Year 6 Home Learning Week 6 Dear Year 6

Going into week 7 of isolation, we hope that you are all well and working as hard as you can. Please note that we are all thinking about you and want you to stay safe and to keep learning. We have very much enjoyed hearing from the children via email and seeing all of the wonderful pictures of the hard work that they have been doing at home either independently or with family. Here are some fun activities that we think will keep you going through next week. Parents please feel free to email year6@goddardpark.co.uk if you need any assistance in supporting your children’s learning at home. Just a quick reminder about the family photo challenge, could your photos be emailed to photos@goddardpark.co.uk by the 11th May 2020.We miss you all very much.

Take care.Team 6

Year 6 Home learning Activities. Don’t forget to practice your times tables in your books as well. Which table are you working on? 2,3,4,5,6,7,8,9,10,11,12.Try to read for 10 minutes every day and record it in your reading book. You can use your revision books or the BBC Bitesize (link below) has lots of fun games for revision.

1. I am an author (Writing)To understand verbs and modal verbsThis lesson includes: two videos to help you understand verbs and modal verbs and three activities

FOLLOW THE LINK TO ACCESS THE VIDEOS.

https://www.bbc.co.uk/bitesize/articles/z4y492p

Verbs A verb is a word used to describe an action, state or occurrence. They can also be used to describe a state (being or feeling something). Verbs can be used to describe an action, that’s doing something. For example, the word ‘jumping’ in this sentence: ‘The rabbit was jumping in the field.’ They can also be used to describe a state of being (feeling something). For example, the word ‘likes' here: ‘The monster likes rollercoasters.’ Or a verb can be used to describe an occurrence, (something that’s happening). For example, the word ‘became’ in this sentence: ‘The caterpillar became a butterfly.’

Modal verbs Modal verbs are a special type of verb that impact other verbs in a sentence. Words such as: can/could, may/might, will/would, shall/should and must are modal verbs. They can be used to show:

possibility (for example might, should) ability (for example can, could) obligation (for example must, have to) give permission (for example can, may).

For example, 'the Sea Monster should go away'.

'Should' is the modal verb here as it indicates the likelihood of the Sea Monster going.

Practise

Activity 1 Can you highlight the modal verbs in this activity?Follow the video link below.https://www.bbc.co.uk/bitesize/articles/z4y492pI f you are unable to access the internet then you may complete the sheet that can be accessed at the bottom of this learning grid, Activity 1 - called ‘Max Modal’.

Activity 2 Watch this video all about Emperor Penguins. Can you write five sentences about Emperor Penguins that each include a modal verb?

https://www.bbc.co.uk/bitesize/articles/z4y492pExtra challenge: Can you write a sentence that includes a negative modal verb. For example, ‘the fluffy chicks shouldn’t walk too far from their parents’. Top tip! Using modal verbs in your writing can help the person reading your work to understand if the action you are writing about is possible or impossible, needs permission or has to be done. Example:

‘the penguins must huddle together to stay warm in the blizzard' 'the baby penguins should stay close to their parents to stay safe'.

If you are unable to access the internet then you may complete the sheets that can be accessed at the bottom of this learning grid, Activity 2 - called ‘Modal Sentences’.Extra challenge if you are unable to access the internet: Can you complete the ‘Negative Modal’ sheet? I t can be accessed at the bottom of the home learning grid under activity 3 – Negative Modal Verbs.

2. I am a scientist.as Mixing, dissolving and separationLearn about mixing and dissolving and separation. This lesson includes: two videos showing how to mix and dissolve and also how to separate out mixtures and two activities to help reinforce learningFOLLOW THE LINK TO ACCESS THE VIDEOS.https://www.bbc.co.uk/bitesize/articles/zky3bdm

Learn

Find out why different substances do different things when added to liquids. In this short animation Circle, Triangle and Square discover the difference between mixing and dissolving.https://www.bbc.co.uk/bitesize/articles/zky3bdm

Mixing or dissolving? When something dissolves in water it is soluble. It will produce a solution. eg. salt When something cannot dissolve in water it is insoluble. It will create a mixture. eg. sand

Separation Separation is when we get back what we dissolved or mixed together. Watch this short animation to see how Circle, Triangle and Square use separation to solve their problems.https://www.bbc.co.uk/bitesize/articles/zky3bdm Here is a video showing some everyday examples of separating out different mixtures. How many can you spot?There are lots of fun ways to try out your science skills.

Activity 1 – Match up the separation method

https://www.bbc.co.uk/bitesize/articles/zky3bdm

Activity 2 – try it yourself (adult supervision required) Take some rice or pasta and mix it with water. Think about how they might separate them and then try it out (Hint: You’ll need a sieve/colander). Next dissolve some salt/sugar in water and then heat it up and see what happens. Is it what you expected?

3. I am a mathematician. Short and long multiplicationLearn how to solve short and long multiplication problems.

This includes: one video and two activities.

Learn

Short multiplication To multiply 237 by 4 without using a calculator, you can set it out like this:

1. Start with 4 x 7 , which

2. is 28 , so write the 8 and carry the 2 to the tens column. 2. 4 x 3 = 12 , but remember to add the carried 2 to get 14 . Write the 4 and carry the 1 to the hundreds column. 3. 4 x 2 = 8 , and we add the carried 1 to get 9 .

Therefore:

237 x 4 = 948

This method is called short multiplication.

Long multiplication This Hodder Education video explains the process for solving long multiplication problems and has a few challenges you can complete.

https://www.bbc.co.uk/bitesize/articles/znx2mfr

What is long multiplication?

Long multiplication (or column multiplication) is a written method of multiplying numbers (usually a two- or three-digit number by another large number).It is usually used in Year 5 and Year 6 once children have got the hang of using the grid method. The benefit of the grid method is that it encourages children to think about place value and multiply multiples of ten and one hundred. Once they have got the hang of this, long multiplication is a faster, more efficient technique to use.

How to multiply using the long multiplication method 

As in column addition and column subtraction, the numbers are positioned in a column as follows:

Activity 1

One-digit number multiplication worksheet

Recap on multiplication by a one-digit number with this worksheet.

The worksheets are called ‘Jakes Corner’. Please find attached at the end of the home learning grid along with the answers

Extra maths challenges – See if you can challenge yourself!

4. I am an author (Reading)Reading lesson: To Be a Cat by Matt HaigUsing the novel To Be a Cat you will learn about selecting key pieces of information from a text and evaluating the text while giving a personal opinion. This lesson includes: two videos of Rugby player Maro Itoje reading extracts from the book and three activitiesMatt Haig uses a lot of dialogue (direct speech where a character is talking) within this extract. Watch the extract read by Maro Itoje. Whilst watching, think about what job the dialogue is doing. Is the dialogue:

telling us more about a character? moving the story on?Follow the link - https://www.bbc.co.uk/bitesize/articles/zbkbgwx

Now watch Maro Itoje read a second extract. Whilst watching:

think about the impressions that you get as a reader and look for evidence that supports it, think about how you could write the next chapter in the same style as Matt Haig.Follow the link - https://www.bbc.co.uk/bitesize/articles/zbkbgwx

Activity 1

Extract 1

That was very odd, you falling asleep like that,’ his mum commented. ‘I think we might need to take you to hospital to get you checked out.’

‘I’m all right now. I think I’m feeling better.’

But then, while he sat on the sofa watching TV with his mum, his arms started itching and he began to rub them.

‘Barney, don’t do that. You’ll make them sore,’ Mum said, switching from polar bears to a quiz show.

‘I can’t help it.’ He unbuttoned one of his cuffs, rolled up the sleeve and started to scratch the skin directly. ‘They’re so itchy.’

As he scratched he saw one, then two, then three thick black hairs on his right arm. They were pure jet-black, way darker than his normal mousy mid-brown hair colour, and were arranged like points in a neat line just below his wrist.

‘Mum, look – these hairs.’

‘Oh yes, you’re turning into a man. Well, now that you’re nearly a teenager you’ll be starting to get hairy all over the place.’

‘But they’re weird. They’re black. I don’t have black hair. And they weren’t there yesterday. They weren’t even there this afternoon. I don’t want to turn into a man that quickly.’

She wasn’t listening. She was too busy looking at his forehead. ‘What is it?’ Barney asked her. ‘Oh dear, I’ll just get the tweezers,’ she said, before disappearing up to her bedroom. Meanwhile, Barney went to look in the hallway mirror to see what the matter was. There, right in the middle of his forehead, was another thick black hair.

In the book, Weedy Barney Willow was is picked on by horrible Gavin Needle and the evil headteacher Miss Whipmire, he dreams of being a cat as things would be easier. To Be a Cat is published by Puffin.

Learn to explain how dialogue can convey character and move the action on

Using Extract 1, point to, highlight or underline any dialogue (direct speech, what a character is saying). Say it aloud and use expression to show how the character is feeling when you are saying the words.

Think about the relationship between the writer (Matt Haig) and the reader (you).

Which examples of dialogue had an impact on you?

When you read the extract, which dialogue struck a chord with you as the reader?

Think about how successful the dialogue is.

Make a table like the one below, write down the dialogue that you liked or found interesting. In the next column, write about how this helps you to understand the character or moves the action along (or both!). In the third column, explain what this combination shows to you, the reader.

Example of dialogue

Convey character or move on the action Impact on the reader

“Mum, look- these hairs.”

Both – tells us about how Barney feels and makes Mum look.

The punctuation in this dialogue shows us how Barney speaks. He pauses at the comma and the dash. This is to show how nervous and scared he is. It is short too, showing Barney has no words - he is in shock!

Activity 2

Extract 2

This was his bed. This was his room. But everything had grown beyond all possibility.

The wardrobe was the size of a house. The bedside lamp peered down at him like some strange armless robot. The door was miles away. And the school uniform which hung over his chair belonged to a giant.

Next he saw something which made even less sense.

His hands, or his feet – he couldn’t tell which – were entirely covered with hair. And they were fingerless. Toeless. He turned his head to see what he had only felt so far. A tail. Curled into a quivering kind of question mark, as though the rest of his body was a query wanting an answer.

It was impossible.

He was still Barney. His ‘Barney-ness’ was still there in his head, his mind still the same bulging suitcase of memories and emotions. But at the same time he already knew he wasn’t him at all. He was something else. Something so impossible that he thought this had to be a dream, like the one he’d had about his father.

He blinked, and then blinked some more. No. There was no doubt about it. He was awake.

Indeed, he was as awake as he had ever been. So, to his horror, he had to believe what his eyes were telling him, and what the black hair and the tail and the paws were telling him. And what they were telling him was this: he may have gone to bed human, but he had woken up unquestionably, unmistakably, unimaginably cat.

Can you explain where your impressions of the story come from?

Re-read this extract and think about what impressions you get of Barney’s room (from his new perspective).

When you are thinking of your ‘impression’ keep it very simple. You only need one or two words.

Then, find the evidence in the text that supports what you think.

Record your work in a table like this:

Impression Of Barney’s Room Evidence From The Text Scary ‘The bedside lamp peered down on him like some strange armless robot.’ Activity 3

Try writing in the style of Matt Haig

Re-read both extracts and think about Matt Haig’s style as an author using these questions.

What is his relationship with his reader like? (For example, he lets us in to the narrative and trusts us).

What is his style? (For example, he uses dialogue and he uses description).

What type of vocabulary does he use? (For example, he uses relevant vocabulary and it is not too challenging).

What do you think will happen in the next chapter?

Think about these headings and challenge yourself to write the next chapter, use these five points to start you off.

1. How will your chapter start?

2. Will you end the chapter on a cliff hanger?

3. Which character(s) will be in your chapter?

4. Will there be any dialogue and what job will it do?

5. What impact do you want to have on your reader and how do you want them to feel at the end of your chapter?

6. If you would like the answers, please email year 6.

7. I am a GeographerThe World

Learn about the seven continents and five oceans of the world and how to map them using a globe and an atlas. This lesson includes: one video introducing the world and its seven continents, one video demonstrating how to map the world using a globe and an atlas and three activities.

The world has seven continents and five oceans. Watch this animation to find out more.Follow the link - https://www.bbc.co.uk/bitesize/articles/z4dxt39If you are unable to access the video, please find the video transcript below.

Video TranscriptHello. I'm Earth. I'm where you live. You and a few billion others.People live all over me on bits of land called continents.There are seven:North AmericaSouth AmericaAfricaEuropeAsiaOceaniaand Antarctica.Over two thirds of my surface is covered in water. Most of it is held in the five oceans:The Atlantic OceanThe Indian OceanThe Pacific OceanThe Southern Oceanand The Arctic Ocean.I orbit around the sun.Not that fast! It actually takes me a year.There's an imaginary line that runs around my middle which is always closest to the sun.There it is, the Equator.It marks the difference between my two parts: the northern hemisphere and the southern hemisphere.This cold part at the top is my most northern point and is called the North Pole.I also have another cold part at my bottom - I mean, my most southerly point which is called the South Pole.They are my coldest parts because they are furthest from the sun.I have a lot going on, don't I?

So take care of me, please, because I'm your home.

Mapping the world Sue Venir is exploring the world using a globe and an atlas. Watch this short animation to find out how to use them.Follow the link - https://www.bbc.co.uk/bitesize/articles/z4dxt39

Globes From space, the Earth looks like a sphere, or ball, containing land and water. A globe is a model of the Earth and shows what it looks like from space. Some globes show how the land is divided into different countries - around 200 of them. All the countries on our planet are located in seven different continents :

Europe Africa North America South America Asia Oceania Antarctica

Antarctica is a special case. The continent contains no countries, instead it is governed under a 1959 agreement called the Antarctic Treaty which was signed by 12 nations, including the United Kingdom.

Satellite image of the Earth with the Atlantic Ocean in the centre.Maps and atlases Maps are useful tools to help people find their way to and from somewhere. They are much easier to carry than a globe and much more detail can be added to them. Maps can show the whole world, a single country or even a single town or village. Maps of different countries can be put together in a book called an atlas or they can be on a single sheet of paper. These can be useful to carry when you go walking so you do not get lost. In the past, maps were hand-drawn by using careful measurements of the ground. Today, computers and tablets show aerial photographs, which are photographs taken from space by satellites and joined together to make very detailed images. Some are so detailed that you can zoom in and see a birds-eye view of where you live.

Cities across the world Watch this short film to see two children who live on opposite sides of the world talking about the places they live in on the coast. They look at what Cardiff in Wales and Port Moresby in Papua New Guinea have in common and what is different about the two coastal cities.

Follow the link below to watch the video – https://www.bbc.co.uk/bitesize/articles/z4dxt39

Activity 2 Label the seven continents of the world

For this activity you will need a pencil or pen.

Label the seven continents on the world map using the words provided in the sheet.

Please find the sheets attached at the end of the home learning grid.

6. PE:

PE with Joe Wicks on Youtube

Can you develop your underarm throw with a member of your family? Ensure you follow the instructions above.

Have a go at the Zig Zag run, time yourself. Can you beat your time? Run a competition with your family. Who can complete the run the quickest? Who can improve on their time the most?

Other activities for the children to participate in if you are able too:

Wildlife with Steve Backshall on Facebook.Everyday at 09.30am for answering all your wildlife, biology, conservation, geography and exploration questions.

Science with Maddie Moate on Youtube.Weekdays 11am. Maddie and Gregg char about science and nature.

Dance with Oti Mabuse on Facebook.Everyday at 11.30 am but children can view the class at any time.

Maths with Carol Voderman.Free access to her maths website: www.themathsfactor.com

Storytime with David Walliams.Free story every day at 11am on his website: www.worldofdavidwalliams.com

BBCBITESIZE have some wonderful activities for the children to complete. Take a look.https://www.bbc.co.uk/bitesize/tags/zncsscw/year-6-lessons/1

Activity 1 - Complete this activity to support your knowledge of modal Verbs.

Activity 2 - Complete this activity to support your knowledge of modal Verbs.

Answers - 1- can, cannot, can’t2-could, could not3- may, may not4- might, mightn’t5- will, will not6- would, wouldn’t7- should, should not8- ought not to, oughtn’t

Activity 3 - Complete this activity to support your knowledge of negative verbs.

I am a mathematician.

Answers -

Answers – 1. I am a Geographer1. I am a Geographer

We Hope that you enjoy all the activities set for this week.