Wednesday 1st July
Hi everyone! I hope that you are all OK at home. It is so so nice to hear from most of you yesterday. Please keep in touch and let me know how you are getting on. Even if it just to say hi!
**Please just do what work you can and please please don’t worry if you don’t do it all. I’d rather give you lots to keep you busy than not enough. If you wish to do alternative activities, that is also absolutely fine. Just do what is right for your family situation. Also, if you get stuck or are unsure, please just ask me. **
Today’s activities are as follows:
- Complete Day 56 spelling and one of the grammar activities on Purple Mash 2Do
- Complete an arithmetic task on Kids Classroom Secrets
- If you have an IDL log in...use it each day and complete the lessons.
Maths - Below, I have attached a worksheet based on Common Factors We have covered this in school so it will be a useful revision exercise for you.
There is a video on: https://www.bbc.co.uk/bitesize/articles/zd8j7nb to help remind you.
Please complete the worksheet if you can. You don’t have to print it off, just record your answers and working out in your green book or do them on the squared paper I gave you and stick them into you green book. The answers for yesterday’s work are below to for you to self-mark and I will post up the answers for today’s work for you tomorrow.
Writing - Theme: Explorers and Adventurers
Read and enjoy the opening (Flight – pages 1- 4) of The Explorer by Katherine Rundell here:
Now go back to the chapter you have just read and jot down any words or phrases that interest you and words and phrases that describe the plane. You may want to explore the meaning by using a dictionary or discussing with an adult.
Based on the words and phrases you have collected, write a free-verse poem (a poem without any rules) to summarise the opening chapter.
You may want to alter some words or phrases from the text or add your own to create your poem.
An example opening to a poem based on this chapter could be:
Man-made magic wish,
Flying faster than the setting sun,
Following the swerve of the Amazon River,
Vast sweep of blue.
Art/PSHE - Personality Swirls
Look at the PowerPoint attached below. Make a list of:
- What you like
- Your Strengths
- Positive adjectives to describe yourself
- Hobbies and Interests
Then follow the instructions to create a personality swirl and add your own designs to it.
PE – Athletics
Equipment: something to use as a marker i.e. socks, plastic bottles, tin, toy etc.
Aim: To estimate how far you can run in 2 and 3 seconds. To run as far as possible in 2 and then 3 seconds. To create a series of 5 different jumps to cover the distance run in 2 and 3 seconds
Task 1 – How far can you run in 2 and 3 seconds?
With limited space try and run for 1 second or 1 and then 2 seconds.
- The child starts on a line and takes a marker to a distance they estimate they can run to in two seconds and another marker to where they think they can run to in 3 seconds.
- On command GO the child runs from the line as fast as they can towards the first marker with parent/sibling timing, after 2 seconds the parent/carer shouts STOP and marks were the runner reached in two seconds.
- (Q) How near to their estimate were they? Ask the child to see if they think they need to change the second marker.
- On command GO the child runs from the line as fast as they can towards the second marker with parent/sibling timing, after 3 seconds the parent/carer shouts STOP and marks were the runner reached in three seconds.
- Repeat to try and beat your distance in 2 seconds and then 3 seconds.
- Mark the final positions, as you will need these for task 2.
Points to help running fast:
▪ Start with a wider sideways stance and bent knees.
▪ Drive your arms and pump your knees
Task 2 – 5 Jump challenge
- From the starting line how many jumps (from 2 feet to 2 feet) does it take to reach the first marker?
- How many jumps does it take to get to the second marker from the starting line?
- From the starting line how many jumps does it take to get to the first marker using the following jumping sequence – Start from 2 feet and jump to one foot, from one foot jump to two feet, from two feet jump to the one foot (other foot), jump one foot to two feet then repeat.
Jumping 2 feet to 2 feet
Points to help improve jumping 2 feet to 2 feet:
▪ Start in the ski position with arms back behind you in preparation to jump.
▪ Swing arms forward and take off
▪ Land on both feet and bend knees
Task 3 – Challenge
- Can you create a combination of 5 different jumps to reach the second marker?
- How many jumps did it take?
Any completed work can be emailed (email@example.com) or dojo’ed to me.
And as always, any questions please just ask.