week beginning 6th july 2020- year 5 › uploaded › ... · web viewsuddenly, he was aware that a...

Week beginning 6th July 2020- Year 5

Please email your work to [email protected]

Subject

Activity

Maths

. Click on the link:

https://whiterosemaths.com/homelearning/year-5/

Watch the video for each lesson and then do the activity sheet. The activity sheets are included in this pack.

Summer term – Week 7 – Lesson 1

Decimals as fractions


Understand thousandths


Rounding decimals


Order and compare decimals

Everyday Maths

This week’s everyday maths is all about TIMES TABLES ROCK STARS! We want to try and get every year 5 and year 6 child loggng in to TTRS this week. You should all have your log in details. Mr Dart and Mr Cowles will be watching closely to see exactly who has been logging on and giving big shout outs and dojos to those who have been getting involved. Extra dojo points will be awarded to those who are clocking up serious minutes on the site. To log in to Times Tables Rock Stars go to https://play.ttrockstars.com/auth/school

Your login details are on your email. If you can’t login then send me an email and let me know and I’ll resend your username and password.

SPAG (Spelling and Grammar)

Before completing the SPAG work, watch this short video: https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/zps4pbk

A modal verb is a type of auxiliary verb that is used to indicate possibility. Modal verbs include: can / could, may / might, must, will / would, and shall / should.

Bronze Activity

Directions: Circle the modal verb in each sentence given below.

Example A: I could find out my test score next week. Answer: could

1. He shall bring the food very soon.

2. We can definitely win the championship game.

3. I can speak a little Spanish.

4. You should stop smoking because it is bad for you.

5. May I sit down now?

6. I can play basketball very well.

7. I must go now.

8. Can you help me lift the couch?

9. I ought to tell the truth to the teacher.

10. Could you pass me the ketchup?

11. It must be very cold on the east coast.

Silver activity

WORD BANK

can may must should couldn’t ought to might will

Directions: Complete each sentence below with a modal verb from the word bank above.

1. You __________________________ tell me the truth for your own good.

2. I _________________________ find my shoes anywhere.

3. We _____________________ arrive on time or else we will be in trouble.

4. He _____________________ shoot the basketball at the rim.

5. ______________________ you let me know the time?

6. They _________________________ not be trustworthy enough.

7. _______________________ you please pass the salt?

8. We ______________________ prepare for the big exam.

Gold activity:

Directions: Write a sentence with each modal verb given below. Example A: want Answer: I don’t want to wake up early.

1. would- ________________________________________

___________________________

2. must- ________________________________________

___________________________

3. may-

________________________________________

___________________________

4. should- ________________________________________

___________________________

5. wasn’t- ________________________________________

____________________________

6. couldn’t-

________________________________________

___________________________

7. haven’t-

________________________________________

___________________________

8. can-

___________

Writing

These activities are based on Blodden’s Quest – Please go to the school website to the home learning page and watch the videos

Write your events section

What makes a good ending and planning out your resolution

Watch the video for English lesson 3

Complete the dialogue, adverb, action work

Watch the video for English Lesson 4

Complete the awful endings work

Reading

Read at home every day

Complete the reading comprehension

Topic (geography and history)

This week we are learning about ‘climate zones’. Watch the following clip. https://www.bbc.co.uk/bitesize/clips/zr7hyrd

TASK1

Fill in gaps in the sentences below using the word bank.

Equator, temperate, warm, desert, climate, cold, Arctic, Lapland, warmer, wet/tropical.

1. The weather in a certain area on Earth is called the _______________

2. The imaginary line around the middle of the earth is called the _________________

3. At the top of the world you would find an __________________ climate.

4. An example of a country with an Arctic climate would be ________________.

5. Slightly south of the Arctic you will find places that have a ______________________ climate.

6. A temperate climate means that summers are _______ and winters are ____________.

7. Spain is an example of a _____________ climate.

8. A Mediterranean climate is _______________ than a temperate climate.

9. Large temperature differences between night and day typically occur in a ____________ climate.

10. On the Equator the climate is_____________.

TASK 2:

Colour in the different climatic zones on the sheet at the back of the pack. Use the key which shows you what colours to use.

TASK 3: Fill out the table that describing all the different features of the different climate zones.

PE

Mile a Day! This week, your challenge is to walk, run or cycle a mile a day. How many days can you do this for? Can you do it faster each day? There is a great app you can use called Strava which measures how far you have gone. If not, here is some rough guidance but it all depends on how fast you are going! Cycle: 8 minutes Run: 12 minutes Walk: 20 minutes Please email a picture of you doing the activity to your class teacher and they will reward you with a dojo point for each mile you do! Best of luck!

Art/Design Technology

We’re going to carry on with our basics on drawing and sketching. If you made a sketchbook three weeks ago you’ll need that. Otherwise you’ll just need a sharp pencil and some paper.

This tutorial uses shape to help you to draw an object. In this case a watering can.

https://www.youtube.com/watch?v=nNjlCnWUqzM&t=221s

Can you find something to draw that has got lots of different shapes in it? Have you got a garage or shed? There’s always lots of interesting things in there. What shapes can you identify in your item? Now draw your item. Do this by focussing on the individual shapes.

· Try and get the size of each shape right – you can use your pencil to help you measure.

· Remember to draw lightly using the grip we practised last week.

· When you’ve finished you item go over and give it a proper outline.

Extension: Use the shading skills we practised last week to bring your drawing to life. Remember to ‘get rid’ of the outline by using shading.

Science

This week, continuing our theme on simple tools, we’re going to be focussing on gears! What do you know about gears already? What has gears? What do you think they do?

When you’ve thought about this then watch the following video on gears.

https://www.youtube.com/watch?v=eafTVqW3638

Read the information sheets at the back of the pack. Answer the following questions:

TASK 1

1. What have the gear wheels got on them that help them link to another wheel?

2. What are two or more wheels together called?

3. What is transmitted from one gear to another?

4. What are gears attached to that allows them to rotate?

5. The gear that provides the power is called what?

TASK 2

Where are gears hiding in your house? They can be tricky to find but they are there. Here’s a few images as clues to get you going.

Can you find any more?

TASK 3

Complete the sheets at the back of this pack.

Task 4 - Extension

Make your own transmission.

Stick the Cut-out Gears sheet to some corrugated cardboard or foam artboard. Carefully cut out the gears required to make transmissions pins to attach the gears to a piece of card or artboard. Which gear will be the driver? Which way round do the wheels rotate. You can also explore this using Lego/Kinex. How many can you link up?





Science

TOPIC – Geography

English Lesson 1 – Events

Using your flow chart from last week continue your quest story for the events section, remember this should from the dilemma to the resolution, stop writing when it gets to the point where they are about to find what they came on the quest for. Use the success criteria below to check of what you have included:

Success Criteria

Using time conjunctions

Use figurative language:

Metaphor

Alliteration

Personification

Simile

Onomatopoeia

varying sentences structures by using longer sentence to get a rhythm going to describe the increasing tension as events unfold

If you need a reminder of what a good events section looks like read the start of an events section from Blodden’s quest:

He cried until he had no more tears left to cry and sat on the small hillock,s tubby arms wrapped around even stubbier legs ,sighing deeply. Suddenly, he was aware that a shadow had blocked out the sun. Looking up he saw the strangest old man. He wore a long black cloak, decorated with stars that moved around the material on their own and he held a casket of gold carefully in front of him.

“Ahh, I’ve found you!” said a thin, feeble voice. “We heard you were in trouble .Lost the map, did you?”

Bloddon stared in astonishment. “Who ...”he began.

“Who am I?” the old man interrupted brightly. “Your lucky saviour, that’s who! Tremdalf sent an owl to let us know you were on your way. Afraid you’d get into difficulties apparently! Lucky I came along. We need you to succeed in your war against the Orcs.” His face clouded over. “They’ve done some terrible things in these lands. Here. Take this...

English Lesson 4 – The Resolution

We have now got to the point where the person/creature going on the quest needs to achieve what he set out for. Read Blodden’s quest below to see what happens for him:

The old man handed Bloddon the golden casket. Gingerly, not knowing what to expect, the young dwarf opened it. Inside, lay the herb, glowing with power and magic. Bloddon smiled and opened his mouth to speak. “No time, boy, no time, you need to get home.” His wand swished around the spot, sparks flew and colours intertwined, encircling Bloddon and making him feel very dizzy. When it settled down – he was home! Back in the cave!

The assembled dwarfs cheered when they saw him – and cheered even harder when they realised that he’d been successful. The herb was sent off to Terebron and Bloddon – well he didn’t actually tell anyone that he’d had a bit of help with his quest. He rather enjoyed being a hero for a change!

This isn’t the best resolution, it is all a bit too easy and quick. How could the author have improved it?

Create a mindmap of what you think makes a good ending for a story.

Then plan out your resolution and ending.

Reading comprehension

Circulation

It takes less than a minute for blood to complete a full circuit of an individual’s body. It might not be the longest journey in the world but is one of the most important: our very existence depends upon it. So, let’s take a closer look at our amazing circulation system.

Stage 1

– the heart

The blood journey begins and ends with the heart. Blood returning from the body is collected on the

right-hand side

of this marvellous muscle. From here,

it is propelled

on the first leg of its travels by a

sharp squeeze.

Stage 3 – the

heart (again)

One pump of the heart is not enough so the oxygen-rich blood is returned to the

heart, this time

to the left-hand

side. Here, it is

given another,

even mightier squeeze to send it on its way around the body.

Stage 2 – the lungs

The main job of blood is to take oxygen to the different parts of the body to make them work properly. For this, it first needs to head to the lungs, where it squeezes into tiny tubes called capillaries. Here, it picks up oxygen from the air we breathe

and carries it on

red blood cells.

Stage 5 – muscles and organs

Every muscle that moves, every organ that performs a vital role in our health and wellbeing, from our brains to our little toes, needs blood. Once again, it is squeezed into tiny capillaries that intertwine with the target tissue. This allows the oxygen (and some nutrients) to be transferred to where it is needed.

Stage 6 – veins

The vessels that carry blood back to the heart are called veins. By this stage, the red blood cells have lost most of their oxygen and need to be replenished. The veins look blue, but don’t be fooled – it’s just a trick of the light. Inside the vessel, the blood is as red as ever. However, it is beginning to lose speed and momentum. What’s needed is another hearty push!

Stage 4 – arteries

The vessels that carry blood away from the heart are called arteries. Usually, they carry oxygenated blood – the only exception is the pulmonary artery, which carries blood to the lungs. Arteries are long tubes which divide and branch off as they spread out around the body, getting thinner and narrower the further away

from the heart they get.

Did you know?

The main ingredients of blood are red blood cells, white blood cells (infection fighters) and plasma, the straw coloured liquid that keeps the system flowing.

Average-sized adults have about five litres of blood in their bodies.

1. Which of the following would be the most suitable summary of the whole text? Tick one.

It describes how the heart works.

It describes the passage of blood around the body.

It explains how to stay healthy.

It describes what blood is made of.

2. What’s needed is another hearty push! Give two reasons why the author used the word hearty.

a.________________________________________________________________

b.________________________________________________________________

3. According to the text, give one way that arteries are:

a. similar to veins

______________________________________________________________________________

b. different from veins.

______________________________________________________________________________

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