St James the Great Catholic Primary SchoolCLASS: Y5

Home Learning Grid Week beginning Monday 1/6/2020

Monday Tuesday Wednesday Thursday FridayD&T LI: To understand the different food groups and what a healthy, nutritious and varied food or

diet is. To research information on vitamins.

Keep a food/drink diary for a week where you record your meals and snacks.

What makes a diet healthy?

Research information on vitamins A, B, C, D, E and K to find out how they help our bodies and what foods you can find them in. Consider how you want to lay out your work; you may wish to use a table.

Did you find any foods that share different vitamins? Look at your food diary and decide which was your healthiest and unhealthiest day.

Some websites to use:https://foodafactoflife.org.uk/7-11-years/healthy-eating/the-diet/https://foodafactoflife.org.uk/7-11-years/healthy-eating/nutrients/

Computing

Coding- Algorithm

https://www.flocabulary.com/lesson/Algorithms/

Hand out the Algorithmic Thinking Worksheet.

LI: To explore algorithms. To create efficient and precise algorithms to solve problems and complete tasks; To compare competing algorithms by weighing number of steps to execute and other advantages and disadvantages

An algorithm is a set of steps or instructions to complete a task. They can allow computer programmers to solve problems.

Watch Flocabulary's Coding Algorithms video here.

What problems or tasks were the algorithms used for? How would you define the vocabulary used in your own words? I precise.

Watch the video again in Discussion Mode- press the button at the bottom right which says ‘discuss’.

The information and prompts provided by Discussion Mode will focus on important aspects of algorithms, including precision, order and efficiency.

Answer the questions below which will be on the video screen as it pauses:1. Explain how the character in the video used this algorithm to solve a problem that kept

coming up.2. How can you tell that this algorithm for making lasagna is precise, in the right order and

efficient?3. Choose two steps in this algorithm and switch their order. What would happen to the

turtle if he followed this algorithm?4. Which algorithm would you use if your turtle needed to pass through the top row of the

maze? Which algorithm would you use if your turtle needed to move a total of 8 units or more before reaching the finish?

5. When could you use an algorithm to solve a problem or do a task?6. Do you think more than one algorithm can solve the same problem? Use an example

from the video to support your answer.

When two or more algorithms solve the same problem, they are called competing algorithms.

There are different ways to evaluate competing algorithms depending on how the problem needs to be solved. Sometimes, you might decide to choose the algorithm that has the fewest steps, but sometimes there are other important advantages and disadvantages to consider

English

Can We Save the Tiger? by Martin Jenkins

(You don’t need to read this until Wednesday)

https://www.collinsdictionary.com/

LI: To engage with a text through writing in role.

Imagine you are a poor farmer and a predator has arrived that is slowly killing all your livestock and destroying your livelihood. You also know that the predator’s fur can sell for thousands of pounds.

What would you do about this predator? What effect would that have?

You need to decide what to do, so you can share your response at the local farmers’ meeting.

My response might be: “If we catch the predator, it will not hunt our livestock.”

Write some suggestions starting with the word ‘If’ and remembering to place a comma before the main clause.

LI: To use emotive verbs to express an opinion.

Think back to your work from yesterday.

If you are to win the argument at the local farmers’ meeting, then you must use emotive vocabulary, to encourage others to see your point of view, especially emotive verbs.

Yesterday in my sentence I used the verb ‘catch’.

Create a shades of meaning chart to identify the sorts of alternatives possible e.g. imprison or trap.

Which is the most emotive here?

Repeat the process using the verb ‘hunt’.

Identify the verbs in your sentences from yesterday and rewrite using, using more emotive verbs.

My example is: If we ensnare the predator, it will not terrorise our livestock.

LI: To create a letter to express one side of the argument.

You need to decide what the best way to deal with the situation is.

Your task is to create a letter to express your arguments, as considered in your work this week.

I have included two different starters below to give you some ideas.

LI: To create sentences that begin with the subordinate clause.

Read up to page 10 and stop at the word ‘extinct’. Make sure you look at the pictures closely.

Make predictions to answer the following questions, using ‘Because’ to begin your sentences.

My example:Why do tigers need a lot of space? Because they are large, energetic animals.

Your questions:1.) Why do people hunt tigers? 2.) Why don’t tigers mix well with humans?

Now, rearrange your sentences to place the subordinate clause (the answer to the question) at the beginning of the sentence, to turn the question into a statement, e.g.: Because they are large, energetic animals, tigers need a lot of space.

Write a few more statements about tigers which begin with different subordinating conjunctions, e.g. ‘As’ or ‘Since’.

LI: To write a persuasive poster.

Your task is to write a persuasive poster about why we need to look after endangered animals, based on the facts you’ve learned from the book so far.

I have chosen to write about the tiger and have included my example below.

Remember to include: Powerful verbs Convincing

arguments Sentences that

begin with the subordinate clause

Reading

The Listeners by Walter De

LI: To make predictions based on vocabulary.

LI: To begin to contextualise vocabulary.

First, read

LI: To consider our impressions of the poem.

Read and watch

LI: To justify impressions of the poem of the poem with evidence.

LI: To write a letter in role to share a character’s impressions.

La Mare

(You don’t need to read or watch this until Wednesday) https://www.poetryfoundation.org/poems/47546/the-listeners

https://www.youtube.com/watch?v=7y73wu47Uk4

.

Look at the words cards below.

Sort into ‘known’ words and ‘unknown’ using a Venn, with the middle being a place where the words have been heard before but cannot be defined completely without context

After this, complete the table below.

Defining words out of context will help define better when they are in context.

through these questions and think about possible answers:

1) Why would you stand ‘perplexed and still’?

2) What time of day would it be if there were ‘faint moonbeams’?

3) If ‘iron was on stone’ what would make that noise?

4) If hooves were ‘plunging’, how would they be moving?

You should now write your answers starting with the word ‘If’.

For example, my answer to question 1 might be: “‘If you were shocked or saw something that puzzled”.

Notice how you need to make your answers focused.

the poem.

Think: What sort of tone would you use to read this poem out loud? Why do you think this?

Your task: Give two impressions that you had of the poem, using evidence from the text to support your answer.

An impression is a feeling that you are left with after reading; a mood or a sense.

What does it remind you of?

Did it remind you of other poems/poets/authors or texts?

‘…echoing through the shadowiness of the still house’ Give two impressions that these words give you about the house? Why?

You are going to use your inference skills to dig around and find out more through the evidence that is there.

1) How can you tell that the traveller knew someone was listening?

2.) What evidence is there that the listeners are other-worldly?

3.) What is the one thing that tells you he did not want to stay?

4.) How would you describe this experience for the traveller? Explain why you think this.

I might say he found the experience discomforting because…

Your task is to write a short letter in role as the traveller after he has left the house.

This should tell the recipient what the traveller thinks is going on and why.

Maths

See task sheets below

On the worksheets,

LI: To convert between different metric units of length.

Click here to review millimetres, centimetres,

LI: To consolidate understanding of perimeter.

Click here to review how to measure and calculate the

LI: To consolidate understanding of area.

Click here to review how to find the perimeter of

LI: To consolidate understanding of volume.

Watch this video and then answer the ‘What is Volume? Quiz’

LI: To reason about area and perimeter.

Have a look at the problem below.

you can decide to answer Ruby, Pearl or Diamond.

Choose the section that you are comfortable with but remember to always challenge yourself.

meters, and kilometres and how to convert between them. Then, try the practice problems before completing the worksheet.

perimeter of shapes in centimetres and metres.

simple and compound rectilinear shapes.

Remember to use the correct notation for squarecentimetres (cm2) and square metres (m2); estimate the area of irregular shapes by counting squares

questions on the same page for practise.

Remember to use a standard units of volume; cubic centimetres (cm3)

or cubic metres (m3) .

To get started, think about these questions:

Are there any windows that use the same amount of glass?

How do their frame lengths differ?

Are there any windows that use the same amount of frame?

How do their glass areas differ?

RE

Reconciliation -Freedom & Responsibility

LI: To develop an understanding of the greatest Commandment.

Refer to the Shema – Deuteronomy 6:4-9The greatest commandment

Prepare an information sheet on the Shema for a non-Christian outlining how it affects what people believe and how they live.

LI: To understand how we use freedom for good.

Read and discuss Isaiah 58: 3-8https://www.biblegateway.com/passage/?search=Isaiah+58%3A3-8&version=NIV

God gives us freedom to make choices that we should use responsibly.

Your task:Draw a picture of us living Isaiah’s messageOrCreate a poster to show some of the ways in which ‘Be one of God’s people’ is lived out. Explain the reason why people live in the way you have described in your poster

Science LI: To understand that humans have offspring which grow into adults

Read this information:https://www.bbc.co.uk/bitesize/topics/zgssgk7/articles/z2msv4j

Answer these questions:How is a baby different to you?How are you different to a teenager or adolescent?How is a teenager different to an adult?How is a younger adult different to an elderly adult?

LI: To describe the changes as humans develop to old age by drawing a timeline to indicate stages in the growth and development of humans.

What is the human life cycle? Read through the information below

Use the information in the explanation text to complete a diagram on the human life cycle, which requires you to:• cut and stick an image for each stage• name each stage • add the age range for each stage ( e.g o-2 baby)

You can make notes about each stage of the cycle

in your book or sheet of paper if not enough space on the worksheet.

Note: If you do not have a printer you can write out the stages in order.

Geography LI: To research and then compare some of the physical features of Greece with those of The UK.

Use the table below to compare and then write about the similarities and differences you found.

You can use this link to help you get started:https://www.sciencekids.co.nz/sciencefacts/countries/greece.html

PSHE

Changes

LI: To be aware of common responses to difficult changes and that they are sometimes similar to our responses when experiencing loss. To understand feelings when a change takes them away from familiar people and places

Read Melanie’s story below and answer the questions.

PE Join a 9am PE lesson with Joe every day – Monday to Friday

You do not need any equipment – just tune into Joe’s YouTube channel at 9am for a 30-minute fun workout. A great way to start the day, just click the link.

https://www.thebodycoach.com/blog/pe-with-joe-1254.html

English – Can We Save the Tiger?

English – Tuesday 02/06/2020

My example:

Remember, words are ordered from least powerful to most powerful

Your charts to complete:

Shades of meaning for catch

Shades of meaning for hunt

English - Wednesday 03/06/2020

Examples:

Dear Sir or Madam,I would propose we take swift action to protect our community. The money that we earn could make up for the money we have lost.or

Dear Sir or Madam,I strongly urge that we find a more ethical way to deal with this problem. Killing this animal would be both illegal and immoral. We could get into deeper trouble.

English - Friday 05/06/2020

Example:

Before they become extinct, we must save the tiger. Until recently, tigers have been hunted and killed for their fur. It is imperative that we safeguard these animals since they are a valued part of world.Because they are large, energetic animals, tigers need a lot of space. It is vitally important that we protect their habitats.

Reading - Monday 01/06/19

Word cards

Table

Word Prediction (prefix/suffix?) does it remind you of anything?

Word Class Meaning Check meaning in context

(Don’t answer this column until

Thursday)spakechampedthrongingsmote(You can add any other words from the poem that you are unfamiliar with)

Maths - Monday 01/06/2020

Maths - Tuesday 02/06/2020

Maths – Wednesday 03/06/2020

Maths - Thursday 4/6/2020

Maths - Friday 05/06/2020

RE- Task 1

The Sherma

Science – Task 2

Geography

LI: To research and then compare some of the physical features of Greece with those of The UK.

Biomes

A biome is a large ecosystem. The Earth has many different biomes, with each one containing many different living organisms that have adapted to the environment. You need to complete the tables using your own research. I have filled in two boxes to help you get started.

Greece The UK

What biome is it found in?

The Mediterranean biome.

What plant life is found in this biome?

Mainly scrub, made up of flowering shrubs and some small evergreen trees, such as cork oak.

What are some characteristics of this biome?

TerrainHere, terrain means the type of land and its physical features, e.g. mountainous, flat, desert, arable.

Greece The UK

What are some features of the terrain?

What is the tallest mountain? How tall is it?

How many islands does it have?

How long is the coastline in total? This includes all the islands.

ClimateClimate is a description of the average weather conditions in a certain place for the past 30 or so years. Different areas of the world have different climates. Climate is influenced by lots of different things, including how near or far it is from the Equator, how near or far it is from the sea, how high or low the ground is, its position on a continent.

Greece The UK

What climate zone is it found in?

Describe the climate.

What’s good about the climate?

What’s problems might the climate cause?

Based on the physical features you have investigated, would you prefer to live in Greece or the UK? Make sure you explain your answer using facts you have gathered from your research.

Based on its physical features, I would prefer to live in ________________________ because…

PSHE

Expand to be able to read the text

D&T