’ll mean that you can’t cheat and see what they are!
- How old does someone have to be to drive a car on the road? (There may be different age limits in different countries, but in the UK it is 17).
- How old does someone have to be to own a mobile phone? (No age limit)
- How old does someone have to be buy fireworks without an adult? (There may be different age limits in different countries, but in the UK it is 18).
- How old does a person have to be before they can join the army? (Again, this may be different in different countries, but in the UK it is 15 years and 9 months)
- How old does someone have to be to buy a computer game with an 18 warning on it? (From 18 years of age.)
- How old does someone have to be to get a part-time job? e.g. a paper round (In the UK it is 13 years old, but this may be different in other countries. To work part-time in a shop a person must be 14 years old)
- How old does a person have to be to buy an alcoholic drink without an adult? (in the UK this is 18, but other countries may have different rules)
- How old does a person have to be to get married? (In the UK this is 16 with parental consent. This may be different in other countries)
- How old does a person have to be to send a text message on a mobile? (No age limit)
- How old does a person have to be to fly a plane? (In the UK this is 17 years old)
- How old does a person have to be to be able to go to court and face criminal charges? (In the UK this is 10 years old.)
- How old does a person have to be to buy a national lottery ticket? (In the UK this is 16, but other countries’ lotteries may have different age limits)
Please now discuss with your parents an answer to the following question:
What should they do if something doesn’t feel ‘right’ when they are online or using a mobile phone?
Please share what you have come up with on our class blogging page!
DAY 4 – P.E: Following on from last week, I would like you to practise some skills which can be used for Sports Day. Sports Day this year may be happening when you are at home. You’re all fortunate to have some outside space – it really doesn’t matter how big your garden is. I hope you got on well last week with your standing long jump.
This week we’ll be focusing on doing circuits. All you need to do is watch the video below and repeat these activities. I fully suggest you crank up your sound system, avoiding annoying the neighbours, and have a go at doing these activities.
This will be a really good chance to see how fit you are. Take your heart rate before and after. How long does it take you to get your heart rate back to the rest rate?
DAY 5 – FOREST SCHOOLS…BEING AN EXPLORER: We’ve all had quite a bit of time on our hands during lockdown. You may have noticed that you look at things in a different way. A lot of our freedoms we had previously have temporarily been capped.
You are all able to now go for more than one walk/exercise per day. I would like you to do something when you go on your next week and be a real explorer. I found that when I was walking in the fields near me I could hear lots of different birds. However, I wasn’t really able to identify many of them – there were so many! So, when you are going for your walk please try to:
-Identify at least 10 different types of plant.
-Learn the bird call for at least four different common birds.
-Identify 5 different types of tree and estimate how old they are.
-Identify three types of cloud in the sky.
You don’t need to record anything here, just in your brain! You may want to take a photograph of what you’ve been looking at when you are being an explorer. We have spent quite a bit of time online being an explorer, now the restrictions have been lifted slightly it would be good to get back outside and explore the environment around us!
Please post any of your photos on our class blog and also make sure you maintain social distancing rules.