This week’s pack contains the following:

VIPERS questions

Writing - 4 activities to complete

Maths – 5 lessons working on fractions and decimals PLUS the new and

exciting ‘Family Maths Challenge’

SPAG – a sheet of 5 questions each day

Art - Science - Computing

History - Geography

Read independently or share a book every day

We would love to see the work that you are completing throughout the week so please

continue to email your work to year 3.4@linthwaiteclough.co.uk

Having a structure and routine for each day is very important and it will help keep your

brains and bodies active! Here is a suggestion of how you might choose to organise your home

learning each day.

Stay safe everyone!

From Mrs Plowman, Mrs Beckwith, Mrs Somerville and Mrs Asif

8.30-9 Good morning!

Get up, dressed and have breakfast

9-9.30 Keep Active!

PE with Joe Wicks or Dance with Oti https://www.youtube.com/channel/UC58aowNEXHHnflR_5YTtP4g

10 – 10.30 SPaG

Complete the 5-a-day SPAG sheet and practice your spelling words (link is

on the school website)

10.30 -11 Get some fresh air: play in the garden or work on your science activities

Check out the school website for other ideas on outdoor learning

11-12 Maths

Complete your year group work answering fractions and decimals questions

12-1 Lunch

Have lunch and relax!

1-2 Awesome English or VIPERS

Complete one of the writing tasks or answer VIPERS questions

2-3 CCL

Geog – Complete the Keyhole World Tour

History – Art - Computing

Science – investigate how water is transported through plants

KS 2 Home Learning

Week beginning 11.05.20

Geography - Through the Keyhole World Tour

You have woken up in a room you have never seen before and you have no idea where you are. Take a

peep through the keyhole, read the clues and see if you can discover where you are.

Can you discover any other interesting facts about each country? Good luck and enjoy your trip!

Where am I?

1. This country has a black, yellow and red flag.

2. Each year there are many festivals, including the

Flower Carpet Festival and the Ghent Light Festival.

3. French fries are believed to have been invented here.

I am in…

Where am I?

1. The main religion in this country is Hinduism.

2. Animals found here include Bengal tigers, elephants,

flying foxes, lions and macaques.

3. There are lots of temples here, such as the Tamil

Nadu.

I am in…

Where am I?

1. People here like to have a Siesta. They take a nap in

the day when it’s very hot outside.

2. The official language here is Spanish.

3. This is the birth country of Lionel Messi.

I am in…

Thank you for your visit. We hope you had a safe and informative trip!

Where am I?

1. Over 80% of this country is covered in ice.

2. Arctic foxes, hares and polar bears can be spotted

here.

3. Nuuk is the capital of this country.

I am in…

Where am I?

1. This country spans two continents (Europe and Asia)

and eleven time zones!

2. 70 cats guard The Heritage Museum here and protect

the treasures from rodents.

3. The longest river in Europe, Volga, can be found here.

I am in…

Where are you?

1. There are many Shinto shrines in this country.

2. It is traditional to bow to greet people here.

3. The currency used in this country is called yen.

I am in…

Next, why not create your own ‘through the keyhole’ quiz? Use your research and geography

knowledge to create some clues and challenge your family. Start by looking at the world map

and selecting a country. Now search for facts and traditions from that country and create

some clues.

Here are some empty keyholes for you to use. You could include things like parts of

landmarks, traditional food, or even the country flag in them to act as extra clues.

Art - Through the Keyhole

This week we wanted to get creative with the idea of looking through a

keyhole. Your challenge is to create your own keyhole artwork like the

examples below.

What is behind that door? Maybe you have found a secret garden?

Maybe your door is in a newly discovered world filled with amazing wonders?

You can use your imagination or you can create art based on somewhere you

have been, or even what is behind your door right now. You could also draw or

paint the place from your creative writing this week. It’s entirely up to you!

We can’t wait to see where your imagination takes you.

Creative Writing

Who is writing this? Where are they? How did they get there? What can they see through

that keyhole? What can you picture through that keyhole?

‘Looking through the keyhole’ is the idea behind this creative writing challenge.

Option 1 - Use the story introduction above and extend it with a wonderfully creative

description of what is behind that door.

Option 2 - Create your own introduction and description of what can be seen through a

keyhole of your choice. You might be able to see a land of mythical creatures, a busy fast

food restaurant, or a secret garden - the choice is yours. Think about what you can see, hear

and smell.

If you’d like some inspiration, here is the trailer for the film The Secret Garden:

https://www.youtube.com/watch?v=1zeqqhA5Z3A&list=RDQMFutMkT6VGSA&start_radio=1

Challenge: Read through the introduction and see how many writing features you can spot.

Look out for adverbs, adjectives, expanded noun phrases, interesting verbs, similes, fronted

adverbials and prepositions. Do they make the writing more interesting to read? Can you

include them in your own writing?

Have fun using your imaginations and being authors.

We’d love to share in the fun, so please send us your stories.

It was the sound of water that first woke me from my troubled sleep. I lay with my eyes

closed as the drip, drip, drip pulled me from my sleep and made me realise how cold I was.

Reaching down to find my blanket, my hands grasped nothing but icy air. Suddenly, feeling

nervous and confused, I squinted my tired eyes open. That was when my body was taken

over by panic and I jumped up, ready to run. I could feel my heart pounding through me

like an angry drummer and my vision blurred. “WHERE AM I?!” my brain screamed out.

There was nowhere to run, I was in a room I had never seen before. Just one small lamp

stood on top of a stained, dirty desk to light the room and there were no windows.

Scouring the room for any clues or way out, I spotted a grand oak door with an intricately

designed iron door handle. Too scared to move but also too scared to stay still, I slowly

forced myself towards the door. Below the handle I could see a keyhole that seems to be

beckoning me closer. Nervously, I crouched down so that my eye was level to the hole and

that’s when my heart began racing again. Shocked at what appeared before me, I could

see…

History

Continuing with our history study of places and people in your local area, this week can you

find out why so many mills were built in the Colne Valley during the industrial revolution?

Who built these mills?

What did they produce in these mills?

What has happened to these mills over time?

What are these mills used for now?

Why were the mills important in our local area ?

Can you present your information in an interesting way?

Eg a fact file or a poster

Science - Plants

Last week we began to explore the different factors that affect the healthy

growth of plants. You may even have even designed and set up your own

investigation into one of these factors to test over the next few weeks (don’t

forget to keep up with this and continue to record your observations and

results in whatever method you chose).

The main requirements included light, water, fresh air and plenty of space to grow.

Light - Plants make their own food in their leaves. They need light to do this. Some plants require

more light than others, so some need to be planted in direct sunlight and others need to be planted in

a shaded area.

Water – Another requirement for making their own food is water.

Fresh Air – Plants use the carbon dioxide in the air to make their food. They produce oxygen as a by-

product of this process.

Plenty of Space – All plants like to have room to grow. The above ground portions of the plant need

space so leaves can expand and carry out the job of making food. Roots also need room to grow. Plants

growing in small spaces will have their roots crowded, and that results in reduced growth.

This week you will be: Exploring the way in which water is transported within

plants.

Can I explain the function of the stem?

Can I explain how water is transported in a plant?

Can I make a prediction?

Challenge: Can I carry out my own investigation?

This week we have three options for you to have a go at:

Page 2) Watch the video and have a go at showing what you have learnt.

Page 3) Take a look at the diagrams of an experiment; have a go at making inferences and predictions

about what is happening.

Page 4) Time to be hands on! Have a go at seeing water transportation in action.

Task Option 1: Conduct Some Research On Transportation

of Water In Plants.

We all know plants need water in order to grow. But how do they get their water? Where do they get

it from and how is it taken to the part of the plant that it’s needed? This week we would like you to

research this.

First watch the following video about water transportation in

plants: https://www.youtube.com/watch?v=KIug9Foou3s

Next watch the video again, but this time take notes on how water is

transported in plants. This can be a bullet point list, full sentences or

diagrams showing what is needed.

Now we would like you to think about what you have learnt. You could show this by:

1) Writing a short description of how water is transported in a plant. Remember to include the

key parts and any scientific words you have learnt.

2) Draw your own diagram of a plant and label and annotate your diagram with key parts and

notes to explain how water is transported.

3) Write a script for an educational video of your own about transportation of water in plants –

To expand your video, you could include an introduction to other things you already know or

have learnt over the last few weeks as well.

Task Option 2: Colourful Carnations.

Time To Make Some Inferences:

This flower is a carnation. Their

petals are normally bright white.

This one however has blue petals!

Can you explain why this might have

happened? (Is the colour of the

water important?)

How long do you think it would take

for the flower to turn blue?

If you took the flower out of the

water, would the colour disappear as

the flower dried out?

What will happen to the colour as the flower dies?

Prediction Time:

Someone has set up this experiment. They have five

carnations placed into tubes of water with different food

colourings in.

Each of the flowers are labelled A-E. Can you predict

what colour each flower may turn?

Will the same thing happen with all of the flowers?Will it

take longer for some than others?

A B C D E

Challenge: For your challenge, we would like you to use the internet to do some research.

Can you find which other flowers this method would work with? Can you research which food

colourings work best and which food colourings don’t work?

Task Option 3: Have A Go Yourself…

If you can why not try and have a go at seeing water transportation in action!

Follow the steps below. Can you describe what happens? Can you take photographs to show what

happens and share with us?

Challenge: Try this experiment with different food colourings. Can you find out if all food

colouring work as well as each other? Which ones work best? Can you explain why some might work

better than others?

English - VIPERS

Watch the short film ‘The Present’ and then have a go at answering these

questions. https://vimeo.com/152985022

Write your answers in sentences which make sense

Q1 - R What colour is the boy’s backpack?

Q2 – I.E. How does the boy feel in the first part of the film while he is

playing his computer game. Can you include 2 or 3 different pieces

of evidence in your explanation?

“I know he was feeling …….because he……”

Q3 – R. Why did Mum say he should open the blinds?

Q4 -I E How does the boy feel when he FIRST sees the puppy? How does

that change at 1:04? Why?

Q6 - R What did the puppy spot underneath the cupboard?

Q7 –I. E The boy’s mood changed several times between 2:10 and 2:17.

Can you explain what happened which affected his mood each time?

Q8 – S.E. How many words can you think of to describe the dog? Choose 5

words to describe the dog’s character (what it ‘is’ like and not

what it ‘looks’ like) and explain each word choice.

I know that the dog is ………… because……………..

Q9 - S Summarise the 5 main points in the story.

Top Tip

Start with point 1 – how did the story begin then think about point

5, and what happened at the end of the story.

Challenge Was it a good idea for Mum to give the boy a puppy?

Prove it using evidence from different parts of the film, eg. At

the beginning or at the endd. In your answer you need to explain

how the boy’s attitude changed and give reasons why.

Writing

After watching the short film ‘The Present’, have a go at these three writing

tasks https://vimeo.com/152985022

Task 1 Planning a character

description

https://www.twinkl.co.uk/resource/au

-l-033-character-description-writing-

sheet

Use the Twinkl grid to plan out what

you know about the boy in the video,

think about his story, how and why he

changes.

These might help:

https://www.bbc.co.uk/bitesize/topic

s/zpccwmn/articles/zqf32nb

https://www.youtube.com/watch?v=br

M5GlSLpdk

Task 2 Character description

Write a paragraph of description

about the boy in the video. Think

about how you link your sentences,

the video clips will help you.

Coordinating conjunctions – Which

words are the FANBOYS? Find out,

use them in your description.

https://www.bbc.co.uk/bitesize/topic

s/zwwp8mn/articles/z9wvqhv

https://www.youtube.com/watch?v=3

_CQHL90e7k

Task 3 Editing and improving

Read your description to someone in

your house. Ask them to tell you what

you have done well and what you might

add or remove to improve your work.

Make any changes and then read your

description again.

Check:

Punctuation

Interesting adjectives

Coordinating conjunctions

Does it make good sense?

Name: ____________ 5-a-day SPAG

Monday 11th May

1) Tick the correct type of sentence.

What kind of plant is that?

Exclamation

Command

Statement

Question

2) Can you rewrite this sentence to

include an expanded noun phrase to

describe one of the nouns?

The train sped past the station.

_____________________________

_____________________________

_____________________________

3) Draw lines to join up the root words

with the correct prefix.

port

tri angle

tele cycle

vision

4) In each row, tick to show if the word

starts with a vowel or consonant:

Vowel Consonant

Garage

Newspaper

Unicorn

Igloo

5) Underline all the verbs in the sentences below:

Tomorrow, my team are playing in the cup final and I am the top

goal scorer. Hopefully, I will score a hat-trick!

Name: ____________ 5-a-day SPAG

Tuesday 12th May

1) Cross out one of the homophones to

leave the correct version of the word

in each sentence.

Fahad had a nasty cut on his leg but it

was beginning to ( heel / heal ).

The ( heel / heal ) of Cassie’s wellington

boot had a ( whole / hole ) in it and it was

letting in water.

2) Are these sentences statements,

commands, exclamations or questions?

Add the appropriate punctuation onto

the end of each.

Did you see the news ___________

How terrible is that ___________

Put that down ___________

3) Write ‘a’ or ‘an’ correctly in the

sentences.

We placed _____ newspaper in the time

capsule.

_____ ice-cold rain drop fell onto the

back of my neck.

Cautiously, I fed _____ treat to the

large, brown horse.

4) Can you unjumble the preposition

below?

undrennhtae

Now use it in a sentence.

_____________________________

_____________________________

5) Write boys, boy’s or boys’ in the spaces below.

The ________________ football was in his bedroom.

Some _______________ love playing football.

The ________________ coach is teaching them some new skills.

Name: ____________ 5-a-day SPAG

Wednesday 13th May

1) Tick the correct type of sentence.

Tim was playing on his computer and

Ben was playing football outside.

Simple

Compound

Complex

2) Can you complete the following

spellings using -gue or -que?

Anti _______________________

Lea ________________________

Uni ________________________

Fati _______________________

3) Can you turn these adjectives into

adverbs (first one has been done for

you)?

Happy ____Happily__

Gentle ___________

True ___________

Frantic ___________

4) Use two different subordinating

conjuctions (think AWHITEBUS) to

complete these sentences:

Dolphins breathe oxygen

___________ they are mammals.

Many people believe they are fish

___________ they live in water.

5) Underline the prepositional phrases in the sentences below.

The frightened boy hid behind the sofa.

The girl, who was wearing a sun hat, was sitting under the umbrella.

Class 8 practised chest passes during P.E. lessons.

Name: ____________ 5-a-day SPAG

Thursday 14th May

1) Underline the fronted adverbial in

the sentences below.

During the ferocious storm, the

weathervane spun wildly.

In the fields round back, Tommy played

with spike the dog.

2) Can you write a definition for each of

these homophones?

Peace: _______________________

_______________________

Piece: _______________________

_______________________

3) Tick if the sentence uses an

apostrophe for omission or

possession.

The girl’s bike was taken.

Omission Possession

The girl was sad because it wasn’t fair.

Omission Possession

4) Underline all the verbs in the

sentences below.

During the downhill final, the Norwegian

skier had a successful run. She swooped

around the flags and only knocked one

of them over.

5) Can you invent a direct speech sentence that Ben (the boy in the picture) might

be saying?

_______________________________________________

_______________________________________________

_______________________________________________

Name: ____________ 5-a-day SPAG

Friday 15th May

1) Underline the main clause in the

sentence below. Circle the

subordinating conjunction.

When the cake is brown, take it out

of the oven.

I like to eat the popcorn before I

watch the film.

2) Circle the three determiners in the

sentence below.

During the zoo visit, they saw many

monkeys and an antelope.

3) Match the words to the word classes.

it conjunction

strong pronoun

although adjective

must modal verb

4) Put ticks in the correct boxes:

5) Tick the sentence that uses the apostrophes correctly:

The childrens lunchboxes and drink’s were left on the coach.

The children’s lunchboxes and drinks were left on the coach.

The childrens’ lunchboxes and drinks were left on the coach.

The children’s lunchboxes and drink’s were left on the coach.

Mindfulness - The Body Scan (10 minutes)

This mindful activity will you relax before sleep.

You can get your family to join in too!

Lie on your back on the floor, your hands on your tummy with your eyes closed (or you may prefer to look at the ceiling).

Pay attention to their feet for 5 or 10 seconds.

Questions to ask yourself during the body scan: – How does this body part feel? – Is it cold or warm? – Does it feel tight or relaxed? – Is all or part of that body part touching the floor? – Or clothing? – What does that feel like?

Move on to your toes, then ankles, then calves and knees. Continue body part by body part until you reach the head.

Question how each part of the body feels to bring awareness to your body in the moment. If there is tightness or stress, imagine breathing the stress out of that part of the body with

each exhale.

Maths for week beginning 11.05.20

Hi all, we hope you have had a good bank holiday weekend and had fun

celebrating VE day and enjoying the sunshine. Today (Monday 11th May) is

national eat what you want day according to www.nationaldaycalendar.com

(we promise we are not making this up!) so maybe you could persuade your

parents to let you have your favourite food for dinner today.

We hope you have had another good week working on your maths. This week

the work for year 3s is to consolidate your understanding of equivalent fractions

plus comparing and ordering them. For year 4s it is making whole numbers from

decimals, comparing decimals and ordering them.

There are 4 lessons to complete plus a family challenge from White Rose home

learning. All of the lessons are from summer term week 1 so click the link for

your year group and select summer term week 1(w/c 20th April). Watch the

lesson video (you can watch it as many times as you like) then complete the task

sheet for that lesson.

The family challenges are a series of maths questions for the whole family. The

most suitable questions for your year groups are Q1-3 (Y3) and Q1-4 (Y4).

However, why don’t you work with your family on the rest of the problems to

complete as many as you can!

Please click on the links below to access the videos for your year group and once

again please do not worry if you do not manage to get through all of the

lessons.

Year 3

https://whiterosemaths.com/homelearning/year-3/

Year 4

https://whiterosemaths.com/homelearning/year-4/

Please let us know how you are getting on and if we can help in anyway.

Mrs B, Mrs P, Mrs S and Mrs A