Year 4 Home Learning

Week Beginning 15th June 2020

A note from the Year 4 teachers…

Hello Year 4,

Thank you for all the home learning you have been sending in. It has been so nice to see what you have been doing at home on top of your home learning. Remember you can email your home learning directly to Mr Hawkins using your Purple Mash email.

We are all so proud of the effort that you are continuing to put into your learning as well as the critical thinking you are doing with our project work, thinking about the sustainability of the Anglo-Saxons. This week’s science delves deeper into our incredible digestive system and our project explores Anglo-Saxon fashion.

We hope you are enjoying all the fun and varied activities we send you each week and that you are taking this great opportunity to learn new skills.

Enjoy and have fun.

English Daily Deliberate Practice: Each school day, aim to spend about 20 minutes on each of these activities:1) Reading (on your own or to an adult). 2) Practise spellings on Spelling Shed.

Weekly Learning Activity: Discussion Texts

Discussion texts provide a balanced argument so that the reader can gain a clear understanding of the different opinions that exist relating to the subject or question. This type of writing explains different points of view as well as giving reasons and evidence for these different ideas. Discussion texts are usually written in a more formal manner to make sure that the information is clear, accurate and precise.

Last week, you watched a video in which children gave their opinions relating to whether or not school uniform should be worn. Here is the link again, if you haven’t yet watched: https://www.youtube.com/watch?v=FdjPrWFx-SA (watch from 0:30 - 2:45 - please note some videos include adverts).

This week, we are beginning to arrange some of the for and against arguments into sentences and paragraphs. Just like in the video, the opinions will be grouped into for (first part) and against (second part). We will be using the same subject as last week, so we already have some ideas to use. If you made notes (the activity from last week) you can use these to help you with the next activity. Below are a few of the main points, in note-form, to help you if needed.

For Against

Children can show which school they belong to Children can express their own personalities in their own clothes

Children can be proud of the school they go to Wearing school uniform doesn’t allow children to make their own choices

Wearing the same clothes as other people makes children feel safe

School uniform can be expensive and needs to be replaced often

Children don’t waste time deciding what to wear in the morning

People feel more at home in their own clothes

Some people can’t afford expensive, fashionable clothes

Children don’t have to worry about keeping uniform clean

Example sentences:In the following example, we have used one of the points in the table (you don’t waste time deciding what to wear in the morning) and have written it into a full sentence. In fact, we have tried out several ways of writing this argument, so we can decide which is most useful in a discussion text:

1. School uniform saves time in the mornings.Not enough information or explanation.

2. Loads of people get up late so they don’t have time to think about what to wear.Too informal (with words like loads) and it might not be accurate – lots of people get up on time!

3. Being asked to wear school uniform means that valuable time in the mornings can be saved, as there is no need to consider what to wear.This one is precise, formal and includes an explanation of the main point.

4. Everyone should wear a uniform because choosing clothes is a waste of time!This sentence is too persuasive and it doesn’t properly explain the reasons. It is also a bit too informal and bossy.

We have chosen sentence 3, for the reasons given in red. This sentence will now be used to start a short paragraph. In this paragraph, we can add even more information and explanation relating to the same point.

Example paragraph:Being asked to wear school uniform means that valuable time in the mornings can be saved, as there is no need to consider what to wear. This also means that there will be more time available for important activities such as eating breakfast or enjoying the walk to school. Many children and parents are grateful to gain an extra few minutes to enjoy these activities without needing to worry about choosing clothes.

ActivityUsing your notes from last week, or the notes in the table above, continue this paragraph (the example above) to include at least one further point that argues for wearing school uniform. Take time to consider how you are writing each sentence: make sure you are precise, formal and that you include enough accurate information to clearly explain each idea.

ChallengeChoose one or more notes from the against side, and use these to write a second paragraph which explains why some people think that children should not be asked to wear school uniform.

Think carefully about the sentence types you use, the vocabulary you use and our Year 4 non-negotiables (fronted adverbials, capital letters, full stops, conjunctions and neat handwriting). Good

luck and have fun!

GIVE ME MORE! Extra learning links…

BBC Bitesize Activity: Reading and questions Go to https://www.bbc.co.uk/bitesize/articles/zknnf4j Watch the video and have a go at the three activities.

Sentence Activity:

Can you use relative clauses to add extra information to a sentence using who, which, where, when, whose or that?

Remember, the sentence should still make sense if you took this extra information out.

E.g. The creature, whose vast bulk was hidden beneath the water, glided gracefully towards the bank.

Add a relative clause to the two sentences below.

1. The water, , was perfectly still.2. The hippo, , was waiting for something.

Now, write 3 complex sentences to describe the picture.

Maths

Daily Deliberate Practice:Each school day aim to spend about 20 minutes practising your times tables. This could be using Times Tables Rockstars. You could also try using https://www.timestables.co.uk/

Weekly Learning Activity: Decimals

Your Activity: White Rose Maths Year 4 Home LearningYou will need to go to https://whiterosemaths.com/homelearning/year-4/

Make sure you select the correct ‘Week 2’ (not the Summer Term week two) by going down the page and clicking on the cross next to ‘Week 2’

to open up the lessons.

Your lesson this week is

Challenge:

GIVE ME MORE!

Extra learning links…Problem Solving:

Have a go at solving this duck pond problem. You might find it helpful to use 14 objects (coins, counters, pencils, pegs etc) to represent the ducks.

Is there more than one solution for each problem?

Partitioning and Halving Practice: Sometimes we may need to halve numbers but some numbers are easier to halve than others. For example, half of 20 is 10, however half of 58 is not so easy.

By partitioning a number, we can use known halves to make smaller numbers and then add these together to calculate the answer.

Here is an example of halving 58: First partition 58 into tens and ones (50 + 8)

Half of 50 = 25 (½ or divide by 2) Half of 8 = 4 Add these together 25

+ 4 29

Project: THE ANGLO-SAXONS - Sustainable Saxons

Your Activity: Anglo-Saxon Clothes

There was no H&M, Gap or River Island in Anglo-Saxon times! People made their own clothes or relied on the skilled craftswomen in their village. Everything had to be made from natural materials, such as animal skins, wool and colour dyes made from plants and flowers. To colour the wool ready for weaving, Anglo-Saxon women would have used natural materials such as leaves, berries or onion skins.

Thinking about the clothes in your wardrobe:How many of your clothes are made from animal skins? How many of your clothes did you make yourself? How many of your clothes did you use natural flowers on to colour your clothes?

Activity 1: There were no videos or photographs around in Anglo-Saxon times, but historians have pieced together lots of different sources of evidence to get a good idea of what people wore in Anglo-Saxon times. Use the word banks to label the male and female clothes.

Anglo-Saxon children wore clothes similar to the adults. Boys: trousers with a tunic and a belt at the waist, like men. Girls: a tunic dress band maybe an over-dress held together with a pair of brooches at the shoulders.

Activity 2:

Activity 3: Many of the Anglo-Saxon clothes were clasped together using ornate brooches and they would also wear jewellery made from natural resources, which they could find locally.

This week, research Anglo-Saxon jewellery, looking at the design and patterns used as well as the different materials. Then, design your own Anglo-Saxon jewellery. You may even want to make it.

Super Sustainability Challenge: In 2020, you can now buy sustainable clothes. What are modern sustainable clothes made from?

Do you think today’s clothes are as sustainable as the handmade clothes of the Anglo-Saxons? Explain your ideas.

GIVE ME MORE! Extra learning links…

The clothes we have been looking at would have been worn by Anglo-Saxon peasants (poor people). Richer people would have had access to different materials and other items to make their clothes stand out.

What was the difference between a rich and poor person’s clothes in the Anglo-Saxon times?

You might want to show this by designing an outfit for a rich person and a poor person, based on your research.

Science: Digestive System

This week we are going to discover how the digestive system breaks down the food that humans consume.

What are the different organs in the digestive system called? Thinking back to last week’s Science, label the organs of the digestive system and write a brief description of what each organ does.

Each organ plays a vital role in the digestive system functioning properly. Watch the following video to discover what is happening at the different stages of the digestive system.

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

Now, watch this demonstration of how the stomach breaks down the food and liquid consumed by humans to make it ready to pass on to the small intestines. Listen carefully to the vocabulary used and what happens to the food as it passes through each of the organs.

Key vocabulary: saliva, nutrients, waste, acid, absorbed, blood stream, enzymes, energy, chewing

https://www.stem.org.uk/elibrary/resource/35396

ActivityFrom the video and last week’s research, write a descriptive paragraph or a flow chart to explain the process of food making its journey through the human digestive system. You may want to add diagrams to support your explanation. Make sure you use the scientific vocabulary you have heard and use the correct spelling for all of the organs.

Challenge: Explain how the small intestine moves the food through to the large intestine.GIVE ME MORE!

Extra learning links…

Using todays video, can you make your own digestive system to explain the process to members of your family?

You may want to replace the metal tray with a bowl.It would be amazing to see photos of your home made digestive system.