strangeworlds travel agency

If you have any questions or just want to say hi:

katie.aslett@benjaminadlard.lincs.sch.uk

Remember to keep trying to do bits from this workbook every day so you will stay in a routine ready to return to school when we can. If you haven’t done any yet, then that is your challenge this week! The learning is mostly going back over what we have done already so you should be able to do most of it alone. If you do need help, then you can email or use Google Classroom. If you want to share the work you have done you can either: ➢ Put a picture on twitter and tag our school account

@Benjamin_Adlard. You can also tag my school account: @MrsKAslett

➢ Send a picture or file to the school using my email katie.aslett@benjaminadlard.lincs.sch.uk

➢ Work can be submitted for feedback/marking on Purple Mash at any time.

Year 5 Workbook Summer Week 4

Hello again Y5s!

I’m really pleased to see that some of you have continued to use Google Classroom and also lots of you have been using Purple Mash or sending

me work by email. Keep it up!

With the weather being a bit chillier, the boys have wanted to cuddle under blankets lots

this week.

As lockdown is stretching on, here are some top tips for staying happy, healthy and safe:

Try and do at least some work a day to keep your mind busy. Make use of outdoor spaces either by going in the garden or

going for a walk. (Follow government guidance.) Stick to a bit of a routine that involves some work, play and

family time. Try and do some exercise every day. Stay in touch with friends and teachers on Google Classroom or

Twitter. Stay in touch with family using phone calls or letters. Stick to a reasonable bedtime. Lots of you are staying up very

late which means you will find it hard to get back into a routine when we go back to school.

This week I have been continuing to enjoy The Storm Keeper’s Island. I think lots of you will really like this one. I have also been flicking through Urban Astronomy and using it to help with some stargazing. I have seen lots of really cool stuff this last few weeks. It would be lovely to see what you are all reading. Upload pictures to our reading account - @R4PBA

I made pancakes this week!

bought thought nought brought fought sought drought plough trough

wrought

Day 1 GaPS

Practice this week’s

spellings using one of these ideas:

Guided Reading

This week we will look at a piece of text about the Roman God Jupiter. Before we read the text, I would like you to look at some vocabulary. • absolute- complete or total e.g. Mr. Brown will take absolute control of the football team. • supreme- either highest in charge or the greatest. E.g. the Prime Minister has supreme charge

over our country. • celebrated- greatly admired. The work of Dali is celebrated as being some of the best surrealist

artwork. • sheaf- a bundle of objects e.g. I will pick up a sheaf of paper. • sceptre- a decorated staff often carried by rulers

Read what each word means and then choose 3 to write into some sentences.

If you want an extra challenge this week for Maths, then follow this link to the White Rose maths resources. https://whiterosemaths.com/homelearning/year-5/

Non-core subjects

Choose one of the Science, Geography, Music, Art or DT activities from the list I sent a few weeks ago.

Don’t forget your computing and PSHE work from Mrs Anderson and Mrs Ward.

This week we will look back at angles. The video guides and activities on this page will be very helpful. https://www.bbc.co.uk/bitesize/topics/zb6tyrd/articles/zg68k7h

Maths

Join the angle name to the description:

Right angle

Obtuse

Acute

Reflex

Straight line

More than 90o

Exactly 180o

Exactly 90o

More than 180o

Less than 90°

English

In 1963, Maurice Sendak wrote the picture book Where the Wild Things Are. Do you know it? In the story, Max, on the night he wore his wolf suit, went on a magical journey to the land of the Wild Things and became the king of these strange creatures. Eventually, he missed home and made the journey back to his bedroom, where it all began. Follow this link to watch the video: https://cutt.ly/6yrU67Z In the story, there are many strange creatures that have never been seen before. As an explorer, I discover strange creatures all the time on my travels around the world. I have become expert at looking very carefully for animals as some are very good at hiding.

Here’s a new creature I managed to photograph on my travels to Africa last year. It is the extremely rare Rhiswanozebtah. It is believed to contain DNA from four different animals: rhinos, swans, zebras and cheetahs – which gives it its name. Now you know it’s a mix of rhino plus swan plus the o of rhino plus the start of zebra and the end of cheetah, you will be able to pronounce it easily!

Professor Ted Splorer has written a paper about the Rhiswanozebteh using his research, to help you find out more about this wonderful animal. Read on and discover the world of the Rhiswanozebtah! You can listen to an audio version of the text here: https://soundcloud.com/talkforwriting/rhi-swano-zeb-tah

One the next page is our model text for the unit. You will notice it shares a lot of the same features of another piece of writing we have done this year and then done again as home learning. Can you spot which one it is?

The Rhiswanozebtah An information text by Ted Splorer

The Rhiswanozebtah is an extremely rare, flying creature from the subfamily Rhinofelinae. Rhiswanozebtahs, although uncommon, are easy to identify, as they are a mixture of four distinct animals. They have the head of a rhino, the body of a swan and zebra and the tail of a cheetah. They have a wingspan of 2.8 metres and can grow to over 5 metres in length, which means they are the largest flying creatures since Pterodactyl dinosaurs. Additionally, their skin tends to be covered in feathers but as they get older, the zebra stripes become more prominent. Their tails are covered in fur and their heads are covered in leathery, grey skin. However, juveniles are born completely bold and develop their fur, feathers and colourings when they mature.

Most Rhiswanozebtahs are found across South Africa, although some have been known to inhabit the deepest rainforests of Venezuela. Amazingly, Rhiswanozebtahs like to burrow and therefore make their homes underground. They use their Rhino tusk to gouge the sun-baked soil and tunnel deep down, to create soil cocoons to sleep in. Some have been known to sleep in trees, but only the largest Kapok branches can support their enormous weight. All Rhiswanozebtahs are carnivores and only eat meat. Interestingly, their favourite prey is the Springbok antelope, which they descend on from great heights and then wrestle to the ground. They have also been known to devour many smaller mammals such as African Wild Cats and aardvarks. Furthermore, many will guzzle gallons of water a day and sadly, these creatures can cause huge water shortages during the dry season. As well as being the largest flying animal in the world, the Rhiswanozebtah is also the most talented. The majority can use their vocal cords to create the most beautiful morning chorus as the sun rises. This is with the exception of the young males. Their voices do not develop until they are 15 years old and some explorers have reported that their calls are high-pitched, squeaky and very unpleasant to listen to. In addition to this, and despite their size, all Rhiswanozebtahs are tremendously agile. They can stand on one leg for long stretches of time, roll and flip whilst running or flying and can balance on narrow branches and cliff edges when surveying for prey. For many years, scientists have been secretly tracking the Rhiswanozebtahs in the wild and now know that there are only approximately 625 roaming the savannahs and nesting in rainforests. Amazingly, however, there have been rare sightings in other parts of the world, so just maybe, the Rhiswanozebtah will be spotted in a neighbourhood near you in the not-so-distant future.

Day 2 GaPS

Guided Reading

This is our text for this week. Read it out loud and try and practice those fluency techniques that Mrs Anderson uses with you in Tuesday’s lessons. • Do certain bits need to be

read faster or slower? • What feeling are you trying to

give to the person listening? • What will you do if you get to

a word you can’t read? • How will you say the speech? • Do you need to stop and

reread again?

You will need to read it aloud a few times to get the fluency and

expression correct.

Brackets (which always come in pairs) are used to separate off additional information that would interrupt the flow of a sentence or cause confusion if commas were used instead. The information in the brackets is not essential to the meaning of the original sentence. Here are some examples: The Rhiswanozebtah (a very strange creature) likes to live in rainforests. The explorers (who have recently returned from Mongolia) are setting off on a new safari tomorrow. This is a good place to go for extra help: https://www.bbc.co.uk/bitesize/topics/zvwwxnb/

articles/zg6xb82

Complete the sentences below by adding in some additional information about Rhiswanozebtahs.

Choose one of the Science, Geography, Music, Art or DT activities from the list I sent a few weeks ago.

Don’t forget your computing and PSHE work from Mrs Anderson and Mrs Ward.

Non-core subjects

Right angle Obtuse Acute

Reflex Straight Line

Maths

Day 2

Use the definitions from yesterday to draw an example of each angle type. Use a ruler or a straight edge on a book.

Can you find any of these angles around the house? Take a picture of make a note of any you find.

English

Today we are going to investigate some of the vocabulary in the model text. Start by rereading it. Use the word definitions to look at the pictures and tick the one that shows an example of the word.

Fill in the gap below with the correct word from our list to finish the sentence.

Parenthesis is a word, phrase, or clause put into a sentence to add extra information. When a parenthesis is removed, the sentence still makes sense on its own. This is another fun song to help: https://www.youtube.com/watch?v=AseBaZWID7w

Day 3

GaPS

Guided Reading

Maths

Use yesterday’s work and video to remind yourself about angles Investigation: Try and draw the following shapes. Which ones are possible? Which ones are not? Write about what you find using the sentence stems.

• A rectangle with an acute angle • A triangle with a right angle • A triangle with both a right and an obtuse angle • A square with a right angle • A quadrilateral with 5 acute angles • A quadrilateral with an obtuse angle

Reread the text about Jupiter from yesterday then answer these questions. Remember to use evidence from the text to explain your answers where needed: 1. Give two other names for Jupiter. 2. Find two words or phrases that show Jupiter is in charge. 3. Why does the author tell us that Jupiter ‘never appears upon earth’?

First I tried… I noticed that… I thought that…

A pattern I spotted is…

I found that… I decided to…

Day 3 English

Now you have read the whole story, what did you like & dislike? What puzzled you (what questions do you have – why, what, how …) and what surprised you?

Day 4 GaPS

Guided Reading

Maths

Speech punctuation • Inverted commas go before and after what

is said. • A reporting clause shows who is speaking

(try other words for said) • Speech starts with a capital letter • Punctuation such as ? or ! goes inside the

inverted commas. • Commas need to go inside the inverted

commas before the reporting clause. • Use an adverb or action phrase to give

more information.

“An animal game? Boring!” said Danny, already losing interest.

“Oh come on, let’s play. There’s nothing else to do,” suggested Susie, smiling widely and shaking the box.

This is a useful guide with some fun activities: https://www.bbc.co.uk/bitesize/articles/zb2wjhv

Fix these speech sentences:

“What is that animal over there Asked Sally That’s the the Rhiswanozebtah replied Professor Ted Splorer.

Reread the text about Robin Hood then answer this question. Remember to use evidence from the text to explain your answers. Why do you think that Roman statues represent Jupiter holding thunderbolts and a sceptre?

Day 4 English

Non-core subjects

Reread the model text and then answer these questions about it.

1. What are the four animals that make up the Rhiswanozebtah? 2. The Rhiswanozebtah like to sleep in patches of grass. True or False? 3. What evidence is there to suggest that the Rhiswanozebtah is agile (go back to the word

list if you don’t remember what this word means.) 4. Find and copy a word that is closest to meaning to unlikeable 5. The text talks about the areas the Rhiswanozebtah inhabits. What are they? 6. Why might the Rhiswanozebtah be so rare? 7. Give two ways in which the Rhiswanozebtah might be a nuisance. 8. Look at the table below. Tick the correct box.

Choose one of the Science, Geography, Music, Art or DT activities from the list I sent a few weeks ago.

Don’t forget your computing and PSHE work from Mrs Anderson and Mrs Ward.

Day 5 GaPS

Guided Reading

Maths

Reading for Pleasure time Normally on a Friday we have our book talk session (which I am really missing) Choose to do one or more of these activities:

• Use GetEpic, the internet or books you have at home to research plants and life cycles. The challenge is to find 5 facts that you would have added to the ‘Did You Know’ book

• Sit and enjoy reading a book. Any book. Fiction, non-fiction , poetry, comic. This could even be a book you are reading on a kindle or on GetEpic.

• Write a book review to send to me by email or on Google Classroom to recommend a book you have enjoyed.

• Listen to the next chapter of Varjak Paw

Complete the spelling test on PurpleMash for this week’s spellings. If you can’t use PurpleMash then do a test yourself using Look, Cover, Spell, Check or ask someone at home to help.

Answer these questions using the learning and vocabulary from this week. Don’t forget you can go back and look at the videos from Day 1 to help.

bought thought nought brought fought sought

drought plough trough wrought

Day 5

English

Try using some sentence patterns from the Rhiswanozebtah report and create new sentences

using the same structure. • Adverb starters to engage the reader. These can be used when you want to give your reader a

really juicy fact: Amazingly, Rhiswanozebtahs like to burrow and, therefore, make their homes underground. Invent some more really juicy facts about the Rhiswanozebtah and start them with an adverb to engage. Be as creative as you like with your inventions. For example: Weirdly, Rhiswanozebtahs will sleep with one eye open You can also use these to start your sentences: Interestingly, Surprisingly, Weirdly, Intriguingly, Unusually, Astoundingly,

• You can add on facts by using sentence signposts that signal addition: additionally, in addition to, also, furthermore and moreover. E.g. Rhiswanozebtahs are large. Additionally, their skin tends to be covered in feathers but, as they get older, the zebra stripes become more prominent.

Add to these sentences by inventing some new facts about the Rhiswanozebtah.

Non-core subjects

Choose one of the Science, Geography, Music, Art or DT activities from the list I sent last week.

➢ Listen to some songs by The Beatles. You should find them easily on Youtube. I recommend:

• Here Comes the Sun

• Yellow Submarine

• Ob-La-Di, Ob-La-Da

• All You Need Is Love

• Octopus’s Garden

• All Together Now

• Good Day Sunshine

• Let It Be ➢ Do you have a favourite? Let us know on Twitter or

Google Classroom. ➢ Have a chat with your family. What song is their

favourite? ➢ Listen to some of the covers of Beatles songs by

other people. What have they changed? How is the music different? Which version do you like best?

➢ Have a go at learning the lyrics to a song and put on your own family performance.

➢ The Beatles were a really important and influential band from the 1960’s. Do some research into the men that make up this famous band.

Your non-core subject activities can either be found on the website, in last week’s booklet or on Google Classroom. If you need them sending again then just drop me an email.

The Science and Geography work I have seen so far has been amazing. I have loved looking at your lifecycles and memories on PurpleMash.

Some tips for finishing some more of these activities: • You don’t really learn much by copy and pasting information straight from the internet.

Read it first and then type the important bits in your own words. • Try and remember to go back and edit your work for the basics. Lots of work I am seeing

doesn’t have capital letters or full stops and some doesn’t make sense. • Concentrate on just doing a few pieces well rather than loads of rushed pieces.

Keep up the hard work. I am so proud of you all!

I have set some extra optional work on PurpleMash. If you need your log in, get in touch. It would also be brilliant to see some more of you using Google Classroom. If you need help setting it up, then email me or ring school for some help. We are all really enjoying chatting to each other again.

If you are looking for an extra Science activity, there is a good one here about how plants reproduce: https://www.bbc.co.uk/bitesize/articles/znghnrd

Year 5 – Computing Home Learning

If needed, watch Episode 2: Who’s Magnus? again with your child at

www.thinkuknow.co.uk/8_10/watch .

Ask your child:

• Why was Ellie upset?

• Explain that Ellie needs someone to help when she is upset. Look at the

activity ‘Who should Ellie turn to?’ below.

• Read the description on each line and ask them to decide whether this is a

good person for Ellie to talk to. Then check and discuss their answers.

• Explain that someone with the ‘good qualities’ they have ticked would be a

trusted adult.

• Finish by asking your child:

• Who did Ellie turn to? Were they the best person to go to?

• Ask your child to explain why, and encourage them to think about how

Magnus has some qualities they put a cross against in the activity

Non-internet access task

• For those of you who don’t have the internet why not try some

of these activities below to reinforce computational thinking

concepts at home.

PSHE activities from Mrs Ward A focus on: Tolerance

Hello year 5&6,

I hope you are all ok and that you have had a good week? I hope you all enjoyed last week’s work on the Rule of Law. Your teachers have forwarded me some of your work and I am really proud of you all. Well done! This week we are going to be focusing on the British Value of Tolerance. You will see that Tolerance is the third British Value on the British Values Hand and it is represented by the third finger (tallest pointing to God).

Task 1 - How many of the British Values can you recall from memory? Use the British Values hand to help you - you should be getting good at these now!

Tolerance

When we talk about the word ‘tolerance’ we mean that we are accepting of feelings, habits or physical attributes that might be different to our own. Here in Great Britain we are a multi-cultural society. People come from all sorts of different religious and ethnic backgrounds, people have different lines of work, and people have differing opinions and different hobbies. No two people are exactly the same and it means that we live in a diverse and interesting society. Although any two people may differ in many ways, we are always treat each other equally showing tolerance and respect towards each other’s differences.

Let’s have a think about the word EQUAL for a minute. We use this words ‘equal’ in our learning all of the time. We use it in maths to show that the calculation of two numbers is equal to the answer. We use it if two objects are the same in capacity. And we can also use it to describe the way we should all treat each other in society.

Task 2 –What does the word Equal mean to you? It might have more than one meaning. Jot down as many as you can think of or discuss with an adult or sibling.

EQUAL

‘People Equal’ by James Berry

Some people shoot up tall. Some hardly leave the ground at all. Yet-people equal. Equal. One voice is a sweet mango. Another is a non sugar tomato. Yet-people equal. Equal.

Some people rush to the front. Others hang back, feeling they can't. Yet-people equal. Equal.

Hammer some people, you meet a wall. Blow hard on others, they fall. Yet-people equal. Equal. One person will aim at a star. For another, a hilltop is too far. Yet-people equal. Equal. Some people get on with their show. Others never get on the go. Yet-People equal. Equal.

Now we have thought carefully about the meaning of the word ‘equal’, I would like you to take some time to read the following poem. The poem is called “People Equal” and was written by James Berry.

Task 3 – Poem Key Questions – Now you have read through the

poem, think carefully about the following questions. You could

even discuss them with a sibling or adult.

How did the poem make you feel?

Did you enjoy the poem? Why?

Could you identify any poetry key features?

Why do you think James Berry repeats the word Equal twice in

each verse?

What image did you picture in your head as you read through

each verse?

What does the poem demonstrate with regards to Tolerance,

Respect and Equality?

Task 4 – Can you draw an illustration for each verse of the

poem showing how two people may be different but also

equal? Try to include the = sign in your illustration and show

some key differences between each character (for example for

verse one you may draw a very tall person and a shorter person

with an = sign in between them).

If you want an extra challenge and are feeling like you really want to impress, can you write an additional verse for the poem or your own version of the poem to demonstrate how people may be different but are also equal? I have done an example of my own verse for you below.

Mrs Ward’s additional verse for People Equal (I am sure you will be able to think of some far better ideas!)

‘Some people are loud and gloat,

While others may be quiet and remote,

Yet People equal. Equal’.

Well done year 5 and 6. I cannot wait to see what you all come up with. Keep working hard and keep taking care of yourselves and your families. Please continue to share your work via google classroom and I will give you all feedback on all of your wonderful learning – I really love seeing it!

Mrs Ward ☺