Week 11 w/b 6th July
Home Learning Week 11 06/07/20
This week you are looking at angles, triangles and quadrilaterals. You will work on naming, measuring and recognising different angles, knowing the names and features of different types of triangle and starting to name a variety of different quadrilaterals.
You can find the worksheets and answer sheets in two folders on the home learning page of the school website.
This is an area that I know some children really struggle with and it’s been a while since we have used a protractor, so in addition to the White Rose worksheets I have also posted some Twinkl sheets on angles, triangles and quadrilaterals for a bit of extra practice if needed.
LO: Keep a diary logging the changes you are making each day to reduce your carbon footprint.
Do your science lesson before you start English.
You will have learnt what a carbon footprint is in science this week and hopefully you would have thought about how to reduce yours. There are lots of things that you can do such as recycling better, buying local food produce or growing your own, turning lights off and walking more instead of driving where possible.
I would like you to keep a diary over the next couple of weeks recording the changes you are making and telling me how they are going. Have some of the changes been easy to implement? Have some been tricky? If so, why? Have you been able to encourage other members of your household or extended family to make some changes too? Have you had any ideas for how the school can reduce their carbon footprint? You may also want to take pictures of your progress on your carbon footprint mission and add them to your diary as you go along.
I really look forward to reading about your ideas and progress!
Over the course of this year we have completed the entire grammar curriculum for Year 4. Several parts of the curriculum have been visited more than once, particularly the trickier areas such as fronted adverbials and determiners. This week I would like the children to sit two short grammar tests that are only 20 questions each.
I recommend that you allow children to spend between 20-30 minutes on each test. You are allowed to read instructions to the children but nothing else so in the example below you would be allowed to read the part highlighted in green but not the part in black:
Underline the determiners in the sentence below:
The boy walked quickly down the street and passed a bakers shop with lots of cakes in the window.
Please do not give the children any help or hints. If they are stuck on a question then either encourage them to re-read the instructions carefully or to move on and go back to it later. Children can either sit both tests back to back or they can have a day or so in between.
Once they have done the tests it would be really helpful to have a score out of 20 for each one but also to have a list of areas they got wrong e.g. determiners, plurals, fronted adverbials etc. You don’t need to add any more information than that: I will know what you mean. Please don’t be disheartened if there are lots of mistakes as it has been a while since we have done some of these things. In the final week of term I will post some worksheets covering the areas that need the most attention that children can dip in and out of.
LO: Consider how you can reduce your carbon footprint and start to implement some of your ideas.
The one question which is asked by everyone today is how to make this planet more liveable and sustainable. Nature needs our help. Humans have prioritized the usage of non-renewable resources and have made the atmosphere extremely toxic and polluted. Earth is a unique planet where life is possible because of the balanced ratio of oxygen and carbon dioxide in the atmosphere, but humans have caused toxicity by increasing the amount of carbon dioxide in the atmosphere. It is important to have some carbon dioxide, but when it is increased beyond the correct amount, it can be harmful. Children need to learn about these important facts and how to care for the world they are inheriting. This article has information about carbon footprints for kids.
Together, we can help nature to balance out the oxygen and carbon dioxide. To do that we have to start by understanding what causes the rise in carbon dioxide in our atmosphere on an individual as well as global scale.
The simplified carbon footprint definition for kids is: The amount of CO2 released into the atmosphere because of one’s own energy needs. This is called your "carbon footprint."
This week we are going to look at ourselves and our behaviours very closely, and start to think about how we can implement changes to reduce our carbon footprints. Firstly, think about all the things that you do that could be improved e.g. do you recycle everything that you should or do you put some things in the bin rather than take them to specialist recycling centres? Do you clean your recycling before putting it in the bin, as you are supposed to? Do you drive in the car lots when you actually could walk or cycle? Do you leave lights and appliances on when you should turn them off? Do you leave the tap running while you brush your teeth?
Then think about things that you don’t do at the moment but could do to make your home more sustainable and eco friendly e.g. do you collect rain water for your plants? Do you compost your food waste? Do you grow some of your own fruit and veg? Could you switch from bottles of liquid soap to bars of soap wrapped in paper? There are lots of things to consider!
Check out this video: https://www.youtube.com/watch?v=YseZXKfT_yY
It’s an American clip so watch out for some different word choices but there are some interesting thoughts about reducing your carbon footprint.
TASK: Once you have had a think together about what changes you would like to make (remember to make them feasible – if you make your expectations too high or too difficult then invariably you will struggle to make them happen!), write down a series of statements or pledges: ‘I will not run the tap whilst I brush my teeth, I will only turn it on to rinse’ or ‘I will clean the recyclable containers before I put them in the recycling bin.’
Your English work this week will be linked to science so scroll up for your next steps!
Ask children what is meant by the three Rs – reading, writing and arithmetic. We have already discovered that being a scribe was an important role in Ancient Egyptian society. Most people in Ancient Egypt could not read or write. Children from peasant families did not go to school because they were helping their families instead and because schooling was not free. The boys of rich families did sometimes go to a temple school & were taught by priests to read & write. They then often became scribes when they were older.
There were more than 700 hieroglyphs, so it was not easy to read and write and it took many years to learn. Some hieroglyphs stood for letters or sounds & others stood for whole words or ideas. Often a determinant would indicate the meaning of a sequence of sounds, e.g. think how the words beech & beach sound the same, but could have a water symbol (perhaps wavy lines) or a simple tree image added to show which word was meant. Hieroglyphs could be read from right to left, from left to right or from top to bottom. The direction in which animal or people hieroglyphs faced indicated which way to read the writing.
Hieroglyphs are found on Egyptian paintings & engravings, but also scrolls of papyrus have been found. When boys were learning to write they used old pieces of pottery & flakes of limestone to practise on. Papyrus is made from the stems of the papyrus reed (session resources), which grew along the banks of The Nile. Our word paper originated from the word papyrus (originally an Ancient Greek word). Papyrus was much easier to write on than carving hieroglyphs into stone. It was light & easily transportable & took up less space. The papyrus sheets were rolled into scrolls.
TASK: Children make some ‘papyrus’ by laying out strips of paper side by side, then weaving other strips at right angles over & under the original strips (the weaving was not done in Ancient Egyptian times, the stems were placed at right angles on top of one another). To get a good colour you can always stain the strips of water with an old teabag before weaving them together. Dip the paper into diluted PVA glue, blot & allow it to dry.
EXT: Research the Egyptian number system and write down the numbers (and even some Egyptian sums!) on your papyrus once it has dried.
https://www.lib.umich.edu/papyrus_making/lg_gardens.html - Papyrus being made today; http://www.britishmuseum.org/channel/exhibitions/2011/book_of_the_dead/video_papyrus.aspx - Preparing a sheet of papyrus for an exhibition at British Museum;
https://www.youtube.com/watch?v=q0zlBUbcWWQ - Details of the Book of the Dead papyrus in British Museum;
http://www.gwydir.demon.co.uk/jo/numbers/egypt/intro.htm - AE numbers websites.