Year 5: Home Learning - Week 4

04.05.20Welcome to week 4 of your home learning from the Year 5 teachers!

We really enjoyed talking to so many of you last week when contacting you by phone and we will continue to make calls this week. We are still posting and reading regular messages via Class Dojo. Thank you all for

keeping in touch and do let us know if we can help in any way.Purple Mash is still proving an invaluable way to make contact and is the best way to share your home

learning with your teacher.

Daily

● Read for at least 20 minutes daily - independently or with an adult. Remember to make a note of what you are reading/ how much you have read in your Reading Record books.

● Use TT Rockstars and Spelling Shed daily for at least 20 minutes – use your login card to access these every day. We will be updating the assignment on Spelling Shed every Monday so that you can practise different spellings each week. If you want some further challenge with your times tables, here is a link to a self-generating torture square website. At school, we set it to ‘Type 10 by 10’ and ‘Difficulty 2’. http://www.maths-starters.co.uk/tables_torture.html

● Choose words from the Y5 spelling list (found in your Reading Record Books) to practise each day (aim for 5 words per week).

Weekly There is one main activity for English, maths, science and project. Deciding when you do these activities will be dependent on your family’s situations and routines. You and your grown-ups can decide when is the best time to do your home learning so that it fits in around your family life. The challenges are there if you would like to spend more time on any of this week’s topics. This week there are some extra learning links for maths if you’d like to spend more time on this subject.There is no need to print the sheets – you can complete the activity or record your answers on some paper and take a photo to send to your teacher, or type it on a word document. Please continue to send in your work to your class teacher, via the Purple mash email.

EnglishWe are continuing to learn about Non-Chronological Report writing. This week we will write and publish our final non-chronological reports.We would love to compile all your reports into a class ‘Facts’ book when we return to school.

You have chosen the subject of your reports and have gathered the information you need.This week, you will be grouping the information into sections and you may want to give these sections subheadings.

Look again at the non-chronological examples you were sent last week.The examples might provide some inspiration of how to organise the layout of your report. Some organisational devices you might consider using are: Introductory paragraph Definitions/curious words Mind maps Photos/captions Diagrams/’how it works’ Maps Post-it notes Inside views Did you know? Sub headings/rhetorical questions

Think about how you will present your work. You could hand write your facts and include drawings or add some printed photos. You could produce the whole report on a computer if you have access to one. You might have a mixture of typed work and hand written work that you piece together to form your report.

English Challenge: Reading the non-chronological report examples, are there new facts that you now know that you didn’t know before?

MathsOur new unit of learning in maths is converting metric units of measure. 1. Practice starter – can you find objects (around your house) which

weigh approximately: 1kg, ½ kg, ¼ kg, ¾ kg, 1.5kg2. Watch the following videos:

An introduction to the metric system – watch until 2:16. https://www.youtube.com/watch?v=1TlCcW_mugs A more in depth look at capacity - https://corbettmathsprimary.com/2018/07/31/units-capacity-video/A more in depth look at mass - https://corbettmathsprimary.com/2018/07/31/units-mass-video/

3. Complete the ‘Week 4’s Maths Activity Sheet’ and then mark it using the ‘Week 4’s Maths Activity ANSWER Sheet’ both at the bottom of this document.

Maths Challenges:1. ‘Pouring Problem’ - https://nrich.maths.org/13664 2. ‘Pouring the Punch Drink’ - https://nrich.maths.org/9653. ‘Practice Run’ - https://nrich.maths.org/1009

Maths Extra Learning Links (if you still want more!): 5-a-day (aim for silver) https://corbettmathsprimary.com/5-a-day/ Maths games on all of the KS2 topics http://www.sheppardsoftware.com/math.htm Maths games http://www.iseemaths.com/maths-games/

A multi-level KS2 maths game designed to cover all of the maths areas https://www.bbc.co.uk/bitesize/topics/zd2f7nb/articles/zn2y7nb

Science Our science topic is continuing with ‘Comparing different life cycles and describing the differences’.

Have you thought about the importance of survival in the life cycle? What would happen if the life cycle was stopped at any of the stages? Would this matter? What impact would it have on the animal’s reproduction?

1. Observe the environment around you. Sit quietly in your garden or stop for a moment when you go for a walk. Make a list of any life cycles present. How do you know what life cycles are present? What evidence did you see or hear? How do the animals you observed reproduce?

2. Choose one of these life cycles you have observed and compare it with an animal from another part of the world with a different climate. In your comparison, explain what animal groups your 2 animals belong to and explain how you know. For example, a penguin can swim in water and walk on land and does not fly. Is it a mammal, amphibian or bird? How can your knowledge of life cycles explain this?Useful Weblinkshttps://ypte.org.uk/topics/animal-facts - Animals around the worldhttp://www.dkfindout.com/uk/ – DK Find out (click on ‘Animals and Nature’)

Science Challenge:Do animals, that have a similar life cycle, behave in a similar way in different environments around the world? How does their behaviour help them to survive?

ProjectWe are continuing with our Summer Term project called ‘What On Earth?’Watch the video found in this link by scrolling down to the video; ‘The Life Cycle of a Plastic Bottle’ to follow the journey of 3 discarded plastic bottles.https://thestemway.com/2018/05/how-is-plastic-madeThis week we are following the journey of the plastic bottle to the ocean and asking: ‘What On Earth Is Happening to our Oceans?’

Watch ‘What is the Great Pacific Garbage Patch?’ in the following link.https://vimeo.com/11704000

What are your thoughts and feelings after watching the video?Why is plastic a problem in our oceans?What harm is happening to marine life?Look at this photo and art work. What thoughts and feelings do they evoke?

What do you think can be done to stop plastic waste in our oceans? A conservation group called Surfers Against Sewage was set up by people who wanted to make a change. Surfers Against Sewage is a marine conservation charity working with communities to protect oceans, waves, beaches and marine life by tackling plastic pollution. https://www.sas.org.uk/

There are many other groups and organisations that are concerned about plastic in our oceans. These are some of their Logos.

Imagine you are setting up a group to raise awareness of, or campaign against, garbage patches or plastic waste in our oceans.Design a logo for your group. What image would you use? What key words would you include in your design? How could you make it simple and eye-catching and yet still convey the purpose of your group? Maybe you could use alliteration, onomatopoeia or repetition to make your slogan memorable.Your logo can be completed using any art media of your choice. You could use paint, felt-tips, colouring pencils or perhaps collage.

Project ChallengeLook at the world map below. Can you locate and label all the garbage patches in our oceans?

Converting Metric Measures – Week 4 Maths Activity Sheet Metres and Kilometres1km is approximately the distance from Berrywood Primary School to Wildern School.Known facts: 1,000 metres = 1 kilometre and 1 metre = 0.001 kilometre. ‘Kilo’ is the ancient Greek word for 1000. Stem Sentence: For every 1 kilometre (km) there are 1000 metres (m).

Stem Sentence: One thousandth (11000 ) of a kilometre (0.001kg) is 1 metre (m).

Reasoning Starter:Explain why we multiply and divide by 1000 when converting between metres and kilometres.

Main Activities:1. If I know 1000m = 1km, what else do I know?

1,000m = 1km 1m = 0.001km 2,000m = __km __m = 0.004km 50,000m = __km __m = 70km 4,205m = __km __m = 105km

Grams and KilogramsKnown facts: 1,000 grams = 1 kilogram and 1 gram = 0.001 kilogram. ‘Kilo’ is the ancient Greek word for 1000. Stem Sentence: For every 1 kilogram (kg) I have 1000 grams (g).

Stem Sentence: One thousandth (11000 ) of a kilogram (0.001kg) is 1 gram (g).

1,000g = 1kg 1g = 0.001kg

Here are some items that are for sale in a garden centre:

2. Write the total weights, in kg and g, of:

a) Slug pellets and plant food

÷ 1000 x 1000

A possible way to layout Q1 (to support if needed):

TTh Th H T O t h th

7 0 8 9 m

7 0 8 9

6 5 0 4 km

6 5 0 4 0 m

÷ 1000 = moving each digit 3 places to the rightx 1000 = moving each digit 3 places to the left

.km..

÷ 1000 x 1000

1kg

b) Ant powder and bulb fibre

3. Find the difference in weights, in kg and g, between the:

a) Sand and weed killer b) Seed potatoes and bulb fibre

4. A gardener carries all 9 items in 3 shopping bags. Each bag cannot hold more than 3.5kg. Write what he could carry in each bag and the weight of each shopping bag in kg and g.Is there more than 1 possibility?

Millimetres and LitresKnown facts: 1,000 millilitres = 1 litre and 1 millilitre = 0.001 litre.

‘Milli’ is is from the Latin word for 11000 .

Stem Sentence: For every 1 litre (L) I have 1000 millilitres (ml).

Stem Sentence: One thousandth (11000 ) of a litre (0.001L) is 1 millilitre (ml).

5. Alongside the written methods to solve these questions, draw a bar model/ drawing to help you unpick the problems. a) One can of pop is 330ml. Sheila normally buys a pack of 6. She wants to switch to buying 1.75 litre

bottles. How many bottles would she need to buy to have her usual amount?

b) The capacity of Wendy’s new jug is 3.5L and it is full. If she pours Peter and his 3 friends a 200ml glass of lemonade each, how many litres of lemonade would be left in her jug?

c) Ben and Sammy need 50L of water to give their dog a bath. Ben’s bucket holds 27,000ml and Sammy’s holds 32,500ml. If both buckets are full, how much extra water do they have?

d) Jan must add 250ml of water to his gravy granules but the markings on his 1l measuring jug have worn off.Can you draw a line to show where 250ml is on this scale?

1L

Converting Metric Measures - Week 4’s Maths Activity ANSWER Sheet

1. 1,000m = 1km 1m = 0.001km2,000m = 2km 4m = 0.004km 50,000m = 50km 70000m = 70km4,205m = 4.205km 105000m = 105km

2. a) 650g + 600g = 1250g & 1.25kg b) 250g + 850g = 1100g & 1.1kg

3. a) 1.8kg/ 1800g – 0.7kg/ 700g = 1.1kg & 1100gb) 1.7kg/ 1700g – 0.85kg/ 850g = 0.85kg & 850g

4. There are many different possibilities

5. a) 330ml x 6 = 1980ml. 1.75L = 1750ml. Sheila would need to buy 2 bottles.b) 3.5L = 3500ml. 200 x 4 = 800ml. 3500ml – 800ml = 2700ml = 2.7L. Wendy would have 2.7L left in her jug.c) They need 50,000ml in total. 27,000ml + 32,500ml = 59,500ml. 59,500ml – 50,000ml = 9,500ml. They have 9.5L or 9,500ml extra.d)

250ml is ¼ of 1 litre.