Year 4

Pick ‘n’ Mix

Date: 15.6.20 - 19.6.20

English

1. Generate descriptive language

2. Write a description

3. Review, edit, improve

4. Explain your word choices

5. Handwriting and spellings

Daily tasks:

Mathletics or times tables

practice

Spellings practice

Independent reading

Reading to someone else

Maths

1. Identify angles

2. Compare and order angles

3. Times tables

4. Tell time in 24 hours

5. Solve problems using 24 hour time

Science

Classify living things in a variety of

ways.

RE

How do humanists find happiness?

Art

Sketch with colours.

Geography

Compare Whitby with the

local area.

French

Learn weather vocabulary in a

game of pairs. Music

Continue your music project—Week 2

Computing

Continue making a game on

Scratch.

PSHE

Think about how we cope with negative

changes.

LO: To generate descriptive language I have attached a PowerPoint with the first few pages of the story – The Mousehole

Cat.

1 Activity 1 – Read the first part of the story. Can you identify any words, phrases or sentences that help to paint a

picture in your head? There is no need to write these down.

Activity 2 – Did you understand that the great storm-cat that Mowzer watches is a metaphor? The great storm cat is

not a real cat; it’s the stormy sea and wind. Orally describe the storm to a member of your household, if you can. If

not, then orally describe the storm to yourself. Remember orally means that you speak your ideas and not write.

Activity 3 – In your home books write all the descriptive words that you used when you orally described the storm. Now

create one simile and one metaphor for the storm.

Here are examples of similes and a metaphor that you might recognize as I shared them with you in a previous lesson,

in January.

Examples:

Simile - The stars were like diamonds, the night sky was as dark and deep as velvet.

A simile is when you use the word like or as to say that one thing is similar to another thing. The two things need to share

a common quality. In the example above the stars and diamonds share a twinkling quality and the night sky and the

velvet share the qualities of darkness and deepness.

Metaphor - Diamonds twinkled on the vast velvet cushion of the night.

In this metaphor the stars and the sky are not mentioned yet this sentence is all about the stars and the night sky. In a

metaphor, the thing that is being described is not mentioned instead something else that shares the same qualities is

used in its place.

Extension: Can you create further similes and metaphors to describe the storm?

2

LO: To write a description

Today, using your descriptive words that you listed

yesterday, write your own description of the storm.

You must include:

at least one simile

at least one metaphor

at least two words that you have never used in

your writing before

Aim: To paint a picture in your reader’s head of

the storm at sea. Always aim for ‘premiership

words’, you can use a dictionary to check any

spellings that you are not sure about later. I would

love to see this piece of writing but don’t send it

until you’ve completed tomorrow’s work.

3

LO: To review, edit and improve

Read through your writing, that

you did yesterday. Make any

corrections and/or

improvements that are needed.

Remember, we used to do this

with purple pens when we were

in school. I know you won’t all

have a purple pen but do your

corrections and improvements

in a different colour. Now you

can send it to me.

Read through your writing again

and draw a picture of what you

have described. In other words,

draw a picture of what you

think I will have in my head

when I read your work! Have

fun!

4 LO: To choose descriptive words carefully

Last week you wrote a descriptive piece, paying close attention to your choice of adjectives and adverbs and other descriptive devices

to create a specific mood or feel.

This week I’d like you to look at this piece of work again, annotating it where you have deliberately chosen words to create effect. A

WAGOLL is below and continued on the next page:

Bone-chilling

Makes the reader feel how cold it

is. Also reminds the reader of

bones, which is spooky imagery.

Swept

Feels abrupt and quick, which

helps it seem like it’s more powerful

than the character.

Oppressive gloom

This makes the reader feel as

though the darkness is pressing

down, making them feel low.

Hulking

Personification—as though the

shadows are great big,

threatening people.

Tarnished and tattered

The idea that these things used to be nice,

but are now ruined and dirty, feels worse

than if they’d always been rubbish.

Shaky breath

This gives the reader an idea of

how the room affects someone,

making the reader feel anxious.

Extinguishing

Links the idea of the candle to the

idea of hope—both are gone.

Plunging

Like jumping into a cold swimming

pool—all at once, no way back.

Dilapidated

Makes the reader think of

neglect—like the furniture is lonely

and uncared for, so the reader

feels that way as well.

Limply

This makes the reader think of

something broken and helpless.

Oozing dark

Sounds unpleasant, like oil. Also,

oozing gives the feeling of

something creeping towards you,

slow but unstoppable, and very

sinister. Messily, angrily

Gives insight into the emotions of

the person who did it.

Daubed

Lets the reader know that whoever wrote it

did so with emotion. ‘Painted’ sounds to

precise and careful.

Dull, peeling

Both are unpleasant—think dull

eyes, peeling skin...urgh

Cold

Reinforces the idea that everything

here is cold and scary.

Whirling

More frantic and panicked than

‘turning’

Suddenly

Dramatically increases tension

Moth-easten

Ew, bugs

Frightened and frantically

Give an insight into the character’s

emotions, and therefore tell the

reader how they should be feeling

Waning

A waning moon is getting smaller

(waxing is getting bigger), so this

links again the idea of light and

hope, and this light is going away.

Weak, insipid

Links the idea of light and hope again, making the

reader feel as though there is not much hope. It also

emphasizes the feelings of helplessness.

5Handwriting

Another pen/pencil control activity this week—a maze! Draw

your route, taking care not to touch the sides or cross into

different paths. Before you begin, ensure you have a

comfortable tripod grip on your writing implement.

Spellings

Group 1 Group 2

1

*Don’t worry there is no need for a protractor and if you

don’t know what a protractor is then – still don’t worry!

Information:

A right angle has 90 degrees.

Acute angles are less than 90 degrees.

Obtuse angles are more than 90 degrees but less

than 180 degrees.

Degrees are shown with a small circle above and to

the right of the number like this: 12º

I have attached a PowerPoint called: The Angles Family

that revises the different types of angles that we will be

working with. Watch it before you begin.

LO: To identify angles

In your Monday to Wednesday lessons we are starting a new topic: Geometry – properties of shape.

Activity 1

If you have printed this, you could cut and stick to sort the angles. If you

are looking at the angles on a screen, then you’ll have to copy and

draw/write the angles into the three groups.

Activity 2

If you are looking at these on a screen, then simply write O, A or R in the correct order in your

book.

Extension Activities

2 LO: Compare & Order Angles

Depending on how confident you feel about working with angles, you might want

to re watch The Angles Family PowerPoint before you begin today.

3 Just like previous Wednesdays, I would like you to review

the work covered the last two days to ensure that you

understand it. Again, try to explain it to someone else. If

you didn’t get all the answers correct look at those

questions where you made mistakes and see if you

understand now you know the answers. You could

watch the Angles Family PowerPoint again. This week

look around your home can you find acute, obtuse and

right angles around you?

Times Tables

Again, I would like you to spend time learning/revising

your times tables. Those of you who are currently

learning a set of tables; move onto your next set of

tables and begin to learn them. When you feel ready

ask a member of your family to test you. You are

allowed ten seconds to answer each question. Ask your

family member to do the test in

order. If the last set of tables that

you learnt was the 12s, then

follow the instructions below.

For those of you who have

completed learning all your

tables; complete the following

multiplication and division

questions. Ask someone in your

family to give you each question

and eight seconds to answer it,

just as we do in class every

Wednesday.

When your family member has

given you the answers what

fraction did you get correct?

What would this be as a

decimal?

1. 8 x 7 =

2. 14 ÷ 7 =

3. 9 x 3 =

4. 81 ÷ 9 =

5. 11 x 11 =

6. 8.67 ÷ 10 =

7. 27.8 x 10 =

8. 72 ÷ ? = 8

9. ? x 3 = 45

10. 48 ÷ ? = 6

Activity 1

Activity 2

Activity 3

Extension activity

4 LO: To tell the time in 24 hours

Last week I mentioned that if we see the time, for example 8:30, we don’t know if that is in the

morning or evening. There’s 2 ways around this problem:

1. If it is in the morning, we could put am after the time, like 8:30am, and any time after noon/midday/12 o’clock lunchtime,

you would put pm, so 8:30pm.

2. The other way is to use, at least on digital clocks, the 24 hour system. In the 24 hours system, any hour from 1:00am in the

morning until 12 o’clock midday uses the numbers 1-12. But then, the 1 o’clock that comes after midday is called 13:00,

then 2 o’clock is 14:00 and so on.

So half past 2 in the afternoon would be 14:30.

Check out the next page for conversions. As with last week, this is one of those things that it really helps to talk through with

someone.

Task: Similar to last week, create a table in your home learning book, this time with 3

columns, headed Analogue, Digital (12-hour) and Digital (24 hour). At least 5 times

throughout the day (making sure to do some in the morning and some in the afternoon),

check the time and draw the analogue clock, write the digital time and then write the

digital time in 24-hour time.

Use the guide on the next page to help you, and ask a grown-up to check it through for

you.

Challenge: If I had a long list of afternoon times, written in the 12-hour format, explain

how I could convert them into 24-hour.

Analogue Digital (12

hour)

Digital (24

hour)

06:24 06:24

01:05 13:05

04:50 16:50

LO: To solve problems using analogue and digital time in 12 and 24 hour formats

Using your understanding of 24-hour time, try to solve these problems. If you find them too tricky, talk them

through with a grown up or try looking at the conversions page to help.

1

2

3

4

5

5

Using Scratch

This week, you are continuing with

creating your shark & fish game. Therefore, I have copied and

pasted the same instructions as last week to remind you.

I realise that for you to complete this half term’s Scratch project

that you’ll need access to a PC/tablet. If you don’t have either

of these then please don’t worry. If you have any questions

about the computing, then use the Year 4 email to contact me.

Aim – Our aim over the first two weeks is to create a game using

Scratch. The one I’ve chosen for us to begin with has an under

the sea theme and therefore links to out topic!

Activity – (This is to be completed over two weeks.)

1. Open https://scratch.mit.edu/projects/editor/?

tutorial=getStarted This will give you your Scratch platform/

page on which to create your game.

2. Open in a separate tab https://projects.raspberrypi.org/

en/projects/cd-beginner-scratch-sushi This will give you

detailed, step by step, instructions about how to create

your game. On the first page it gives you a really clear idea

of what you will be creating and what it will look like at the

end. The game is all about a shark trying to catch fish.

Simply work through the instructions, page by page, and

you will gradually build your game. I have done this myself

and believe you me when I say, if I can do it, then you will

be able to do it!

Have a go if you can, have fun and email any questions and I’ll

try to answer them.

Managing Change

Activity 1 – Look back at your timeline that you created last

week. Focus on the events that were negative. When an event

happens that is negative we can feel our emotions before the

change actually happens, or whilst it is happening, and also we

can still feel them a long time afterwards. Try to talk with a

member of your household about what can make us feel better

when we experience a change that makes us feel negative.

Don’t worry if you can’t.

Activity 2 - Imagine the situation where a very good friend of

yours moves away to another part of the country. In a comic

strip format, draw four drawings of yourself, with thought

bubbles to describe what you are thinking and feeling.

Picture one - represents when you know it is going to happen,

but the friend hasn’t yet left.

Picture two - is just after the friend has left.

Picture three - is three or four weeks after the friend has left.

Picture four - is a year later.

The pictures can include the friend who is leaving, and other

close friends or family, but the focus is on you and what you

think, feel and say.

Look at your comic strip. How do your feelings change over

time? What was done or said to change your feelings? What do

you think is the best thing that could happen to help you cope

with this tricky situation? (Other than the friend moving back

again!)

There is a revision page provided by the

Primary Languages Network website,

which will enable you to watch videos,

revise vocabulary and play games and

activities based on some of the topics we

have covered in class previously:

https://pln.myvle.co.uk/files/sc3490/

sc3490/79/[28950]KS2_French.pdf

In Year 4 we are Stage 2, however you

are more than welcome to revise Year 3

topics as well, and even stretch yourself

to learn something from the Year 5 and 6

pages.

On the next page you will find a game of

pairs to print out or copy, cut up and

play. Match the weather pictures to the

phrase they describe, trying to say the

phrases out loud as you match them. Play

by yourself or with a member of your

household.

You have 3 weeks to make me something

spectacular.

Write your own song!

There are loads of ways you could do this. Here’s some ideas:

1. Use a karaoke track of a familiar song on YouTube as backing music, then make up your own

words.

2. Take a nursery rhyme and change the tune to make it sound sinister and creepy.

3. Use the tune of a nursery rhyme and put your own words to it.

4. Make up something completely your own!

This isn’t one of those things you need to send in, but I would really love to see what you come up with.

You have THREE WEEKS for this task.

Here’s something I wrote for Ben, to give you some inspiration. It’s sung to the tune of ‘If you’re happy

and you know it’

There’s a stegosaurus sitting in my place

There’s a stegosaurus sitting in my place

He’s eaten all my tea, now there’s no food left for me

Fish and chips and ketchup gone without a trace!

There’s a diplodocus sitting in my bath

There’s a diplodocus sitting in my bath

She’s splashed water on the floor, and her tail hangs out the door

Now I’m cold and wet and there’s a nasty draught!

There’s a T-rex sleeping in my bed

There’s a T-rex sleeping in my bed

It’s big and fat and grey, and it’s hogging the duvet

It’s so big there is no room to rest my head!

Il fait beau Il fait nuageux

Il neige

Il fait chaud Il fait orageux

Il fait froid Il fait du vent Il pleut

‘Oh we do like to be beside the seaside!’

Activity 1 - Watch the attached PowerPoint – What

is it like in Whitby? up to slide 9. Complete the

attached sheet asking you to circle either yes or no stating

whether Whitby and Cambridge have a particular feature. On the instructions on the

sheet where it says:

It sounds as if you’ve been given images of Cambridge (your local area) to look at

and of course you haven’t. Instead use your knowledge of Cambridge to complete

this activity.

Note – If you can’t print the sheet, then in your book write two headings: Whitby and

Cambridge and list the features the two localities have under the headings.

Activity 2 – Look at the last slide on the PowerPoint. In your home book write a

paragraph summarising the differences between the landscape where we live,

Cambridge/Cambridgeshire and the landscape in and around Whitby?

Extension – In your paragraph try to answer the following question: Do you think the

landscape affects people’s daily lives?

LQ: How do humanists find happiness?

Humans like to have a purpose in life. As a child, these might be short-term goals

like ‘Write a good story’ or ‘Have fun with my friends’. As we grow these ambitions

become bigger – ‘Study to become a doctor’, ‘Buy a house’, ‘Have a family’ etc.

Most people of religions believe in an ‘end goal’ – a good afterlife or

reincarnation – and the things they do in life help them get there. So how do

humanists find this happiness and purpose, without an afterlife to look forward to?

Task 1: Write a list of things that make you happy—ask members of your household

to contribute to this list as well.

Now have a look at your list—apart from any things involving religion, the things on

your list will be the same sorts of things that humanists enjoy. One of the things that

makes humanists happy is the do the things in life that they enjoy, and knowing

that they should take time to enjoy these things, as once they’re gone, they’re

gone.

Task 2: Think about the things you want to achieve in life

What job would you like to have?

Do you want to have a partner and children one day?

Is there a place you want to visit, or somewhere you’d like to live?

What kind of lifestyle do you want—fun, active and exciting, or calm and

relaxed?

Now think about why you want to do these things. Write about what you want

from life and why.

E.g. I would like to be nurse because I think it’s important to help people feel

better and look after them.

Task 3:

Look at these ingredients for

happiness:

Food and drink

Music

Friends

Family

Exploring the world

Money

Learning new things

Games, gadgets and cloths

Completing something difficult

Good health

Nature

Helping others

Being creative

Making the world better

Community

Good weather

Write a recipe for making a happy life—which

ingredients would you pick? Is there anything else

you would need that is not on the list?

LO: To understand that living things can be grouped in a variety of ways

Task 1: Go through the attached powerpoint to learn about different ways of

grouping and classifying living things (organisms).

Task 2: Look at the animals below and sort them into the 3-way

Venn diagram on the next page.

How did you get on with your pencil drawn seashells? Are you pleased with what you created? Did you manage to use cross-

hatching?

This week it is time to work in colour! When I looked at what we would have used in class, we would have been using

watercolour paints and ink. As you are working from home, you’ll have to use whatever you have to hand. This might be paints,

coloured pencils, felt pens etc…

Activity: Whatever you have chosen to use, start with you

pencil to sketch the main outline and features of your chosen

seashell. You might want to do the same seashell you chose

last week or another one, it doesn’t matter. Once you are

happy with your initial sketch, start to work with your colours. It’s

a little tricky for me to give you further guidance as I don’t

know what materials you are using. I will say though, that’s a

good idea to have a practise with what you are using so you

can experiment and explore your art material and discover

whether it can be used in different ways. For example, if you’re

using pastels, crayons or chalks you can make marks with the

tip and the side and also use your finger to blend. With

watercolours you can experiment with the depth of colour you

can achieve by adding or reducing the amount of water you

mix with the paint. Remember in class, we learnt to create a

‘wash’ when using watercolours and then built the colours up

from there.

Whatever you use, remember to keep observing and have fun!

Here are the seashell pictures I gave you last week.

1

Activity 1 -

Activity 2 – A, O, R, O, A

Extension Activities –

Acute Obtuse Right Angle

2nd top row 1st, 2nd & 3rd bottom row

1st top row 3rd top row 4th bottom row

4th top row

Maths

3 1. 8 x 7 = 56

2. 14 ÷ 7 = 2

3. 9 x 3 = 27

4. 81 ÷ 9 = 9

5. 11 x 11 = 121

6. 8.67 ÷ 10 = 0.867

7. 27.8 x 10 = 278

8. 72 ÷ 9 = 8

9. 15 x 3 = 45

10. 48 ÷ 8 = 6

5

1.

2. 16:20

3. Ten to two—13:50—Five to ten—09:55—Ten to three—

2:50—Five past 3—15:05—Ten past 4—16:10—Five to

nine—20:55

4. Rosie and Teddy will meet at 10 minutes past 2, but

Eva will arrive 20 minutes earlier

5. This is true for most times, except for if the hour is in the

12 o’clock. E.g. 12:04

2 Activity 1 – imagine the angles have been labelled a b

c d & e in the order they are shown. This would be the

correct order after you had completed the activity: d

b c e a Activity 2 - d a b c

Activity 3 Extension

Science