You’re all doing really well with your home learning remember it’s always nice to see some of your work and things you’re doing.
These tasks are also accessible on purple mash along with our spellings and story chapters –
Day 1 – Listen to a reading of Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst and Ray Cruz. Read a character profile of Alexander’s mum and then write a profile of Alexander himself. Write a narrative account of a girl’s very bad day.
Day 2 – Listen again to the story of Alexander and answer a series of questions about the story. Watch the trailer for the film version of Alexander and write about the parts of the book you would insist on keeping in the film.
Day 3 – Listen for a final time to Alexander. Write a letter to Alexander as his British pen pal. Write a conversation between Alexander and his teacher Mrs Dickens as punctuated dialogue.
Day 4 – Read ‘Strict’ by Michael Rosen. Write the very strict class teacher’s class rules. Explain how you would have avoided being caught breathing in her lessons.
Day 5 – Read ‘Dinner Hall’ by Michael Rosen. Create a menu of the kind of revolting food combinations mentioned in the poem. Use the progressive past tense to write the story of a particularly riotous dinnertime.
These tasks are also on purple mash as well as some games you may enjoy and will definitely keep your maths brain working!
Day 1 – Children practise generating multiplication and division facts from known tables facts.
Day 2 – Children multiply by 4 (doubling twice) and by 10 to ‘scale up’ recipes.
Day 3 – Children divide by 4 (halving twice) and by 10 to make scale drawings.
Day 4 – Children investigate totals within rectangles drawn on calendars.
Day 5 – Knowledge of inverse operations is used to solve puzzles. Encourage all children to have a go at writing ‘magic chains’ in the investigation.
Angry Earth Topic
The first three images are of school classrooms devastated by earthquakes. Ask the chn to imagine what it would be like to go to school in an earthquake zone. How would you feel about being in school and not being near your parents or loved ones? Would you feel anxious? Would you be able to concentrate? Explain that people who live in earthquake zones have to learn to live with the possibility of an earthquake happening. Show the fourth image (map) of the session resources. Explain that this is a map showing The Ring of Fire. This is an area where a large number of earthquakes and volcanic eruptions occur in the basin of the Pacific Ocean, in a 40,000 km (25,000 mile) horseshoe shape. It is associated with a nearly continuous series of oceanic trenches, volcanic arcs, and volcanic belts and/or plate movements. It has 452 volcanoes and is home to over 75% of the world's active and dormant volcanoes. Ask the chn to look closely at the map. Ask Can they recognise any countries? Have they been to any of these places on holiday? Do they know anyone who lives near the Ring of Fire? Look together on a globe or in an atlas to find the names of some of the countries in the Ring of Fire. Point out that, along the Ring of Fire, there are some developing countries with not a lot of money to spend on earthquake-proof buildings (Mexico, Haiti), and also some areas we may not associate with being part of a major earthquake zone (New Zealand, California and the west coast of America).
When people live in these areas, they have to know they are prepared for a major earthquake. They practise earthquake drills and make sure their houses are as safe as possible.
http://www.humboldt.edu/shakyground/ - Recognising the hazards in your home if you live in an earthquake or tsunami zone
http://www.dropcoverholdon.org/ - Official earthquake drill website
Have a go at writing instructions for Earthquake survival.
This week we’re going to look at sedimentary rocks –
Now we’re going to look at how the Earth changes rocks -