Year 4

Home Learning Pack

We are excited to hear all about your learning adventures whilst we are closed. Please feel

free to get in touch with us or share your learning by emailing us on:

year4@redbrookhayes.staffs.sch.uk

We are also on the end of the phone should you need us, just call us on (01889) 228740.

Friday 15th May 2020

Lesson 1

35 Mins

Reading Comprehension

With Miss Williams

Lesson 2

1 Hour

Maths

With Miss Cunnington or Miss Foster

Lesson 3

1 Hour

Writing

With Mrs Pilkington

Lesson 4

1 Hour

Connected Curriculum

A World of Wonders – Geography focus

Additional Online Learning Activities

Times Table Rock Stars https://ttrockstars.com/

Accelerated Reader Online Quizzing https://ukhosted10.renlearn.co.uk/2248065/

Spelling Practice https://spellingframe.co.uk/spelling-rule/3/Year-3-

and-4

PE with Joe Wickes https://www.youtube.com/thebodycoachtv

Elevenses with the World of David Walliams https://www.worldofdavidwalliams.com/elevenses/

Top Marks Maths Games https://www.topmarks.co.uk/maths-games

Session 1 Subject: Reading Comprehension Approx. Time: 15 Mins Reading and 20 Mins Questions Reading: The Butterfly Lion – Chapter 9 Video Link: Year 3/4 Learning Video available on the Redbrook Hayes Youtube Channel: https://www.youtube.com/channel/UClFJ2mgAVnzBiTPmd2yYidw Recording: Please answer questions in full sentences on paper or in your exercise book.

Session 2 Subject: Maths Approx. Time: 1 Hour Video Link: 15.05.2020 Year 3/4 Learning Video available on the Redbrook Hayes Youtube Channel: https://www.youtube.com/channel/UClFJ2mgAVnzBiTPmd2yYidw Recording: Please answer all questions when promoted in the video in your exercise book.

Don’t forget to practice your times tables at https://ttrockstars.com/

Session 3 Subject: English - Writing Approx. Time: 1 Hour Video Link: 15.05.2020 Year 3/4 Learning Video available on the Redbrook Hayes Youtube Channel: https://www.youtube.com/channel/UClFJ2mgAVnzBiTPmd2yYidw Recording: Please answer all questions when promoted in the video in your exercise book.

Complete these sentences using an appropriate adverbial phrase:

1. She danced _________________________

2. I whispered _________________________

3. Caroline got wet _____________________

Harry Potter Studio Tour – Opinion 1 The Harry Potter Studio Tour is the most wonderful experience in the world! It is not just for Harry Potter fans but for anyone who loves cinema and Hermione Granger. The sets are absolutely incredible and they have added even more since the last time. Hermione is obviously the best character from the Harry Potter series; she is smart, pretty, brave and quite simply amazing! Hermione fans won’t be disappointed as you can see her Yule dress, satchel and her pile of books, as well as her school uniform and wand. Even queuing for a few hours to get in is so worth the wait. Although I was cold, it gave me so much more time to think about Hermione and what I might see when I got in. I squeezed past the crowds to get to the front and I could see everything really clearly. The Great Hall was by far the best room. It was breathtakingly beautiful and it was so cool to see where Hermione would have sat. Having said that, I also felt that Platform nine and three quarters was stunning – it really was exactly as I had imagined it when reading the books. The shop was brilliant, there is something for everyone and it was great grabbing all of the Hermione dolls, wands, broomsticks and notebooks and it was good value, although technically I didn’t pay! I had a video taken on a green screen flying a broomstick and duelling in a real wand fight, which was the best thing ever. The studio really has the wow factor and it truly has something for everyone, including Hermione fans! You will not be disappointed as this is the best family day out you can ever imagine!

Harry Potter Studio Tour – Opinion 2 The Harry Potter Studio Tour has to be one of the worst experiences of all times and to top it all you have to pay a ridiculous amount for the pleasure. After what felt like 2 hours of queuing, we were greeted by the introduction host who tried to set the scene of things to come. This was underwhelming and didn’t give me high hopes for the tour, which was lucky as the studio tour is little more than an expensive museum of film props! The experiences felt tired and faded and not what you would expect for the entry price. There were no rides and nothing of real interest, except the green screens, where you can ride a broomstick across London. A fantastic thought, until the price was announced as being £20! The Tour makes you walk such long distances, which is a struggle, and unacceptable in this day and age. The layout was terrible – it was about a quarter of a mile walk just to the entrance. The tour is about half a mile, then another quarter of a mile to get back. There was virtually no help for people with walking difficulties, and it is crowded so you feel like a herd of cattle! The choice of food was also terrible and extremely over-priced. I spent £10 on a Panini and hot chocolate. TEN POUNDS! At the end of the tour you can visit the gift shop, but be warned you’ll need to take out a massive loan to buy anything because the shop is also ridiculously overpriced. I came away very disappointed by the whole experience. I didn’t see a single one of the actors, not even a dragon, and there were no rides. It was a real let down.

TASK: To write a recount which shows the reader how we feel. First choose a place to review, you could imagine that you have visited the Harry Potter Studio Tour or choose another place that you have visited in the past to

write about. Then decide if you enjoyed your day or not.

List 5 things you want to talk about in your review, these will form your paragraphs.

Think of words and phrases for each thing you will talk about which shows the readers that you enjoyed or didn’t enjoy your day out.

Now write your recount – REMEMBER: I should be able to tell from the words you choose whether you enjoyed your day or not!

Connected Curriculum Menu Week 4

Focus: Geography – Mountains, Volcanoes and Earthquakes

To understand how mountains and volcanoes are formed.

To know why earthquakes happen.

To develop key vocabulary abouot earthquakes, volcanoes and Mountains.

Video Introduction: https://www.youtube.com/watch?v=S9ty-ta1wyI&safe=active

Challenge 1: Mountains

Read through the information on this

website to learn how mountains are

formed.

http://www.primaryhomeworkhelp.co.uk/mo

untains/types.htm

and watch this video about the formation

of mountains and mountain ranges.

https://www.youtube.com/watch?v=r826YZV

r-fQ

Mount Everest is one of the natural wonders

of the world. It is the Earth’s highest

mountain and is located in the Himalayan

mountain range in Asia. Climbing Everest is

particularly dangerous because the climate

changes all the time.

Find out about Sir Edmund Hillary who first

conquered the mountain in 1953.

https://www.ducksters.com/biography/explo

rers/edmund_hillary.php

https://kids.britannica.com/kids/article/Edm

und-Hillary/353248

Now choose how you can show what you

know:

Make a poster explaining how

mountains are formed.

Craete your own video or animation

showing how mountains are formed.

Write a diary entry as Sir Edmund

Hillary on his expedition.

Write a fact file about Mount Everest.

Challenge 1: Earthquakes

Use the information sheets included in your

work pack to find out why Earthquakes

happen and where in the world they occur.

What was the world’s largest earthquake?

How can you survive an earthquake? What is

it like to experience an earthquake? How do

you measure an Earthquake?

Now watch this video to find out more:

https://www.youtube.com/watch?v=Q-v-

G1iL67w&safe=active

and complete this online lesson to find out

even more:

https://www.bbc.co.uk/bitesize/topics/z849q

6f/articles/zj89t39

Now you know all about Earthquakes,

choose how you want to show what you

know, you could:

Make an earthquake survival guide to

tell people what they should do in

the event of an Earthquake.

Make a poster about Britain’s

Earthquakes.

Create a presentation all about

Earthquakes – include facts,

information, pictures and videos.

Create a structure and test whether

or not it could withstand an

earthquake by shaking it – what is the

best material/construction method to

choose?

Draw a world map showing the

earth’s tectonic plates and mark the

location of the strongest

earthquakes.

Challenge 2: Volcanoes

Watch this video all about how volcanoes are

formed and why they erupt:

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

yAXek&safe=active

Look at this cross-section of a volcano:

http://resources.mysparklebox.co.uk/6000-

7000/sb6354.pdf

Complete this online lesson on Volcanoes:

https://www.bbc.co.uk/bitesize/topics/z849q

6f/articles/zd9cxyc

Once you have researched and found out all

about volcanoes and why they erupt, choose

how you want to show what you know, you

could:

Create a powerpoint all about the

world’s active volcanoes.

Write a diary entry about living

through ha volcano eruption.

Build a cross-section of a volcano to

show how it erupts.

Create a video news report about a

recent eruption, you could interview

your family and get them to pretend

they were there.

Create your own model volcano –

you could even use one of these

science activities to make it really

explode!

Baking Soda Volcano: https://www.actionforchildren.org.uk/support-for-

parents/things-to-do-with-your-child/fun-with-

science/?gclid=CjwKCAjwnIr1BRAWEiwA6GpwNY2iElZv

aQrBEqefazMr1fuicd3zdPEjTVKhJBzdBQ0VQWbgGHVKY

hoCVmkQAvD_BwE

Make your own Volcano:

http://www.sciencefun.org/kidszone/experi

ments/how-to-make-a-volcano/

Don’t forget to share your learning with us via email so that we can give you a

special shout out:

Email Miss Cunnington on: year3@redbrookhayes.staffs.sch.uk

Email Miss Foster on: year4@redbrookhayes.staffs.sch.uk

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

Success Criteria

Aim

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• Statement 2 • Sub statement

Success Criteria

Aim • Describe and understand key aspects of physical geography in the

context of earthquakes.

• I can tell you where earthquakes happen.

• I can explain why earthquakes happen.

• I can tell you how to keep safe in an earthquake.

• I can compare the strength of earthquakes.

How Do Tectonic Plates Move? Use the two pieces of paper you have been given.

Can you remember the different ways you can move the plates around?

Rubbing together Towards each other Away from each other

This kind of movement causes earthquakes.

Why Do Earthquakes Happen?

Earthquakes can cause a lot of damage because they make the ground shake!

• Things can fall off shelves.

• Pictures can fall off walls.

• Furniture can move.

• Trees and telegraph poles might sway.

• Roads can be damaged.

• Cracks might appear in the ground.

• Buildings can be damaged or destroyed.

Where Do Earthquakes Occur? Look at this map of the world. Toggle the buttons to show tectonic plate

boundaries and earthquake hotspots.

What do you notice about

where earthquakes

happen?

Compare the earthquake map to the tectonic plates map. Are

there any similarities? show tectonic

plate boundaries hide tectonic

plate boundaries show earthquake

hotspots hide earthquake

hotspots

What Should You Do?

Drop, Cover and Hold Duck under a strong table or desk. Cover your head and neck with your arms. Stay away from windows.

Stay Put Shelter in place. Whether you’re in a car, in bed, or in a public place. Do not try to run out of the building during strong shaking, wait until the shaking stops.

Stay Calm Keep calm. Make safe choices for yourself and those around you.

How Strong Is It? There are two main ways to measure the power of an earthquake.

Can you sort out the different strengths of the Mercalli scale into the right order?

Machines called seismographs measure the power of an earthquake at its epicentre on a scale called the Richter scale. Another measure is the Mercalli scale, and this is based on people’s observations during an earthquake.

Did You Remember What to Do?

Drop, Cover and Hold Duck under a strong table or desk. Cover your head and neck with your arms. Stay away from windows.

Stay Put Shelter in place. Whether you’re in a car, in bed, or in a public place. Do not try to run out of the building during strong shaking, wait until the shaking stops.

Stay Calm Keep calm. Make safe choices for yourself and those around you.

Did You Remember What to Do?

• How did you feel when you heard the noise?

• Would you feel the same if you were in a real earthquake?

• How long did our earthquake last?

Comparing Earthquakes

I Felt by no-one.

II Felt by very few people. Hanging objects may swing.

III Felt by many but they don’t realise it is an earthquake.

IV Felt indoors by most people. Vibrations similar to a lorry hitting a building.

V Felt by nearly everyone. Sleeping people may be woken. Trees and telegraph poles sway.

VI Felt by all. People run outside. Furniture moves. Slight damage to property.

VII Felt by all. People run outside. Moderate damage to buildings

VIII Specially designed buildings damaged, others collapse.

IX All buildings damaged. Cracks appear in ground.

X Many buildings destroyed. Ground is badly cracked.

XI Almost all buildings destroyed. Wide cracks in the ground. Water, gas and electric out of action.

XII Total destruction. Waves seen on the ground.

Mercalli Intensity Effect