Year 4

Pick ‘n’ Mix

Date: 22.6.20 - 26.6.20

English

1. Orally tell a story

2. Create a story map

3. Compare land use

4. Identify grammar features

5. Handwriting and spellings

Daily tasks:

Mathletics or times tables

practice

Spellings practice

Independent reading

Reading to someone else

Maths

1. Types of triangles

2. Sorting triangles

3. Review and times tables

4. Understand coordinates

5. Read and write coordinates

Science

Learn about vertebrates and

how to classify them, then fill

in a classification key to show

your understanding.

RE

What do humanists

celebrate?

Art

Have a go at printing, using what

resources you have available.

Geography

Think about how the

land is used for different

purposes in Whitby and

in your local area.

French

Match weather to climates. Music

Continue your music project—Week 3

Computing

Create and play the

boat-race game.

PSHE

Write a letter to a someone special

whom you can’t visit.

The entire story of the Mousehole Cat is now available as a

powerpoint to view on the Year 4 page of the school website

1

LO: To orally tell a story

Activity 1 – Read the rest of the

story.

Activity 2 – Orally retell the story

of The Mousehole Cat. If you can

find somebody within your

household to listen to you then

that would be great, if not find a

cuddly toy or a pet to tell the

story to. When telling the story try

to be clear and as descriptive as

you can. If you use any words or

phrases that you particularly like

then write them down, you might

find them useful later.

2 LO: To create a story map

Activity – When in class, we have created story

maps before. I have attached a blank template of

one we have used previously but you don’t need

to use this, you can draw your own. If you prefer

drawing a story mountain, you can do this instead.

Whether you are using a story map or mountain,

you need to write, briefly, what happens at each

stage of the story. Here are the stages:

Beginning

Introduce the problem

Middle of the story - what the main character

(s) do about the problem

The climax,

The solution

The end.

Story Part What happens? Descriptive Language

Beginning

Problem

Middle

Climax

Solution

End

The Mousehole Cat

3

LO: To compare land use in Cambridge & Whitby

You need to ensure that you have completed your

geography activity first. If you could not complete

the geography due to not having access to google maps and you did the

alternative activity then complete the alternative activity, described below.

Activity – Open the geography PowerPoint and look at the last slide; What

did you notice? Answer the questions on this slide using: the maps your

created and your knowledge of Whitby and Cambridge.

Alternative Activity – Look at the map you have created of your local area

and answer these questions:

What type of land use is there most of in your local area? Why?

Were there any types of land use that you didn’t find? Why do you think

this is?

What type of land use do you wish there was, either less of or more of, in

your local area? Why?

4 LO: To identify grammar features in reading

It is useful to be able to identify different grammar features in the things you read. Mostly this is so that when you read a piece of writing and

you think ‘Wow, this is good!’ you can figure out what makes it good, then steal that technique for your own writing! In the same way, if you

are reading something and you find it very boring or difficult to read, you can figure out what it’s missing (or sometimes what it has too much

of) so you don’t make the same mistake yourself.

The next two pieces of writing use adverbials and prepositional phrases. One of them uses these well, the other not so much. At the bottom

are several statements—your job is to sort out which statements go with which piece of writing. If you are stuck, try underlining or highlighting

the adverbials. You’ll find answers at the end of the document.

That morning, Elizabeth was walking.

At 7 o’clock, the dewy grass made

her dress wet. Very quickly, her dress

was sodden. Before long, the dress

was clinging to her legs.

Soon after, she reached her

destination. The next moment, she

was ringing the doorbell.

Almost immediately, the door was

opened. The man who opened it

looked cross.

All of a sudden, Elizabeth felt

nervous. Soon, she blushed. Straight

away, the man stood aside.

“Come in,” he growled. His

expression did not change.

This piece of writing varies the

placement of the adverbials—some

at the beginning of sentences, some

in the middle and others at the end.

This keeps the writing interesting.

This piece of writing only uses fronted

adverbials. This makes it feel clunky

and harder to read.

This piece of writing only uses time

adverbials. This is boring and makes it

feel more like a timeline than

narrative writing.

This piece of writing uses adverbials of

time, manner and place. This keeps

the pace of the writing moving.

Extension: try writing your own short

scene, using adverbials to add detail

in an interesting way.

As she walked through the tall grass, chilly

morning dew soaked through the hem of

Elizabeth’s dress. The sodden fabric clung

to her legs with each step, though she did

not allow it to slow her down.

Over the crest of the next hill, she could

see her destination. Focusing back on the

ground in front of her, she strode onwards,

then, all of a sudden, she was there.

As she rang the doorbell, Elizabeth felt

suddenly nervous. The door opened

abruptly, and there stood a man with a

frown upon his face.

Elizabeth felt immediately nervous, and

she blushed. The imposing man stood

aside.

“Come in,” he growled, without a change

in expression.

5Handwriting

How is your handwriting looking? Copy a

page from the book you are currently

reading, focusing on the letter formation

and joins.

Spellings

Group 1 Group 2

1

Types of triangles

Watch the attached

PowerPoint, about types

of triangles, up to slide

7. Stop and complete

these activities.

LO: Types of triangles

Activity 1

You could write the names in your home book in the order that the trian-

gles are shown.

Activity 2

Again, you can

write your re-

sponse in your

home book.

Activity 3

Extension activity

2 LO: Sorting Triangles

Continue to watch the Types of Triangles PowerPoint

up to slide 10.

Activity – The next few pages contain an activity

about sorting triangles. On the first two pages there

are images of lots of different triangles, if you are

printing then you only need to print one of these

pages and even though the pages are in colour you

can print in black and white and still do the activity.

If you are not printing, then you could draw some of

the triangles that you can see on these pages. There

are a lot so don’t feel you have to do all of them

whether you are printing them or drawing them.

The remaining four pages, have different diagrams,

Carroll and Venn, for sorting the triangles. You only

need to choose one of these diagrams. If you can’t

print your chosen diagram or simply draw it in your

book.

Once you have got your chosen diagram in front of

you, you can begin to cut & stick/draw the triangles,

placing them in the correct part of the diagram.

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

work covered the last two days to ensure that you understand it.

Remember to try to explain the different types of triangles to

someone else in your household. 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.

Activity -If you are feeling super confident with triangles then

continue to work through the remaining slides on the Types of

Triangles PowerPoint.

Times Tables

Spend time today, learning/revising your times tables. Those of

you who are currently learning a set of tables; continue to learn

the same set as last week. 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 out of order.

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. 9 x 11 =

2. 63 ÷ 7 =

3. 4 x 3 =

4. 81 ÷ 9 =

5. 2 x 12 =

6. 8.01 ÷ 10 =

7. 0.949 x 10 =

8. 48 ÷ ? = 6

9. ? x 5 = 60

10. 27 ÷ ? = 3

4 LO: To understand axes and coordinates

Please begin by looking at the coordinates powerpoint. This should help refresh your memories on

how coordinates work.

Key words:

Quadrant—a grid on which coordinates can be plotted. We will be dealing with one quadrant, but

typically 4 are used like this:

Axes (plural) or Axis (singular) - fixed lines with numbers on, on which we measure coordinates. The

axes are called the x axis (this one goes across—you can remember this because the letter x is a

cross. Get it? Across/A cross?) and the y axis.

Coordinates—a set of numbers in a specific order that show the location of something.

On the next page you will find a set of images of quadrants, with a point plotted (marked), and a set of coordinates. Your task to

day is to match up the coordinates with the quadrant that has a point plotted at those coordinates.

Don’t forget, when reading or writing coordinates, you always have the number on the x axis first. Along the corridor (across the x

axis) then up the stairs (up the y axis).

(3,4) (2,5) (6,1)

(1,6) (4,3) (5,2)

LO: To read coordinates in the first quadrant

If you’re not confident with reading coordinates yet, go over the powerpoint from

yesterday to refresh your memory. Then have a go at this activity:

Next, think of a room in your house. Imagine you are on the ceiling looking down. On the quadrant on the next page, draw your

room and put in your furniture. Finally, pick 5 places to hide things (toys, probably—no stinky old socks or rotting fish, please),

then write the coordinates of where you hid them. Give the map and the coordinates to a member of your household so they

can try to find them!

5

Using Scratch

How did you get on with

creating your Sushi game? I hope you were

successful. Inspired to do more? I hope so because

you have two weeks to create a further game so

that you get to put into practise again the skills and

knowledge that you used to create your first game.

Aim – Our aim is to create and successfully play the

boat-race game.

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

Open https://projects.raspberrypi.org/en/projects/

boat-race 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 navigating a boat around a course.

Simply work through the instructions, page by

page, and you will gradually build your game.

The further link that you’ll need, to take you to

your scratch platform, is on the second page.

Have a go if you can, have fun and email any

questions and I’ll try to answer them.

Managing Change

Writing a letter

Last week you explored your feelings, how you would

feel if a close friend moved away. There are lots of

different reasons why we might not be able to see

somebody that we have been close to. Many of us

have been/are experiencing this due to lockdown

measures.

Think of somebody who you care about who you can’t

see at the moment/anymore, it could be somebody

that has died. Think about what you’d like to say to

them: why you miss them, what you miss doing with

them, what you appreciate about them, what you’d

like them to know about you and what you’ve been

doing since you last saw them etc…

Activity – Write a letter to your special person. The focus

of this activity is for you to have a chance to explore

your feelings and say what you want to say. This is not an

English focused activity therefore, focus on what you

want to say and don’t worry about spellings, fronted

adverbials etc…

What you do with your letter is up to you. You could

send it to the person you’ve written to or not. Your

choice.

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 (Stage

1) topics as well, and even

stretch yourself to learn

something from the Year 5 and 6

pages. (Stages 3 and 4)

Remember your weather words? If not, go back to last week’s work to revise.

Underneath you will find 2 pictures and 6 statements. Each picture shows a place with a very

particular climate. Match the weather statements to the place they describe (3 per picture).

There is one weather type that we have not yet learned—Il gèle. What do you think it means?

It might help to think of a word it’s a bit like—like gelato. What is gelato? If you’re still stuck, use

google translate for help.

Il gèle

Il fait chaud

Il fait du soleil

Il neige

Il fait froid

Il pleut

Once you’ve matched the statements to the pictures, draw a picture of a different

climate. This could be the desert, for example, or perhaps somewhere like Britain if you

fancy writing a lot! You then have to describe the weather found in that climate (in

French please!)

Challenge

If you fancy making it harder for yourself, you could put these weather statements into

more complete sentences. For example:

Parfois en Angleterre il pleut, mais parfois il fait du soleil.

Sometimes in England it rains, but sometimes it is sunny.

En hiver en Angleterre il fait froid et il fait vent, mais il ne neige pas souvent.

In winter in England it is cold and it is windy, but it does not snow often.

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

Activity 1 - Watch the PowerPoint – How is land used in Whitby? Watch

all of it but don’t follow the instructions, I have changed the activity

slightly. Check that you understand the following vocabulary and if you

don’t then use a dictionary or ask a member of your household: retail, industrial, leisure, housing, agriculture &

business.

Activity 2 – As the PowerPoint states you’ll need to access google maps. When you’ve done this, locate Whitby.

Use the map on google maps to find out how the land is used in Whitby. Use the zoom, satellite and street view

facilities to explore. On the map of Whitby that I have attached, give each type of land use its own colour and on

the key; shade the boxes in the colours that you’ve chosen. Then begin to colour your map to show where you can

find: retail, industrial, leisure, housing, agriculture & business.

Activity 3 – Repeat activity 2 but this time explore Cambridge. I’m not expecting you to sketch your own map of

Cambridge, as the PowerPoint suggests, so I’ve attached a map of the center of Cambridge for you to use. It

doesn’t have a key though, like the Whitby map, so you’ll have to create your own but use the same colours as you

did for your Whitby key.

Activity 4 – This activity can be found in the English section: Wednesday’s lesson.

Alternative activity if you don’t have access to google maps: Ensuring you’re social distancing and with a member

of your family, take a walk around your local area. Take note of how the land is used. Draw a map of your local

area, with a key, and show how the land is used in your area of Cambridge.

Alternative Activity if you do have access to google maps but not a printer: Complete activity 2 & 3 as best you

can, drawing your own maps of Whitby and Cambridge. I know this might be tricky but focus on drawing the main

roads, railway line, coast and river. Have a go, acknowledge that map drawing can be challenging and give

yourself a pat-on-the-back for trying!

LQ: What do humanists celebrate?

Many of us have special events in our lives that we

celebrate with family and friends. However a great

many of these special events are to do with our religions—

Christmas is a Christian holiday, Bar Mitzvahs are a Jewish tradition,

Ramadan is a Muslim holiday. So what do humanists, with no

religious traditions, celebrate?

Task 1: Write down the main things in life that you celebrate – when

you get together with others to mark the occasion. Think about why

we get together with people at these times—what’s the point? See

if you can come up with an answer.

Task 2: Draw a picture entitled ‘The perfect celebration’ (this does

not mean a picture of yourself with a mountain of gifts!). Think

about the things that make these celebrations a happy occasion—

who is there with you, what are the decorations like. What do you

and others do? Annotate with reasons behind each inclusion (e.g.

‘The perfect celebration has all my friends with me because we

have more fun together’).

This is basically the answer to the learning question—humanists

celebrate times and events and milestones in their own and others’

lives that think are worthy of note. They do it because it brings them

together with others and makes them happier.

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.

LO: To classify vertebrates

Have a look at the powerpoint called ‘Science—Classifying Vertebrates’. Then complete the

sheet to create a simple classification key.

Printing - This could be interesting! If we’d been in school we would have been creating a printing block, using a

polystyrene tile. Drawing an image of a seashell onto the polystyrene tile, pushing with the pencil to cause an

indentation, then covering the tile with paint and printing. I realise not many of you, if any of you, will have

access to a piece of polystyrene but there are other ways to create a printing block. Here are a couple of ideas.

String Prints – To complete this activity you’ll need a piece of cardboard, large enough to draw your seashell on,

and some string or twine. You draw the seashell onto the cardboard and then stick the string/twine over the

drawing following the pencil line. Then apply paint and print.

Potato Prints – To complete this activity you’ll need a potato, a paperclip, some paper, paint (not watercolors)

and an adult. Follow the video on this link:

https://www.bing.com/videos/search?

q=potato+printing&docid=607990330329468777&mid=1626AEE73341A289EB841626AEE73341A289EB84&view=det

ail&FORM=VIRE

Shell Printing – If you’re one of the lucky ones to have some seashells and you don’t mind putting paint onto

them; you could use the shell to print with and experiment with creating patterns.

If you can’t, for whatever reasons, complete one of the printing ideas above, then do the following alternative

activity instead.

Alternative Activity – The previous two weeks you have focused on using your observational skills and ability to

use your art materials in different ways when creating your seashell art. Use these skills and knowledge again but

this time choose a subject of your own choice. The subject is the thing/item that you choose to observe and

draw.

That morning, Elizabeth was walking.

At 7 o’clock, the dewy grass made

her dress wet. Very quickly, her dress

was sodden. Before long, the dress

was clinging to her legs.

Soon after, she reached her

destination. The next moment, she

was ringing the doorbell.

Almost immediately, the door was

opened. The man who opened it

looked cross.

All of a sudden, Elizabeth felt nervous.

Soon, she blushed. Straight away, the

man stood aside.

“Come in,” he growled. His expression

did not change.

As she walked through the tall grass, chilly

morning dew soaked through the hem of

Elizabeth’s dress. The sodden fabric clung

to her legs with each step, though she did

not allow it to slow her down.

Over the crest of the next hill, she could

see her destination. Focusing back on the

ground in front of her, she strode onwards,

then, all of a sudden, she was there.

As she rang the doorbell, Elizabeth felt

suddenly nervous. The door opened

abruptly, and there stood a man with a

frown upon his face.

Elizabeth felt immediately nervous, and

she blushed. The imposing man stood

aside.

“Come in,” he growled, without a change

in expression.

This piece of writing only uses time

adverbials. This is boring and makes it

feel more like a timeline than narrative

writing.

This piece of writing only uses fronted

adverbials. This makes it feel clunky and

harder to read.

This piece of writing varies the placement of

the adverbials—some at the beginning of

sentences, some in the middle and others

at the end. This keeps the writing interesting.

This piece of writing uses adverbials of time,

manner and place. This keeps the pace of

the writing moving.

English

4

1 1. Isosceles, scalene, equilateral, scalene &

equilateral

2. You could write about the triangles’ sides,

vertices, names etc…

3.

Maths

3

1. 9 x 11 = 99

2. 63 ÷ 7 = 9

3. 4 x 3 = 12

4. 81 ÷ 9 = 9

5. 2 x 12 =24

6. 8.01 ÷ 10 = 0.801

7. 0.949 x 10 = 9.49

8. 48 ÷ 8 = 6

9. 12 x 5 = 60

10. 27 ÷ 9 = 3 4

5

French

bird

mammal

amphibian

reptile fish

Science