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20 Sep 2021
Welcome New Giants!
12 Sep 2021



Home-School Work (w.c. 8.6.20)

04 Jun 2020

Hiya Giants!

Where has the sun gone?! If one of you is hiding it, please bring it back! cheeky Hope you have still managed to have a lovely week even though the weather has been a bit rubbish! I'm glad to hear so many of you are enjoying our new topics, especially The Lorax! I think you are going to have lots of fun with our lessons this week, so I can't wait to see how you get on! :)

Have a wonderful week!

Love Miss Daniel x


Literacy: The Lorax

Link to the story: The Lorax Read Aloud (YouTube)

1. Learning Objective: To understand how an advert uses persuasive language
This week, we are going to write adverts to persuade people to buy a Thneed. 'Persuade' means try to make someone do something, like adverts try make someone buy something. We need to learn how adverts use language to help make their product sound amazing! These are called 'persuasive features' and you can find a list of them here. Have a read of these adverts:

Kon-Krete Advert        Boogie Ball          5 Palms Hotel (a KS2 text, may need a little help)

Can you find any of these persuasive features in these adverts? Which words and phrases are really good at making you want to buy their product? Your can write them down if you want to, but just finding them and talking about them is fine :)  If you want to learn more about advert-writing, this PowerPoint has more information.

2. Learning Objective: To choose powerful adjectives to use in my own advert

Have a look at the part of the story where the Onceler talks about his Thneeds on this link. Here's another part of the story where Dr Seuss lets you use you imagination - we don't actually know what a Thneed is! The Onceler talks about lots of things you could use it for, but now it's your turn to decide! Please complete both tasks:

Task 1:  Look at the Thneed in the pictures and use your imagination to decide what YOU think it is for. It could be a scarf, or a rug, or anything you choose. It could even be something fantasy-style like a magic carpet! Draw the very best version of the product you choose (e.g. the very best scarf in the world) and write a list of as many adjectives as you can to describe what you would want it to be like (e.g. if you picked a scarf, you might choose: soft, long, fluffy, cosy, etc). 

Task 2: 'er' and 'est' words are really useful for persuading people that something is brilliant! We need to remember how to spell them with the rules we learnt back in March. Have a look at this sheet. Choose 5 words from the blue or green boxes on the right that would be useful for your Thneed. Follow the spelling rules to add 'er' and 'est' suffixes. You can fill them in on the sheet, or just list them in your book if you can't print. 

 Learning Objective: To write a persuasive advert
Now we have lots of adjectives and describing words ready, your job is to try and sell lots of Thneeds to make lots of money! Draw a picture of your Thneed and then write a persuasive advert to try and make me buy your Thneed. Remember - your job is to make it sound like the best, most amazing product I could ever buy! Here's some things that might help you:

List of Persuasive Features         Example        Writing Frame (or you can write it in your books)


4. Extra Learning Tasks (optional)
- Get dramatic and film your advert for your Thneed! Maybe you could get some of your family involved too.
- Choose something really 'boring' in your house, e.g. a rock or a spoon. Use your imagination to think of another use for it and then create an advert to try and persuade your family to buy it from you. You could make it a 'Dragon's Den' style competition with family or friends to see whose product gets chosen.


Maths – Fractions
If you would like any additional input or activities for these Maths sessions, the content on the BBC Bitesize home learning website now matches up perfectly with the White Rose learning objectives (Monday on Bitesize is Lesson 1, Tuesday is Lesson 2, etc). 

1. Learning Objective: To solve problems with unit fractions        (old learning but new word - unit)
Video (Lesson 1)    Worksheet      Answers

Key Learning/Tips
- 'Unit fractions' are fractions that just have a '1' at the top. It means we only take/colour one part.
- Think of the line in a fraction to mean "out of", e.g. in Q1a we have "1 out of 2" shaded so 1/2.
- Remember, all the parts in a fraction must be equal or it doesn't count.
- To work out a fraction, look at how many parts there are (bottom) and how many are shaded (top).

2. Learning Objective: To solve problems with non-unit fractions           (old learning but new word - non-unit)
Video (Lesson 2)      Worksheet      Answers

Key Learning/Tips
- In non-unit fractions, you take/shade more than 1 of the equal parts so the number at the top is bigger than 1, e.g. 2/3 or 3/4.
- Again, to work out the fraction, count how many parts altogether (bottom) and how many shaded (top).
- For Q5, draw a shape if that helps!


3. Learning Objective: To find halves in different ways     (old learning)
Video (Lesson 3)    Worksheet    Answers

Key Learning/Tips
- Before lockdown, we were starting to spot the link between fractions and division. For an extension, encourage children to write a division number sentence to go with their fractions questions (e.g. for Q1: 1/2 of 6 is the same as 6 ÷ 2 as you are sharing 6 into 2 groups).
- Don't let Q6/8 trick you! Sometimes children see the word 'half' and automatically split the number in half. Encourage them to read the Q carefully. This IS half, so we need the other half to work out the total...
- For Q7, a way to check is to count the number of squares and work out half of that number.

4. Learning Objective: To find quarters in different ways     (old learning)
Video (Lesson 4)      Worksheet      Answers

Key Learning/Tips
- Remember, "quar rhymes with 4", so 'quarters' means there's 4 equal parts.
- Remind children that quarter is also 'half then half again'. This will help with Q3. 
- Quarters are harder to work out just by circling or drawing lines to split a picture (e.g. Q5) as it can be difficult to make sure there's the same in each group, unless they're lined up conveniently. I always encourage the children to work out 1/4 of the NUMBER as well, to check that what they've circled is correct. 


5. Extra Learning Tasks (optional)
- Have a go at some of these sheets to extend your learning:
Summer Fruits Halves and Quarters - Easy extra practice

Finding Halves and Quarters - Less conveniently arranged to 'see' quarters so encourage children to count them then find the fraction of the NUMBER.

Non-Unit Fractions Mastery - Some more in-depth questions with guide for parents to deepen understanding.

Fractions Challenge Problems - Challenging word problems. Make sure you read the Q carefully as they try to catch you out (e.g. check carefully if they want to know how many you HAD or how many are LEFT). 

- Solve a set of questions from our Fluency list (choose Red, Amber, Green or GO - or more if you want!)

Fluency 8.6.20 (2 new slides)         Parents' Guide to Methods  


Science: Making Links

Learning Objective: To know and identify some natural and man-made materials
Have a look at this information about natural and man-made materials. Talk to your grown-up: Are there any that surprise you? I was shocked to learn that chalk is in toothpaste and glass is made from sand!

Keep the last page on screen to help you remember which material is which, then set off on a hunt around your house to see what you can find from man-made and natural materials. Present your findings however you like - you could do a poster, make a table, record a video or anything you like! When you're done, have a think: Do you have more natural or man-made materials in your house? Did you find anything made from both? (e.g. a wooden chair and a plastic chair) 

Optional Extra Activities: 
- Choose an object that's made from a man-made material. Could you redesign it from a natural material?
- Pick one natural material and think of as many things as you can made from that material. This really shows us how important nature is! Draw a picture or write a letter to say thank you to nature for giving us the material for all those things.
- Have a talk with your family about whether you think it's better to use natural or man-made materials. There's good points for both sides, e.g. if we use lots of wood we have to cut down trees, but man-made materials like plastic can be very bad for the environment. You could record your ideas in thought bubbles.

Theme (Geography): Local Area/Mapping

Learning Objective: To use a key to classify buildings
The word classify means 'sorting into groups'. We can classify how buildings are used by looking at the buildings on a street and sorting them into groups. These could be:

Residential Places where people live, e.g. houses, flats.
Community Places that help people, e.g. schools, community centres, village halls.
Shops and Services  - Places where you can buy things or pay for something useful, e.g. shops, garages, petrol stations.
Bars and Restaurants - Places where you go to eat or drink.
Religious Places where people go to worship, e.g. churches, cathedrals, mosques.

Either print or create a simple hand-drawn map of the roads and buildings on your street, or even better, a small group of streets around your house. The best way to do this is to trace or copy the roads and buildings from Google Maps - don't worry if it isn't perfect, the main learning here is using the key and knowing the different types of building, not replicating a map perfectly! Put a key on your map to show which colour you will shade each of the 5 types of building - you may need to add a 6th type if you encounter a different type of building on your street. Use your key to colour in each building on your map to show which type it is; you can do this by observing on Google Maps or Street View but it's better to ask your grown-ups to take you for a walk along your street and follow your map so your can see it for real!

Example for School Area

Think about what you can see. What type of buildings are there most of? Why do you think this is? If you only had one type, why didn't you have the others? Will this be the same everywhere? Where might you find more of the other types of buildings? You could write a short paragraph if you like, but you don't have to.

Optional Extra Activities: 
- Choose another area that you think will be very different (e.g. Harrogate town centre) and do the same thing. Compare the land use in the 2 locations and discuss how and why it is so different!

- Use the information from one of the streets you've looked at to create a simple pictogram or bar chart showing how many types of each building you found in that place. A pictogram is when you use a picture to represent each item (example) and a bar chart is when the top of the bar reachs the right number on the axis at the side (example). You could use this template to help.


Learning Objective: To create a collage using only natural materials
Collect some natural materials from outside (e.g. leaves, petals, twigs, grass, seeds). Try to avoid taking things directly from plants if you can - try stick to things that have already fallen to the ground. Use your materials to create a collage of an image of your choice. Here's some ideas if you're stuck for what to make.

If you want to to go REALLY natural, instead of normal glue/tape, you could make your own completely natural glue from flour and water using these instructions! You could even mix it with a natural object like a twig.

Optional Extra Activities:
- This link shows you have to make paint from completely natural materials. Can you also create a 100% natural painting? 



Learning Objective: To write and debug a real-life algorithm
This is one of my favourite lessons, but you'll need a grown-up volunteer who doesn't mind being a bit silly to help you!

An algorithm is a set of instructions that a computer needs to follow. Computers don't have brains so they can only do what we have TOLD them to - this is called programming. Our task is to write a set of instructions (an algorithm) to tell a 'Sandwich Bot' (your grown-up volunteer) how to make a jam sandwich, or another sandwich of your choice. You must tell the Sandwich Bot every little step that they need to do - remember, computers don't have brains, so they won't know about obvious things like picking up the knife or opening jars, and if you say 'pick up the bread' they don't know if you mean the whole packet or just one slice! You need to be SUPER clear.

Step 1) Write a set of instructions to make the sandwich.

Step 2) Ask your 'Sandwich Bot' (your adult) to follow the instructions EXACTLY. Does anything go wrong? Have you missed something? Have you been clear enough?

Step 3) Edit your instructions. Add in things that you've missed or change things that aren't clear enough. Mistakes in an algorithm are called 'bugs' and editing out your mistakes is called debugging your algorithm.

Step 4) Try out your new instructions again to see if they work!

Step 5) Keep repeating until your algorithm is perfect!

Grown-ups: Here are some videos of the lesson to help you get the idea of silly mistakes you might make from the children's instructions! You can decide when you want to show children the videos -  it's most fun to let them have a go alone first so they can make lots of funny mistakes, but then you could use them at the debugging stage to help them see how to be specific, or save them for the end for a laugh!

Sandwich Bot: Gradual Debugging        Sandwich Bot: Lots of Funny Mistakes!            Almost Successful Example

Complete 2 activities from any of the following resource areas:

Youth Sport Trust - PE games and activities

Go Noodle Good Energy - Fun videos to exercise and dance along with

PE Planning: PE at Home - Lots of fun PE activities to do at home

Joe Wicks YouTube - A new 'PE With Joe' session added every day!

Harrogate School Sports Partnership - Lots of resources for home mindfulness and keeping active


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