OTHER SUBJECTS Week Beginning 18.5.20

SCIENCE

TASK 1

Draw a picture of

the plants you can

see from a window

TASK 2

Find out the names

of some unknown

plants

Look out of a window in your house. What different types of plants do you see? We’ve

thought lots about flowers so far but remember that trees, weeds and grass are all types

of plants too.

Draw a picture from your window labelling the different types of plants you can see. Use

the word bank opposite to label your picture.

Download the app named ‘Seek by iNaturalist’, for free, from the App Store. You do not

need to register. The app allows you take a photo of a plant and it will identify it and tell

you the name of it. It’s lots of fun and even works for insects too.

Using the app, find out the names of 5 plants that you did not have on the list you wrote at

the start of the topic.

In one daily walk around the neighbourhood, Mrs Axam was able to identify all of these:

WORD BANK

tree flowering plant

bush weed grass

TASK 3

Identify some

garden plants and

some wildflowers

TASK 4

Identify plants from

the school’s wildlife

area

Are the plants you have identified garden plants or wildflowers?

If you found them in a garden, they are probably a common garden plant. Most garden

plants have been bought from places such as garden centres or planted as seeds. They can

come from all over the world.

If you found them in a meadow, a woodland, on a grass strip in the street or in a large

patch of grass they are likely to be wildflowers. Wildflowers are flowers that are found

growing naturally in the wild, meaning they were not intentionally planted.

Can you name two common garden plants and two wildflowers? Fold a piece of paper into

quarters. Can you do a quick sketch of each of them, one in each quarter? When you draw

them, look at the number of petals, the colour, the leaves and the size and shape of the

flower.

Below are some photos taken this week in the school’s wildlife area. Can you identify any of

the wildflowers? There are a few charts below to help with some of them.

Can you tell which one of the

photos is of garden plants and

which photo shows

wildflowers?

HISTORY

TASK 1

As a quick recap of our history topic ‘Down Memory Lane’ we thought you might enjoy

watching this Magic Grandad video which will take you back to the 1870s. That’s 150 years

ago! As you watch, look out for any toys that you recognise. Maybe you’ve seen them in

books or on the internet or perhaps you played with them during the Hertford Museum

workshop.

You’ll also see what school was like in the Victorian times. Is it similar to our school or quite

different?

Challenge: Write some sentences to explain some things you have found out about what life

was like 150 years ago on the Victorian era.

https://www.youtube.com/watch?v=x4InbddoC7g

PE

Speed Bounce

Challenge

Go to the Video Resource Centre to find out about the Speed Bounce Challenge. Do the

challenge a few times over the week to try and beat your first score.

You will need:

• a jumper

• a timer

DESIGN AND

TECHNOLOGY

Make a vertical

slider

See the powerpoint on our class page – DT Slider. Create a moving picture which includes a

vertical slider mechanism. The instructions are in the powerpoint. Can you make it possible

for Jack to climb the beanstalk?

COMPUTING

TASK 1

Scratch Jr

Time to Move –

different speeds and

distances.

After completing lesson 2 (Grow and Shrink) you are ready to move onto lesson 3.

Lesson 3 – Time to Move

This lesson is based around moving sprites (in this case, cars) in a single direction. The

movement blocks are combined with the idea of repetition, whilst also editing other values

such as the size and speed of movement.

Repetition – this means creating an instruction (or sequence of instructions) to be repeated

more than once. This could be by a given number of times or by just repeating in a constant

loop.

Please use the following to help you with this lesson.

* Powerpoint – this will give you an overview of the task.

*Set of 3 worksheets – Moving Cars. You might find it helpful to print these, but if you

would rather not or don’t have access to a printer then have a look through them to follow

the instructions.

1. Begin with the instructions on the first worksheet (with one star) – this involves adding

and programming one car on the background. Children can also change it’s size and position

on the road.

2. If you wish to you can move on to the tasks on the second worksheet (with two stars).

This instructs children to add a second car and to program the two cars slightly

differently, so that one car travels faster. Then the REPEAT FOREVER block is introduced

to keep the cars moving. The project is started with the green flag and stopped by taping

the red hexagon.

3. Finally, the third worksheet is the challenge task. (This one has three stars). It is

designed as an extension and encourages children to test and apply their skills by creating

a new project.

* Moving Underwater Worksheet – What would each set of instructions make the

associated character do?

TASK 2

Scratch Jr

Repeat – to use

repeat instructions

to make a sequence

of instructions run

more than once.

Lesson 4 – Repeat

This lesson guides children through the understanding of using repetition in simple

programs.

Please use the following to help you with this lesson.

*Powerpoint

* Set of 3 worksheets – Spaceman

1. The initial code on the first activity sheet (one star) does not include any repeat

function. The sequence just runs through once and then ends. Children can then predict and

test the difference by changing the end block for a repeat forever block.

2. The worksheet with two stars continues to allow children to explore the different use of

the repeat forever block compared to the repeat block (which runs a sequence for a

specific number of times).

3. An additional challenge is provided in the worksheet with three stars. The astronaut is

programmed to disappear into the distance and end up on the moon. Some children may be

able to investigate this technique further and understand that the process which has

created the effect. By adding a shrink instruction to each iteration of the repeat, followed

by an invisible instruction at the end, it creates the illusion. After the astronaut

disappears, the new background is fetched. This is the final code:

LIFE SKILL Can you do up your top button on your school shirt? How about other buttons that are on

your clothing? Some of them are quite tricky, particularly on jeans. Perhaps you might like

to practise doing up and undoing buttons. You may wish to practise doing up tricky zips too.