Monday 4th May  Hi Year 4, Welcome to your week 5 learning pack. We hope that you and your families are all keeping safe and well, and that you are trying to do some daily exercise. This week in home learning, we will be finding out more about our topic, ‘The Victorians’. Our Literacy text is a poem by Ernestine Northover called ‘The Little Chimney Sweep.’ In Maths, we will be using what we already know about fractions to help us learn about decimals (tenths and hundredths). Parents, we have also added a section at the back of the pack to show you the calculation methods we use in year 4. Remember that you (and your carers) do not need to do everything: just do what you can. Also remember that you can share some of the great work you are doing on Seesaw - we love to see what you have been up to. Take care of yourselves Kathryn, Nicola, Danika and Ed  Guided Reading & Spelling p 2-4 Virtual Visit  p29 English  p 5 -10  Art p29 Maths p11-20 Computing  p30-31 Science p21- 22 PE p32 Topic p23-24 Calculation methods p33-36 French p25-28 

 

  

Guided Reading Your adults should all have received details of how to access Rising Stars: Reading Planet On-line Library. Your teacher will 

have assigned several books for you to read on this website- there is a quiz at the end of each book for you to show your understanding. Please email admin@hitherfield.co.uk if you have not yet received these details.  

Oliver Twist Monday https://www.youtube.com/watch?v=o909brBJvCo   

  

       

Tuesday Oliver asks for more Today we are watching a short film clip, in which Oliver Twist famously asks for more food. (3mins).

 https://www.youtube.com/watch?v=gIi7kb3NFyY   

Wednesday 

Recount an event Watch the following clip (15mins) https://www.youtube.com/watch?v=jQFtCbW3lZ0   

  

 

 

 

 

 

Thursday https://www.youtube.com/watch?v=jQFtCbW3lZ0   

 

 

Friday https://www.youtube.com/watch?v=CxhPm8YpvZQ 

 

Literacy   This week we will be reading a poem called ‘The Little Chimney Sweep’ by Ernestine Northover.  Monday - Before you read the poem, what can you find out about chimney sweeps in the Victorian times. What did the job involve? Who usually did the job? Was it a safe job? Why? What else can you find out?  Find out more here - https://www.youtube.com/watch?v=WvlpHk0dF7o 

 Tuesday  The Little Chimney Sweep by Ernestine Northover. 

What is above all these chimneys, I asked the young lad, 

The chimney sweep boy replied, 

Why Sir, it's the sky which is sometimes so blue, 

That when I look up and glance at the view, 

Such glory cannot be denied. 

  

What lies in that sky then, I asked the young lad, 

The boy gazing up now replied, 

Oh Sir, clouds and sunshine, at night moon and stars, 

Planets like Jupiter, Saturn and Mars, 

What wonders out there can be spied? 

  

Is your work very unbearable, I asked the young lad, 

Most times Sir, it is, he replied, 

From dawn until dusk, I'm climbing to sweep, 

The soot from the chimneys, for my food and my keep, 

My Master cannot be defied. 

  

Do you 'welcome' the sky, I asked the young lad, 

When I'm climbing, I do, he replied, 

It's my friend when it's dark and the way up is hard, 

Because sometimes I get burn't and then badly scarred, 

There's many a time I have cried. 

  

What then do you wish for, I asked the young lad, 

With yearning, he slowly replied, 

I would love to be free and fly like the birds, 

Way up in the sky, and if I had the words, 

Write about how I'd feel like inside. 

  

Ernestine Northover 

 

Use the poem to answer these questions 

1. Find all of the words that rhyme with ‘replied’. 

2. How does the boy feel about his job? 

3. Why does the chimney sweep boy describe the sky as his friend? 

4. The chimney sweep boy says ‘My master cannot be defied’. What can you infer about the boy’s master - what is he like? 

5. How does this poem make you feel? 

Wednesday - Look at the first 2 verses of the poem… 

What is above all these chimneys, I asked the young lad, 

The chimney sweep boy replied, 

Why Sir, it's the sky which is sometimes so blue, 

That when I look up and glance at the view, 

Such glory cannot be denied. 

  

What lies in that sky then, I asked the young lad, 

The boy gazing up now replied, 

Oh Sir, clouds and sunshine, at night moon and stars, 

Planets like Jupiter, Saturn and Mars, 

What wonders out there can be spied? 

 

The little boy is describing and imagining the sky above him. Go and take a look at the sky outside today. How would you describe it? What can you see? What do you think is up there that you can’t see? Can you write a description? Remember you could use adjectives and similes to make your writing more interesting. 

Some sentence starters 

Up in the sky I see… 

Above me… 

Behind the clouds… 

In the air… 

Flying overhead… 

Far in the distance… 

 

 

Thursday - This is the final verse in the poem... 

 

What then do you wish for, I asked the young lad, 

With yearning, he slowly replied, 

I would love to be free and fly like the birds, 

Way up in the sky, and if I had the words, 

Write about how I'd feel like inside. 

 

 

What would you wish for the little boy? How would you like to see him cared for? What do you think he would be like as an adult? What job would he enjoy in the future? Why? 

 

You could start by writing… 

In the future, I hope that the little boy_______________ 

 

 

Friday 

Thankfully children are no longer used to sweep chimneys but it was very common back in the Victorian times. Do some more research in to the dangers of this job and create a poster to persuade the Victorian people to stop! 

    

Maths MATHS INFORMATION FOR PARENTS:  

● Don’t forget the NCETM parent support page for homelearning. Go to https://www.ncetm.org.uk/resources/54432 for access to support in the form of learning games, activities, videos and Facebook groups.  

● Whiterose maths has also produced some great learning sequences with short, clear explanation slideshows and related activities. Our maths for this week comes from here. https://whiterosemaths.com/homelearning 

● Please remember to continue practising your times tables using https://www.ttrockstars.com/ and https://mathsframe.co.uk/. Try to complete 1 Soundcheck quiz each week on TTRockStars.  

Monday: Recognise tenths and hundredths. This week we will be using what we already know about fractions to help us learn about decimals (tenths and hundredths) 

If you have access to a computer go to: https://whiterosemaths.com/homelearning/year-4/ and watch the week 1, lesson 1 slideshow which has a good explanation. 

Activity 1 

 

Activity 2 

 Activity 3 

 

   

Tuesday: Recognise tenths and hundredths. 

If you have access to a computer go to: https://whiterosemaths.com/homelearning/year-4/ and watch the week 1, lesson 1 slideshow which has a good explanation. 

Remember: 10/100 = 1/10 so for example: 

 

Activity 1 

  Activity 2 

 

* Bit harder… Activity 3 

 * Challenge… Activity 4 

 

   

Wednesday: Tenths as decimals 

If you have access to a computer go to: https://whiterosemaths.com/homelearning/year-4/ and watch the week 1, lesson 2 slideshow. 

Activity 1 

 

Activity 2 

 Activity 3 

    

* Bit harder… Activity 4 

  * Challenge… Activity 5 

    

Thursday: Tenths on a place value grid 

If you have access to a computer go to: https://whiterosemaths.com/homelearning/year-4/ and watch the week 1, lesson 3 slideshow 

Activity 1 

 Activity 2 

 Activity 3 

Activity 4 

 Challenge: Activity 5 

 

Friday: Tenths on a place value grid 

If you have access to a computer go to: https://whiterosemaths.com/homelearning/year-4/ and watch the week 1, lesson 3 slideshow 

Activity 1 

 Activity 2 

 

 Activity 3 

 * Challenge… Activity 4 

  

 

Science -   

Last week you investigated what happens to chocolate when you hold it in your hand.  Now watch this video clip about how the changes in chocolate’s state of matter are reversible (solid-liquid-solid) and how this property allows a chocolatier to do their job.  https://www.stem.org.uk/resources/elibrary/resource/34080/understanding-reversible-change  Why not investigate the reversible change of chocolate’s state of matter for yourself by making chocolate rice crispy cakes?  

  Here is an example of one recipe, but there are many others https://www.funkidslive.com/food/chocolate-rice-krispie-cakes/    

 This comic strip shows another simple experiment you can try at home 

 Use your knowledge of reversible changes in states of matter to explain how you think adding a small amount of salt to an ice cube allows the thread to become trapped in the ice.  Challenge:  Watch the attached video clip   https://www.stem.org.uk/resources/elibrary/resource/35406/states-matter  

What different uses can you think of for the amazing material armourgel?  Maybe you could draw and label a design that uses armourgel and its properties in a clever way.   

 

   

Topic - Victorian Homes 

  

  

  

    

 

     

French - animals 

 

 

  

Je suis allé(e) au zoo et j’ai vu …..  (I went to the zoo and I saw….) 

 

 

       

Virtual Visit- 

The Hubble telescope and NASA 

 

Take a virtual tour of the NASA Glenn Research Center or the Space Telescope Operations Control Center, which houses the Hubble 

Telescope. At NASA Glenn, delve into the ballistics impact lab or the supersonic wind tunnel. 

https://www.nasa.gov/content/goddard/hubble-360-degree-virtual-tour https://www.nasa.gov/glennvirtualtours 

Art - Draw your favourite cartoon characters 

 Will Sliney is an artist with Marvel who runs daily challenges online teaching children how to draw their favourite cartoon characters. You can choose from Sonic, X-Men, Spiderman, Zelda, the Simpsons and loads more. Have a look at: 

https://www.youtube.com/channel/UCmtQsXI3211I2eumTVKh4Kg  

   

Computing  Have you ever wanted to be a film director?  Well now is your chance to develop that skill.  -Plan a short film made up of several scenes. Think about what genre (type) of film it will be: action, comedy, horror, etc. -What kind of camera shots will you use for each scene? Close up, face shot, wide angle.  -Use the storyboard below to help you plan your film.  -If you are able, use the video camera setting on a phone, camera or tablet to record your film.  -You could then use a free video editor app such as imovie (Apple) or inshot (android) to edit your film.  -You could maybe even share you finished film on Seesaw    

 

  

PE -  During Summer term 1, we were due to study African dance as part of one of our weekly P.E. sessions.  

  Watch the below clip a couple of times  https://www.bbc.co.uk/bitesize/clips/zstw2hv  -Can you listen along to and copy some of the dance sequences?  -What types of movement do you think are important in African dance?  -Using the background music from the video, create your own set of simple but repeated movements.  - Include different stepping and jumping patterns and try to vary the height of movements and use different parts of your body e.g. arms and hips    

 

Calculation methods used in Year 4  Addition: We use a numberline for addition in Year 4: 48 + 36 = 84 ‘Put the biggest number first (48), and then partition the smaller number (36 = 30 + 6) and count on: 48 + 30 + 6.’

+10 +10 +10 +1 +1 +1 +1 +1 +1

48 58 68 78 79 80 81 82 83 84 If children are confident, use more efficient jumps…

+ 30 +2 +4

48 78 80 84 We also use the partitioning method to add numbers:

48 + 36 = 84 40 8 30 6

40 + 30 = 70 8 + 6 = 14

70 + 14 = 84 48 + 36 = 84

Partition the numbers into tens and ones/units. Add the tens together and then add the ones/units Together. Recombine to give the answer’. Subtraction: We use an empty number line to subtract in year 4: 126 – 45 = 81

-5 -10 -10 -10 -10

81 86 96 106 116 126 When confident children can use more efficient jumps:

-5 -40

81 86 126 Extend with larger numbers by counting back… 216 – 27 = 189

-1 -6 -20

189 190 196 216

…and by counting on to find the difference (small difference):

231 – 198 = 33

+2 +30 +1

198 200 230 231

‘The difference between 198 and 231 is 33.’ Multiplication: In year 4 we partition to multiply and use our times tables facts to support us. So: 13 x 5 = 65 (Partition 13 into 10 + 3) 10 x 5 = 50 3 x 5 = 15 50 + 15 = 65 Children in Year 4 also use an empty number line to show their multiplication 13 x 5 = 65 10 x 5 = 50 3 x 5 =15 0 50 65 Division: In year 4 we use our times tables facts to support us with

division - showing this on a numberline. So: ‘Eight jumps of three and one left over.’ 25 ÷ 3 = 8 r1 1 3 3 3 3 3 3 3 3

0 1 4 7 10 13 16 19 22 25 Alternatively you could jump forwards in multiples of three from zero to twenty four (‘and one more makes 25’) 25 ÷ 3 = 8 r1 3 3 3 3 3 3 3 3 1 0 3 6 9 12 15 18 21 24 25