Year 6 Home Learning Week beginning 18th May 2020

Dear Year 6,

We are really proud of how hard you continue to work and it is lovely to hear examples of you supporting your siblings and parents as well as each other through video calls and messages.

You have impressed us with the application of your growth mind-sets and the can-do attitudes you have shown towards your work which has resulted in high quality outcomes that you can be very proud of. In addition to this, many of you are also finding ways to continue to learn new skills for example cooking. If you are learning a new skill in addition to the activities we have sent you, please let us know via dojo as we would love to hear about how you are learning in other ways too.

Below are your learning activities for this week below. Please let us know if you need any additional support and we will try and help through dojo or by phoning you.

Maths:

Times tables: Each day there will be some set work for you to complete on Times Tables Rockstars. This will consist of different game types, in the ‘garage’ in the ‘studio’ and ‘soundcheck’. Of course, once you have completed these, you can keep playing, try out new game features and spend your earnings! Try to aim for 20 minutes a day on this.

Using triangles investigation

Following on from last week’s work into quadrilaterals, this week you will be developing your understanding of shape further. To do this, you will be investigating which shapes can be made by connecting triangles.

To start, using a ruler and scissors, you need to turn a square, into two identical right-angled triangles:

Task 1: Now, using the two triangles and moving them together in different orientations, which shapes can be made? You could take a picture of your shapes or draw them out with a ruler.

Can you find a way to make:-an isosceles triangle-a square-a parallelogram-an irregular pentagon

Which other shapes can you make? What would the names of these shapes be?

Task 2: This time you will need to turn a square into 4 identical right-angled triangles:

Using all 4 of these triangles and moving them together in different orientations, which shapes can be

made?

Can you find a way to make:-a right-angled triangle-a square-a rectangle-a parallelogram-a trapezium-an irregular hexagon

Which other shapes can you make? What would the names of these shapes be?

Extension: Choose some of these shapes and label all of their geometric properties. Think about whether shapes have equal sides, parallel sides and the types of angles found in the shape. For example, a square would have 4 equal sides, 2 pairs of parallel sides and 4 right angles.

Further challenges: -Do you know the names for shapes with 7 sides? What about 9? Write down all the shape names you know and research the others, for shapes with up to 12 sides. -’Twice As Big? (interactive https://nrich.maths.org/5561) Can you fit the small shapes together to make larger versions of the shape?

English: How can we compare the viewpoints of characters?

Activity 1: Using the story of Jemmy Button sent out to you via Class Dojo last week, consider the similarities and differences in viewpoint about Jemmy Button unexpectedly visiting London and Charles Darwin travelling to Tierra del Fuego for his research. Record these in the venn diagram below. Think about the separate feelings Jemmy Button and Charles Darwin may have had, as well as feelings that may have been shared.

Activity 2: Using the preparatory work we have completed, plan a story following the same home-away-home sequence as ‘Jemmy Button’. Your story should be told about Charles Darwin and the journey he embarked on. You may wish to refer to Jemmy Button within your story as ‘the boy Darwin returned home’.

Think carefully about how you want to structure your story and how you would like to make your reader feel at different points in the story. What vocabulary, grammar and punctuation techniques will you use to make your reader feel this way? One suggestion might be to structure it using a circular narrative but this is not the only way. Think about how the original story used repetition; this may be a device you wish to use in your story about Charles Darwin’s journey.

Your reading task this week includes reading and making notes on the Charles Darwin biography attached. It will be beneficial to read this to give you some more information about Charles Darwin before you begin your plan.

Paragraph purpose How I would like my reader to think/feel

The techniques and vocabulary I will use to

make my reader think this way

Extension: Edit your plan to include more than one form of writing in your story. This could be a diary entry written by Charles Dariwn or a letter he sends home. It could be an advert he found for the recruitment of scientists to embark on the voyage.

Spelling:

Choose 6-10 different words from last week that can be found in the Year spelling list in⅚ your reading log. Use strategies such as spelling scribble, rainbow spellings, triangle spellings or spelling tennis (catching a ball and saying the letter) to help you learn them. Perhaps your parents or siblings could be the teacher and test you at the end of the week.

Reading:

Listen to ‘Wonder’. We will send you a clip per week day.

Read the biography on Charles Darwin and record brief notes using bullet points. Remember these should be in your own words. This biography will support your English learning this week.

Charles Darwin

Synopsis

Charles Darwin was born in Shrewsbury, England, on February 12, 1809. In 1831, he embarked on a five-year survey voyage around the world on the HMS Beagle. His studies of specimens around the globe led him to formulate his theory of evolution and his views on the process of natural selection. In 1859, he published On the Origin of Species. He died on April 19, 1882, in London.

Early Life

Naturalist Charles Robert Darwin was born on February 12, 1809, in the tiny merchant town of Shrewsbury, England. He was the second youngest of six children. Darwin came from a long line of scientists. His father, Dr. R.W. Darwin, was a medical doctor, and his grandfather, Dr. Erasmus Darwin, was a renowned botanist. Darwin’s mother, Susanna, died when he was only 8 years old. Darwin was a child of wealth and privilege who loved to explore nature.

In October 1825, at age 16, Darwin enrolled at Edinburgh University along with his brother Erasmus. Two years later, Charles Darwin became a student at Christ's College in Cambridge. His father hoped he would follow in his footsteps and become a medical doctor, but the sight of blood made Darwin queasy. His father suggested he study to become a parson instead, but Darwin was far more inclined to study natural history.

Voyage on the HMS Beagle

While Darwin was at Christ's College, botany professor John Stevens Henslow became his mentor. After Darwin graduated Christ's College with a bachelor of arts degree in 1831, Henslow recommended him for a naturalist’s position aboard the HMS Beagle. The ship, commanded by Captain Robert FitzRoy, was to take a five-year survey trip around the world. The voyage would prove the opportunity of a lifetime for the budding young naturalist.

On December 27, 1831, the HMS Beagle launched its voyage around the world with Darwin in tow. Over the course of the trip, Darwin collected a variety of natural specimens, including birds, plants and fossils. Through hands-on research and experimentation, he had the

unique opportunity to closely observe principles of botany, geology and zoology. The Pacific Islands and Galapagos Archipelago were of particular interest to Darwin, as was South America.

Upon his return to England in 1836, Darwin began to write up his findings in the Journal of Researches, published as part of Captain FitzRoy's larger narrative and later edited into the Zoology of the Voyage of the Beagle. The trip had a monumental impact on Darwin’s view of natural history. He began to develop a revolutionary theory about the origin of living beings that was contrary to the popular view of other naturalists at the time.

Theory of Evolution

Darwin's exposure to specimens all over the globe raised important questions. Other naturalists believed that all species either came into being at the start of the world, or were created over the course of natural history. In either case, the species were believed to remain much the same throughout time. Darwin, however, noticed similarities among species all over the globe, along with variations based on specific locations, leading him to believe that they had gradually evolved from common ancestors. He came to believe that species survived through a process called "natural selection," where species that successfully adapted to meet the changing requirements of their natural habitat thrived, while those that failed to evolve and reproduce died off.

In 1858, after years of further scientific investigation, Darwin publicly introduced his revolutionary theory of evolution in a letter read at a meeting of the Linnean Society. On November 24, 1859, he published a detailed explanation of his theory in his best-known work, On the Origin of Species by Means of Natural Selection.

Death and Legacy

Following a lifetime of devout research, Charles Darwin died at his family home, Down House, in London, on April 19, 1882, and was buried at Westminster Abbey. During the next century, DNA studies revealed evidence of his theory of evolution, although controversy surrounding its conflict with Creationism—the religious view that all of nature was born of God—still abounds today.

https://www.natgeokids.com/uk/discover/science/general-science/charles-darwin-and-the-mystery-of-life/

Read at least 3x a week for 20 minutes. Summarise your reading to someone in your family and fill in your reading log.

Science:

This week we are going to look at something called ‘classification’. This is the last section of learning in our variation and evolution topic.

The diagram of a ‘family tree’ above, helps to demonstrate how some organisms (all animals in this example) are similar to one another. The fox and the human are both mammals, whilst the fish is on a different branch and hence a different category of animal.Can you name any of the other categories of animals on this picture?

Classification is important because it makes it easier to understand and study organisms once they are sorted into groups that have similar characteristics. It allows scientists to compare similarities and differences more efficiently. (Imagine trying to shop in a supermarket if the goods were not grouped together with similar items!) It also helps scientists to be sure that they are all talking about the same species if they are properly categorised. Activity One:

Below is a list of eight different methods of classifying organisms. Write a sentence explaining whether each statement is a good way of classifying animals and plants or not. Make sure you describe the pros and cons of the statements and what you think of their scientific appropriateness (think about how they may or may not link to the categories in the diagram next to the video link).

1. Animals which have backbones 2. Animals which are brown3. Animals which have a tail 4. Animals which lay eggs 5. Plants which produce flowers 6. Plants which look pretty 7. Plants which produce seeds 8. Plants which are tall

Activity Two:

Extension: What category of animal do you think a duck-billed platypus should belong in? Could you argue a case for each of the categories below?Fish, amphibian, bird, mammal, reptile.

Once completed, look up the real answer. Were you surprised?

Project:

PDL: How has the country developed/changed socially, politically and environmentally whilst I have been at primary school? What has impacted me? How have these changes influenced me? How might they influence my future?

Activity: Research and list the national events that have occurred during the time you have been at primary school. This could range from sporting events, political events, social events as well as the situation we currently find ourselves in.

Activity 2: Consider the impact these have had on you personally (maybe inspired you, for example) or how they might influence or impact on your future. Record this in a table similar

to the one below. You may wish to draw out your own table by hand, use the computer or just use this one.

In your work, try and ensure you refer to personal, social, economic, political and environmental changes.

Event and a summary of what happened

Impact on me at the time How the event may impact my future

Extension: Find a way to pictorially represent, for example in a collage, what national events have happened during your time at primary school and how this may impact on your future.

Other learning opportunities:

- PE with Joe https://www.youtube.com/watch?v=faE7889AIaU

- Science with the Winchester Science Centre

https://www.winchestersciencecentre.org/science-home/science-home/

#.Xor4d4hKhPY

- Let’s Think English lite https://islingtongovuk.j2bloggy.com/lteprimary/

- Times tables rockstars

- 5 - a - day (aim for gold but you may want to build your confidence with bronze or

silver or challenge yourself with platinum) https://corbettmathsprimary.com/5-a-day/

- Purple mash activities

- See Twitter @BerrywoodP for daily ideas

Submission of work:Please submit your work using the purple mash email address by Friday at 5pm each week.

The instructions below will help you to know how to do this:

Emailing on Purple Mash – KS2

1. Search email in the search bar

2. Click on 2Email - it needs to be the tools and games version

3. Click on compose

4. In the To section type in your Class Teacher’s name e.g. Miss Cunningham, Mr Rolfe, Miss Lowe

5. To send us your work, click on attach work and choose the file you wish to upload. You can send work created in Purple Mash and work saved to your own electronic devices e.g. desktop/ laptop/ tablet

To upload photos to an email, please follow the instructions below:

1. Open 2simple email.

.2. Compose new email.

3. Add your teacher’s name to the field and click on ‘attach picture’.

4. Click on the 2nd icon – clipart.

2. Click on ‘choose file’.

3. You should then get the option to choose a file from your device. If you are using a tablet or phone, it will give you the option ‘get photo’ and you can choose from your camera roll.

We hope you find ways to continue to be creative around your home learning this week and look forward to seeing your work!

With our very best wishes, keep smiling,

Miss Cunningham, Mr Rolfe, Miss Lowe