LKS2 Home Learning 18th May 2020

ANIMALS

Maths Reading Spellings / Phonics

This week’s maths theme will be Statistics. We will set new activities each week on My Maths so remember to log in and complete this work. Also, see the information on the page below. Keep your maths skills fresh by completing at least one of the following each day:

● Some of you may benefit from working on Numbots - how many levels can you complete?

● Everyone should practise their times tables using TT Rockstars .

● Play on Hit the Button - focus on number bonds, halves, doubles and times tables. You could also try some of these other activities:

● Daily arithmetic for different areas of maths. Year 3 should work on level 2 and 3 activities; Year 4 should work on level 3 and 4. You can set the speed to suit your ability.

• Look at different coins and notes. Add totals of the weekly shopping list or some work around money. This game could support work on adding mone

● Practise counting forwards and backwards from

any given numbers in 1s, 10s and 100s.

● Practise 100s, 10s and 1s (place value) – ask questions such as: How many 100s in this number? How many 10s? What would 10 more be?

Read a variety of books at home. Share a book every day; this can be reading a book aloud every day or sharing a book with an adult.

• Click here for a range of animal books that are free

to access online!

● Watch and listen to a story on Oxford Owl or Audible.

● Create a set of multiple choice questions about what you have read.

● Organise your book collection at home – you could order them alphabetically or by genre…

● Complete a book review on one of the books you have read - what did you like about it? Would you recommend it to anyone?

● Could you redesign a front cover of your favourite book? How would you make it appealing to a reader? What information should you include? Challenge – write your own blurb, too!

● With your child, look in magazines, newspapers and books for new vocabulary they are unfamiliar with. They could use a highlighter to highlight in magazines and newspapers

● Complete this week’s Reading Comprehension .

• Make a list of more words for the following spelling rule: Words with the short /k/ sound spelt ch (Greek

in origin) e.g. school , ache, orchestra, character, echo, chorus, anchor, technology, technical, stomach Words with the short /k/ sound spelt ch (video)

• Choose 5-8 words from the list to learn. Use the

LOOK, SAY, COVER, WRITE, CHECK method to practise

each word. Include 3 common exception words to

learn from the lists below.

• Can you write a sentence including each word?

• Can you identify any rules or patterns? Where does the ‘ch’ come in each word?

More spelling ideas are here or on Spelling Frame.

• Create a wordsearch for your spellings. Play Hangman. Make a SNAP/memory game using the spelling words.

• Practise reading and spelling the Year 1/2 Common Exception Words and Year 3/4 Common Exception Words They are also on pages 137, 138 and 139 in your Home-School Diary.

LKS2 Home Learning 18th May 2020

ANIMALS

The project this week aims to provide opportunities for your child to learn more about key animals they are interested in. Learning may focus on exploring the physical aspects of an animal, their habitat, categorising animals etc..

Don’t forget to look at Mrs Dixon’s Activity sheet on the last page for some more ideas and a WEEKLY challenge! Sacred Animals

Which animals are considered to be sacred around the world and why? Read about

some animals here: Sacred Animals Who admires cows? Lions? Wolves? Which

animals were important to the Egyptians and why? Choose an interesting way to present

your research (e.g. booklet, PowerPoint, Word Document/poster).

Debate Find out which animals are your family members' favourites and

why. Have a family debate about whether zoos should exist? Discuss whether they agree/disagree and why? Do their family

members have a different opinion to them? Why not debate whether animals should be kept as pets? Can you make a list of animals which would make good pets, and animals which would not make good pets? Link back to last

week’s topic and remember to give reasons for your opinion.

Carnival of the Animals - Music Listen to the song “Carnival of the Animals” by

classical composer Saint-Saëns. First listen with your eyes closed. Can you recognise which sections are

about the following animals: Tortoise Lion Donkey Kangaroo Elephant

Were you correct? Listen again. What instruments or musical style helps the listener

to picture those animals? Compose your own piece focusing on one animal?

Think about how it moves i.e.is it a slow animal or fast or bounces? What sounds it makes? Etc.

Animal Groups In LKS2, you have learnt more about the different animal groups and how they can be sorted and classified. How

much can you remember? What are mammals? What are amphibians? What are birds? What are fish? What are reptiles? What are vertebrates and invertebrates? Recap your knowledge here on BBC Bitesize and this Animal Classification Game.

Food Chains Make a food chain to demonstrate why a predator is at the top

of the chain (apex predator). Consider language such as: predator, prey, consumer, producer, primary consumer,

secondary consumer. What happens if one animal is removed from the food chain? Could you create a poster or make a set of

top trump cards using the information you have found out.

Where In The World? The world is full of different animals. Can you find out where the following animals can be found and plot your

findings on a world map. Try to name the continent and country the animal is native to (some may be

found in more than one place) Alpaca Wombat Zebra Penguin Wolf

Killer Whale Bald Eagle Polar Bear Alligator Hippopotamus Tiger Cobra Lemur

Panda Brown Bear Iguana Hedgehog

Sock puppet Create your own animal sock puppet. Can you practise your sewing skills to

sew button eyes? Think about the animal’s features carefully. Could you

add extra pieces to make it look more similar to the animal it represents? Alternatively,

choose a create an animal using different resources such as junk modelling, knitting/crochet, Lego.

Animal Paintings Explore the artist Franz Marc. Find out who he

was and what type of artist he was. What did he like to create pictures? Look at some of his

paintings online. Then choose an animal to draw and add colour to, in a similar style to his. What do you think of his paintings? Did you like your

finished piece of artwork? Why?/Why not?

Bug Hotel Get out into the garden and build

a bug hotel. Go on a mini beast hunt and

record what you find. If you find any minibeasts you haven’t seen

before, you could always look it up online. What can you find out about these amazing

creatures?

LKS2 Home Learning 18th May 2020

English – Reading Comprehension Below is an example of a non-chronological report.

Answer the following questions:

Where do elephants live?

What expanded noun phrase is used to describe

the elephants skin?

How do elephants drink and eat?

Why Might elephants become cross?

Would an elephant be a good pet? Why? Why

not?

Identify and label the following features of a

non-chronological report.

Guided Reading –

Comprehension

Supported: Read this with an adult and see how

many questions you can answer!Discuss any

words you don’t know yet.

Independent: read this on your own and answer

the questions using the text to help you. Look up

unfamiliar words using the online dictionary.

Elephants

Elephants live in Africa and India and are the largest animals that live on land.

What do elephants look like?

Elephants have tough, grey skin and large ears. They have a long nose called a trunk that they use to drink

water. African elephants have bigger ears than Indian elephants. Elephants have tusks to protect them

from other animals, strip bark from trees, lift objects, gather food and protect their trunks..

The elephant’s ivory tusks are teeth made of dentine and enamel. Unfortunately, poachers kill around

20,000 elephants a year for their tusks. Is this necessary?

What do elephants eat?

Elephants are herbivores and eat bark and leaves from

trees. Nearly 80% of an elephants day is spent

feeding. An African elephant will consume roughly

300kg of food a day. Whereas an Indian elephant will

consume around 150kg a day. For reference, an adult

human only eats around 2kg of food in one day.

What do elephants do?

Elephants are usually very gentle but can get quite

cross. Elephants are very clever and know how to find

water even when it is far away. When they find water,

they like to swim. To protect their skin from the sun,

they often roll in mud.

Did you know?

A mother elephant is called a cow. The dad is a bull

and a baby is called a calf!

A Bull elephant

-heading

-subheading

- Image

- caption

- factual language

- paragraphs

LKS2 Home Learning 18th May 2020

English – Writing (Grammar)

Using adverbials

Use the activity below to get you started. If you want some extra input try watching these videos: Anchor Grammar or Oxford Owl

Being able to use fronted adverbials separated with commas is a key skill for Year 3 and Year 4. An easy way to learn how to do this is to think of a simple

sentence, for example, The cat sat on the mat and then ask a question about the action of the sentence:

WHEN did the cat sit on the mat? WHY did the cat sit on the mat? HOW did the cat sit on the mat? WHERE did the cat sit on the mat?

By asking these questions, you can come up with a fronted adverbial very easily. This adds extra information to your simple sentence. It needs to be separated

using a comma. If I take the first question and answer it, I could say:

As the moon lit up the night sky, the cat sat on the mat.

This fronted adverbial answers the question of WHEN the cat sat on the mat This is the original simple sentence and it hasn’t changed (apart from losing the capital letter!)

Using the TRaMP mat (or an adverb sheet from Twinkl) and the thoughts above, make up your own fronted adverbials to go at the beginnings of these

sentences. Write them into your work book and don’t forget the comma! Try to use time, reason, manner and place equally. If you want to, you could try to

make up different fronted adverbials for the same sentence. Try to be creative. ‘In the morning, monkeys eat bananas.’ is rather boring; however, ‘While

tropical birds fly overhead and treefrogs hop from branch to branch, monkeys eat bananas.’ is creative and interesting.

_________________________________ the cat sat on the mat.

_________________________________ monkeys eat bananas.

_________________________________ sea turtles have become an endangered species.

_________________________________ lions wolf down their prey.

_________________________________ whales are the largest mammal.

_________________________________ giant pandas live in bamboo forests.

_________________________________ rainforest climates are shrinking.

_________________________________ elephants use their long trunks.

_________________________________ cats make great pets.

_________________________________ dogs need plenty of behaviour training.

_________________________________ birds can be enticed into your garden.

_________________________________ children should be encouraged to think about cilmate change.

LKS2 Home Learning 18th May 2020

English – Writing

Non-chronological report

Your task this week is to write a non-chronological report about an animal of your choice.

Find these key features in the text ‘All About Giant Pandas’: If you want to, you could colour code the features and underline them or highlight them in that colour in the text.

o Clear main title to show what the report is about o Opening paragraph introducing the animal and giving an overview – who, what,

where? o Further paragraphs that give factual information taken from research o Subtitles or subheadings

- In this case, we have used Appearance, Diet, Habitat and Behaviour, however, you could use headings such as: What Does a Giant Panda Look Like?

o Technical vocabulary and language (including proper nouns in regard to habitat) o Present tense o Fronted adverbials / sentence starters o Non-specific language and modal verbs (eg: ‘most of the remaining pandas…’

‘…can be very naughty’) – we need to be careful not to make statements that aren’t true

o Third person o Formal tone and language o Fact box o Picture o Caption

Think about how these other features COULD be used: ▪ Questions to entice the reader ▪ Labelled diagrams ▪ Bullet point lists ▪ Quotes

Read this example of a non-chronological report and see if you can identify the key features, using the checklist above.

Feel free to write on it and annotate if you are able to print it off.

LKS2 Home Learning 18th May 2020

If you’re stuck for an idea for an animal why not choose one of these endangered species. Click the name to take you to a free information book about that animal..

✓ Orangutan

✓ Sea Turtle

✓ Tiger

✓ Whale

(For each animal, there are

several different species. To

make your job easier,

choose one species).

Editing and Presenting • Check that you have included the

features in the checklist above. • Is there a clear introduction and

is the layout clear?

• Read each sentence carefully to ensure it makes sense.

• Underline any words you think may be spelt incorrectly – then look them up in a dictionary and correct your spellings.

• Can you improve your use of conjunctions and vary your sentence openers?

How are you going to present your report?

Below are some words, phrases and ideas that you could use in your report:

Sentence starters Non-specific language

and modal verbs

Technical

vocabulary

Conjunctions

Usually, most diet which

Because of…, can habitat if

When they…, sometimes appearance with

In the…, usually behaviour so

Even though…, often species when

Additionally, may climate but

Furthermore, might environment that

Features for your non-chronological animal report:

o Main title o Introductory paragraph o Further factual

paragraphs o Subtitles or subheadings o Technical language o Present tense o Fronted adverbials /

sentence starters o Non-specific language

and modal verbs o Third person o Formal tone o Fact box o Pictures o Captions

You might also use these: ▪ Questions ▪ Labelled diagrams ▪ Bullet point lists ▪ Quotes

Planning Follow these stages to complete your own non-chronological report on an animal of your choice. (Remember that this is a week’s worth of writing so

space out your work and spend time on it each day).

1. Choose your animal – this can be ANY animal you like but you must be able to research the animal and find out plenty of information about it.

You could choose… British wildlife (perhaps something you’ve seen on a walk); a domestic animal (a pet that you have or that you would like);

an endangered animal; an animal from a particular habitat (rainforest, dessert, ocean) or an animal that you are just fascinated by.

Here are some awesome websites that might help you: Deadly 60 Nat Geo Kids British Wildlife World Wildlife Fund

2. Begin with the headings: ‘Appearance’ (what it looks like), ‘Diet’ (what it eats) ‘Habitat’ (where it lives), ‘Behaviour’ (what it does) and ‘Further

Facts’ (any extra information that could be used for fact boxes etc). You can split your page into four, with an extra page for ‘Further Facts’. It

doesn’t really matter how you split your pages but make sure that you use the headings.

3. Visit websites, or use books that you have at home, to research all that you can about your animal. Write notes under the different headings

that you made. BE CAREFUL to copy spellings correctly. When you are doing research, there is no excuse for getting spellings wrong.

4. Turn notes into full paragraphs using proper sentences and a variety of sentences starters. Start a fresh page and do one heading at a time,

using the checklist to help you with what to include.

5. When you have written all of your information into separate paragraphs with subheadings, write an introduction. This needs to be an

overview of the subject with two or three factual sentences that give the reader a taster of what is to come. Think about what, who, where.

6. Use the checklist to edit your paragraphs remembering to check spellings thoroughly. Make sure you also use the list below.

7. Publish your work. Get a fresh page or sheet of paper and think about how you want your page to look. You can choose portrait or landscape;

you can include pictures and captions; you may like to add text boxes, borders and other features. Think about what you – as a reader – would

like to see when you opened a book or a website.

LKS2 Home Learning 18th May 2020

Maths – Statistics

Year 3 Children who have an ILP may want to refer to the KS1 maths first. Children who need additional challenge may want to refer to the Year 4 Maths

Remember to access MyMaths regularly to complete specific work that has been set.

Understand the terms: data, statistics, scale, axis, tally chart, pictogram, bar chart, line

graph, discrete data, continuous data. Key questions: What is the scale? What do the numbers on the y-axis go up in? How many is each picture on the pictogram worth? How many people like …? How many MORE people like … than …? How many FEWER people like … than …? What is the most popular …? What is the least popular …? Ensure children are able to complete a tally chart accurately. Identify the different types of graphs and understand their appropriate uses. Help children to accurately read the graphs by looking at the x and y axis and in pictograms, the key. Check that they know that 1 picture does not necessarily represent the value of 1, but that this can change. If you need a reminder on how to complete a tally chart, you can watch this video which explains how to display and add tally chart data. Have a look at this PowerPoint which explains the different types of graphs. Then you can watch these videos to help understand how to complete and read the different graphs: Pictograms Bar Graphs Line Graph Once you have familiarised yourself with them, have a go at these different worksheets. Worksheet - Pictograms Worksheet - Drawing Bar Graphs Work Sheet - Interpreting Line Graphs Worksheet - Drawing a Line Graph If you need more practise, then two more work books can be found here and here.

Now that you are confident in data and statistics, you can try playing some of these games. You can also access a range of games on this website, just scroll down to where is says Data and Graphs. Extra Challenges:

• Design your own research project. Decide upon your research question e.g. favourite superheroes. Limit the number of options people can choose from e.g. Spider Man, Batman, The Hulk, Captain America, Iron Man and Thor. Ask your friends which one their favourite is (remember social distancing rules) and collect your data using a tally chart. Choose the most appropriate graph for your data and present it as neatly and accurately as you can. Templates for different graphs can be found here and here.

• Challenge Cards 1 and Challenge Cards 2

• Try and learn the lyrics to this song!

• Write your own questions about the graphs below and challenge a member of your family to answer them (make sure you know the answer yourself!)

LKS2 Home Learning 18th May 2020

Challenge!

Maths – Statistics

Year 4 Children who have an ILP may want to refer to the KS1 maths first. Children who need additional challenge may want to refer to the Year 5 Maths

Remember to access MyMaths regularly to complete specific work that has been set.

HERE: are some games to reinforce our previous learning on data handling. Have a go at these

first!

This is a useful powerpoint for you to look at. It is free to download

What does a full circle represent in the pictogram?

What does a half/quarter/three quarters of the circle represent?

LKS2 Home Learning 18th May 2020

LKS2 Home Learning 18th May 2020

KS 2 PE Learning-Active ‘60’

Summer 1

Here are some ideas to keep you and your families active…

• Complete a daily online workout (Joe Wicks, Cosmic Kids Yoga, PE Hub Parent Portal, parkrun online,

Go Noodle, Good Energy at Home, BBC SuperMovers)

• Daily walk or run (observing social distance)

• Create a series of moves to your favourite song

• See school website for weekly PE skills linked to National Curriculum

• Keep an ‘activity and food diary’

• Coming Soon-Virtual Competitions against other schools in Crawley

• Complete the weekly challenges below

20.4.20 Washing Hand Squat

Squat for 10 seconds whilst holding hands out and pretending to wash hands, stand and recover for 10 seconds, still washing hands. How many can you do in 60 seconds?

27.4.20 Keepy Up Challenge

Use a ball, balloon or a piece of paper screwed up. How long can you keep ball up using feet in 30 seconds?

4.5.20 Egg and Spoon Obstacle Course

Use a spoon with a small ball or a screwed up piece of paper. Set up an obstacle course (4 obstacles) inside and outside. How many laps in 30 seconds?

11.5.20 Bunny Jumps

Jump like a ‘bunny rabbit’. How many jumps in 30 seconds?

18.5.20 St. George’s Day Balance

Pretend you are St. George. Stand on one leg holding a pretending shield and sword. How long can you balance for?

Record results in the table below and send into school (your year group’s email) at the end of every week

to let the school know how you are getting on.

Physical Challenge

Attempt 1

Attempt 2

Attempt 3

Attempt 4

Attempt 5

Average (mean)

Personal Best

1-Washing Hand Squat

2-Keepy Up Challenge

3-Egg and Spoon Obstacle

4-Bunny Jumps

St George’s Day Balance

Be active, have fun and stay safe. Best wishes,

Mrs Dixon