Week 7 (22/2/21) Learning for P.6Spelling

Monday – Look up the meaning of five of your spelling words using a dictionary and write them down.Tuesday- Write two synonyms for five of your spelling words. You can use a thesaurus, the internet or think of words yourself with similar meanings.Wednesday – Write a basic sentence and then an uplevelled sentence for three of your spelling words.Uplevel your sentences by adding detail which answers the questions – what, where, when, how and why. Also, state what can be seen, heard, felt or smelt. This will expand each sentence into more of a short written descriptive paragraph which gives the reader a better picture in their head.Friday– Learn how to spell the words with someone from your family.

Spelling for week 7

Reading

Task 1 – Reading Target.Set your reading target for the next week. Remember to do your evaluation when you have finished reading your book.

Use the accelerated website to take a book quiz on any books that you have read.

https://ukhosted87.renlearn.co.uk/1894986/

Task 2 – As you learn about a character through the reading of a novel, they often portray different emotions according to the situation that they are in. It could be excitement from receiving a present or happiness at meeting friends or fear at having to abseil down a cliff face. Draw an event from the story that you are reading, that shows a character displaying an emotion. Remember to explain what the emotion is and why they are feeling that way.

Maths

https://corbettmathsprimary.com/5-a-day/Keep your numeracy skills sharp by doing five revision maths questions each day from this website. Write out these sums on a separate piece of paper and show your working.

Task 1 – Area of a triangleTask 2 – Numeracy SkillsTask 3 – Maths Investigation

Sumdog – You have been sent your password and username to your glow email account. The school code is ‘milnes’.

LiteracyWriting task – Non-chronological report

Reading Comprehension Task – The Cyclone

GrammarTask – Connectives

FrenchLinguascope-Student username: milnesps Student password: green123 

Topics to explore – Weather and animals. 

Topic

How do we know that the climate is changing?

Health and Wellbeing This video is about showing empathy and how we can build better relationships with other people.Task - After watching this video try and show empathy this week to members of your family.https://www.youtube.com/watch?v=Itp21tly8nM

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Spelling -Week 7Indigo Yellow

doubles

letterlorrypuppetpuppyrabbitrubbersuddenSummersuppertennis

Plurals

cuckoosiglooskangaroostattooszoosbanjosduospianospiccolossolos

Orange Redaero

aerobaticsaerobicsaerodromeaerodynamicaeronautaeroplaneaerosolaerospace

In - (opposite of the root word)

inconvenientincorrectincredibleindecentindefiniteindependentindigestioninedibleinefficientinexcusable

MathsThe maths has been split up into three levels of difficulty.

Green for ’go’ meaning that everyone should be able to do these maths questions. Orange for ‘tricky’ meaning that the task is harder and you are still at the stage of

mastering this skill. Red is for ‘challenging’ and when you feel confident and fully understand the skill.

It is up to you as to which maths colour you attempt.Page 2

MathsI am learning how to calculate the area of a right-angled triangle. If you cannot draw out the triangles then only write the sum and answer, but do this on a separate piece of paper and not on the task sheet, please.

https://corbettmathsprimary.com/2018/07/15/area-of-a-triangle-video/

How well have I been doing in my maths?

How well did I learn? What do I need to revise? What do I need to do differently?

What did I learn well?

Write your reflections in these boxes:

What did I find tricky?

What do I need taught or need to practise?

Traffic light your attitude.

green for positive orange for need to put more effort in red – not interested at all.

Keeping Your Numeracy Skills Sharp.Choose an easier section first, then challenge yourself by trying a trickier colour. Write out these sums fully and show all of your working. Please do this task on a separate piece of paper.Traffic light the questions and this will give you an idea of which sections will be at the right level for you. You should have a mix of green and orange questions.

1.) 456 + 362 = 2.) 8473 – 2102 = 3.) 683 x 5 =4.) 25 x 10 = 5.) 499 x 100 = 6.) 630 divided by 10 =7.) 1,000 divided by 100 = 8.) 84 divided by 4 = 9.) 834 divided by 6 =

Green

1.) 3,682 + 527 = 2.) 3,694 – 395 = 3.) 906 x 9 =4.) 574 x 1,000 = 5.) 398 x 10,000 = 6.) 85, 700 divided by 10 =7.) 7,000 divided by 100 = 8.) 56 364 divided by 5 = 9.) £508.70 divided by 5 =

Orange

Red1.) 131,836 + 426, 448 = 2.) 18, 901 – 2, 689 = 3.) 156 x 98 =4.) 67, 091 x 100 = 5.) 67, 000 x 10, 0 00 = 6.) 675,047,000 divided by

10 =7.) 1, 763, 540 divided by 5 =

8.) 586 divided by 89 = 9.) £473 divided by 42 =

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Maths Investigation – Identifying a pattern to solve a problem. The flies are always tastier on the other side!

There are two families of frogs – purple and blue. Each family contains 3 frogs.

The purple frogs live on the left of the pond, the blue frogs on the right. The purple frogs want to get to the right side of the pond as they think the blue frogs get

the juiciest flies. The blue frogs, on the other hand, think the purple frogs get fatter flies and want to get to

the left of the pond. There are 7 lily pads which the frogs must use to cross the pond. Frogs can only jump to EMPTY lily pads. Frogs can only jump over ONE other frog at a time. Frogs don’t know how to jump backwards!Work out how the families swap sides. What is the smallest number of jumps they have to make to get there?

Now try…- 4 frogs in each family with 9 lily pads- 5 frogs in each family with 11 lily pads- 6 frogs in each family with 13 lily padsComplete the table:Frogs in family (f) 3 4 5 6 7Jumps (j)

Can you see a pattern?Use your pattern to work out how many jumps would be needed for 8 frogs in each family on 17 lily pads.Write a general statement which explains how to work out the number of jumps (j) if you know the number of frogs (f).

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The climate of the world is changing. How do we know this?L.I. I am learning about how we know that the climate of our Earth is changing.I understand that flood, drought and extreme weather can be a result of global warming.I am able to explain how climate change due to global warming can affect the environment, people and animals.

This is known as cause and effect.

The cause is the Earth warming up. The effect of this warming of the Earth is climate change which then leads to extreme weather, floods and drought.

Task – While you are watching these videos take notes.

FloodingThe ice-caps at the North and South poles are starting to melt into the sea. As the ice slowly turns into water, the sea level will rise. Low-lying islands and parts of coastal cities like London may be submerged by the end of the century.

https://www.bbc.co.uk/bitesize/articles/zkhtqfr

https://www.bbc.co.uk/bitesize/guides/z432pv4/revision/2

The North pole is always frozen with ice, but because of the world becoming warmer the polar ice cap is melting. When the ice at the North Pole melts, the water flows into the sea and this is starting to raise the level of the sea. To show this happening, do the following experiment.

Task - Take an ice cube from the freezer and put it on a plate in a warm room. Watch what happens? Record what you see on the experiment sheet.

GlaciersThe glaciers, or rivers of ice, in high mountains are also melting.

https://www.bbc.co.uk/bitesize/clips/zp6g9j6https://blog.littlelives.com/icebergs-glaciers-mini-lesson-plan-c7561bb5c6d5

DroughtAs the Earth is becoming hotter, there are more droughts because less rain falls in some places. Areas with not enough water will become inhabitable. So the people who live there have to leave their homes and become refugees. https://www.youtube.com/watch?v=fAf6bJphuqU

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Extreme Weather

Tornado: clouds, strong wind, rain, hail. Hurricane or cyclone: strong wind, heavy rain. Blizzard: heavy snow, ice, cold temperatures. Dust storm: strong winds, arid conditions. Flood: heavy rainfall. Hail storm: cold or warm temperatures, rain, ice. Ice storm: freezing rain

Choose two of these tasks .

In Britain we are largely unaffected by the dangerous weather, such as hurricanes.

Task - Create an information poster or PowerPoint to explain or describe one type of

extreme weather. Here is a video all about hurricanes. https://www.youtube.com/watch?v=-oTdEPd_PQQ

Task - Follow the instructions to make a homemade barometer. While you are making the barometer take photographs or a video to upload onto teams.

https://www.youtube.com/watch?v=k4lQ9zvAE4U

https://scoutlife.org/hobbies-projects/projects/143865/make-a-weather-barometer/

Task - Create a painting or drawing, with colour, which shows extreme weather.

Endangered AnimalsI can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction.

Climate change also affects animals and plants as the world experiences further changes in rainfall and temperature. Some bird species could become extinct if temperatures continue to rise and some butterflies, foxes, and alpine plants may migrate to colder climates or to higher, cooler areas. Wildlife researchers have found that with less ice on which to live and less fish for food, polar bears have become considerably skinnier. They fear that if sea ice disappears, polar bears could become extinct in the wild. Watch this video about the polar bear. https://www.youtube.com/watch?v=mEFASpHL9nM

Task - draw a picture of a polar bear and surround it with facts, written in green, explaining how it survived life in the Arctic before global warming. E.G. camouflaged transparent coat to blend in with the snow, huge paws and claws for gripping the ice etc. (appearance, behaviour, habitat etc)

Next, write facts, in red, showing how life for the polar bear has changed since global warming and the reduction of the ice floes. Compare the red and green facts and give an opinion on what is happening to the polar bears.

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Science ExperimentTitle -

Resources- What equipment will you use?

Write your answers in these boxes.

Prediction – What do you think will happen?

Draw how big your ice cube and how much water there is-

Draw what you see happening in the boxes below.(This involves careful observation.)

After 1 minute

After 3 minutes

After 5 minutes and longer.

Explain what happened in detail. Is there a link between the amount of ice and water? What made the change happen?

Explain how this experiment relates to what is happening in the Arctic and Antarctic.

Try this experiment again with more than one ice cube. What happens? What happens if you put an ice cube into salted water?

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Reading

A Report About Cyclones

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Clarification

Clarifying means making the meaning of the text clearer.Work out some of the words and phrases that you don’t know by using the sentences and words around them. If you can’t, then use a dictionary to find out their meanings.Questions Asking and answering questions about a text helps to deepen your understanding. Answer these questions with as much detail as possible. Most of the information will be from the text but you can add information that you have learned from watching the video. When writing an answer, you start with part of the question. I have done this for you so that you understand what to do.1.) What are cyclones and what is a meteorologist?Answer – Cyclones are …. and the job of a meteorologist is…2.) What are the different names given to a cyclone? Answer – The different names of a cyclone are …3.) Explain why a cyclone has a variety of names.Answer – The cyclone has various names because….4.) How and where do cyclones begin? Answer – Cyclones begin…5.) Who might be affected by a cyclone when it is over the sea and what makes it dangerous?Answer - ………………… will be affected by a cyclone when it is over the sea and …6.) After watching the video on hurricanes and reading this passage, draw a diagram of a cyclone showing the different parts and include explanations.7.) Why is it important to heed a cyclone warning? – (What effect on the environment, people and animals could a cyclone have when it travels over land?)Answer – It is important to heed a cyclone warning because ….8.) What name do we give cyclones in the U.K. and why is this different? Answer - The name given to a cyclone in the U.K. is … and it is different because ….9.) It is now your turn to ask some questions. Write three questions about cyclones for someone in your family to answer. 10.) What else would you like to know about cyclones? Write your questions and then research them.

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Writing P age 12 https://www.bbc.co.uk/bitesize/clips/zdmw2hv

L.I. To write a non-chronological report.You have the choice of writing a non-chronological report on one of these topics. However, each non-chronological report must explain the effect climate change has had.

Global warming, climate change and its effect on the environment, people and animals.

orThe polar bear or another endangered animal of your choice.

orAn extreme weather condition.

As you write, check what you have written for spelling and punctuation errors as well as making sure that it makes sense.I am learning how to write a report.Preparation for writing a report.Follow these steps:Step 1 – While watching the videos and reading the articles, take notes on what you learn. This is your research to build up your knowledge.Step 2 – Look through your notes and create a set of headings which will chunk up the information. This is the first part of your plan for the report.Step 3 – Create a mindmap using the headings and organise your information. This is the second part of the plan for your report.Step 4 – Using your mindmap to write the report.

To be successful - Include a title. Have an introductory paragraph

which explains what the report is about.

Use the third person. Separate the information into

headings. Write paragraphs that link to the

headings. Give explanations using facts. Include cause and effect

statements. Include appropriate cause and effect

connectives. Have a short summary at the end

which may include an opinion. Include illustrations which are

labelled. Below are some examples of a

non-chronological report.

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Grammar - Connectives

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