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Monday 11th May  Hi Year 4, Welcome to the week 6 learning pack. We hope that you and your families are keeping safe and staying well. This week in home learning, we will be finding out more about our topic, ‘The Victorians’. Our Literacy is based on ‘Yeti and the Bird’. In Maths, we will be continuing to explore tenths and then will have some fun with co-ordinates. We have included the calculation methods again in case you need them.  We hope you are enjoying the story reading sessions on Seesaw. Keep sending in your best work examples as we love to see them. Take care of yourselves Kathryn, Nicola, Danika and Ed Guided Reading & Spelling p 2-4 Virtual Visit  p26 English  p 5 -12  Art p27 Maths p13-20 Computing  p28 Science p21 -23 PE p28 Topic p24-25 Calculation methods p29-30 French p26 

   

   

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Guided Reading Your adults should all have received details of how to access Rising Stars: Reading Planet On-line Library. Your teacher will 

have assigned several books for you to read on this website- there is a quiz at the end of each book for you to show your understanding. Please email admin@hitherfield.co.uk if you have not yet received these details.  

Monday: record findings https://www.bbc.co.uk/teach/class-clips-video/true-stories-thomas-barnardo/zky7pg8  Watch the video above to find out about the life and work of Dr Barnardo. 

  Tuesday: record findings. https://www.bbc.co.uk/teach/class-clips-video/true-stories-thomas-barnardo/zky7pg8 

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 Thursday: give reasoned opinion https://www.yosutube.com/watch?v=4gKGybl071I  Watch this clip (4mins). Look at the pictures below and read the job descriptions. 

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  Friday: empathise 

 

   

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Literacy  Use the link to see the story of ‘The Yeti and the Bird.’ https://www.youtube.com/watch?v=8Uf9GGhZ6dI 

 Lesson 1 

 Which simile do you prefer? Which is your least favourite?  The yeti had fur as white as paper. The yeti's fur was pure white like freshly fallen snow. As white as the pale moon, the yeti's fur rippled in the breeze.  Use your adjectives to come up with your own similes. 

   

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Lesson 2 We are going to be writing a news article about what has happened in this story- first let’s make sure we know what they are and their purpose.  Use this link to find out more - http://www.bbc.co.uk/guides/z2gk9qt#zwvcrdm Look at the news article below and see if you can spot these things 

● Heading ● Picture and caption ● 5w's - what where when who why ● Quote 

  

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Lesson 3 Today we are going to plan our article. Remember a plan doesn’t need full sentences, just notes, adjectives, similes etc to help you write it up properly another day.  

BREAKING NEWS! 

 A yeti has been spotted in Whinlatter forest!! Get down there quick and scoop the story! 

1. What has happened? What are the facts? Evidence?  

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2. Where did it happen? Can you describe features and give adjectives for the location?  

   

3. When did it happen? What date/ time? How long has he been there?  4. Who discovered the yeti? You can make someone up! How did they 

discover it? What was their reaction?  5. Why is this story important? Why do people need to know? 

 Keep looking at the story in the link to help you!   

Lesson 4 

Today we are writing up our newspaper articles! Use yesterday’s plan to write it out in full.  Success criteria 

● Explain the 5 ws - who, what, where, when, why ● adjectives ● Similes ● A quote - don’t forget to use speech marks! 

  When you have finished read it back to check that it makes sense, reading it aloud and touching each word will help! How much of the success criteria have you included? Is there any way to improve it?   

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Lesson 5 

Let’s write our newspaper articles up in neat! If you are working on lines paper, you or your adult could use a ruler to draw this template. A headline is like a title. It should be short and snappy. Sometimes they have alliteration - where most words begin with the same letter. You can use my example (Wild Yeti Spotted!) or some up with your own! 

 Or if you have a printer, the next pages will have a template that you could print off to write up your article. It would be lovely if some of you took a photo of your article and uploaded it to seesaw. We’d love to see how you got on!  

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Maths MATHS INFORMATION FOR PARENTS:  

● Don’t forget the NCETM parent support page for homelearning. Go to https://www.ncetm.org.uk/resources/54432 for access to support in the form of learning games, activities, videos and Facebook groups.  

● Whiterose maths has also produced some great learning sequences with short, clear explanation slideshows and related activities. Our maths for this week comes from here. https://whiterosemaths.com/homelearning 

● Please remember to continue practising your times tables using https://www.ttrockstars.com/ and https://mathsframe.co.uk/. Try to complete 1 Soundcheck quiz each week on TTRockStars.  

 Monday: Tenths on a numberline 

If you have access to a computer go to: https://whiterosemaths.com/homelearning/year-4/ and watch the week 1, lesson 4 slideshow 

Activity 1 

 

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Activity 2 

  * Challenge: Activity 3 

 

 

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Tuesday: Tenths on a numberline 

Go to: https://whiterosemaths.com/homelearning/year-4/ and watch week 1/lesson 4 slideshow 

Activity 1 

 

 

Activity 2 

 

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 * Challenge: Activity 3 

 

 * Challenge 2: Activity 4 

   

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Wednesday: Co-ordinates 

Today we are going to learn about coordinates. Have a look at this: https://www.bbc.co.uk/bitesize/topics/zgthvcw/articles/z96k9qt 

1. Grids have 2 axes: the x-axis (horizontal) and the y-axis (vertical).  2. A point on a grid has 2 numbers to identify its position. These 

numbers are called coordinates.  3. We always read the x-axis first and the y-axis second so: ALONG 

first and UP (or down) second.   4. We always write the pairs of coordinates in brackets. 

 

So the orange x on the grid above is at the coordinates (4,2). 

Have a go at this game: 

https://www.mathsisfun.com/data/click-coordinate.html 

 

 

 

 

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Now try these activities: 

 

    

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Thursday: Co-ordinates 

Have a go at these co-ordinates activities. Remember: read ALONG the X axis first and then UP the Y axis.  

Try this game: https://mathsframe.co.uk/en/resources/resource/469/Coordinates-Alien-Attack (click first quadrant when the game loads). 

Activity 1:  

Remember to write your co-ordinates in brackets. So, in activity 1, Nicola is: (8,9) (2,8) (9,4) (10,1) (3,2) (1,1) 

 Activity 2: 

 

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Friday: Co-ordinates 

Here is a Number Rock song to remind you about how to read and write co-ordinates. https://youtu.be/1O12C9EcdFo Don’t worry about the negative axis for now. Remember you always read ALONG the X axis first and then UP or DOWN the Y axis. 

Activity 

 

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Science -  

Pre-learning questions: 

-What happens when you heat a kettle or saucepan of water?  

-What do you see?  

-What do you think would happen if you continued to heat the saucepan of water for a long time? 

Introduction: 

In our home learning, we’ve been looking at how some materials change state into a solid, liquid or gas when they are heated or cooled.  

If you heat a kettle of water, when it reaches 100°c (degrees celsius) it will start to bubble and produce water vapor (steam). This is because the temperature at which water reaches its boiling point and changes from a liquid to a gas is 100°c. 

Different materials have their own boiling points or temperatures at which they change from liquid to gas. 

Task: 

 

* A data logger is a device that records data. In this case temperature °c. 

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Use the below table of results to identify the materials on graphs A-F (see next page), by their boiling points. 

For each graph, use a ruler or piece of paper to mark across where on the y-axis (temperature axis) the boiling point is. Write down this temperature, then check it on the table of results to identify the material. 

 

  

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Topic -  https://www.youtube.com/watch?v=FOmrCi-mh_k (3mins) https://www.youtube.com/watch?v=erYwMz5rdW0 (7mins) 

 

  

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French -  Here is a crazy thing! Everton players Morgan Schneiderlin, Kurt Zouma and Lucas Digne help Ben Shires to learn some French words and greetings while doing a mini workout. Be warned - the singing isn’t great!  https://www.bbc.co.uk/teach/supermovers/ks1--ks2-mfl-french-greetings-with-ben-shires/zdpdvk7 

 

Virtual Visit- Visitez la Tour Eiffel! 

https://www.toureiffel.paris/en/news/130-years/virtual-tour-eiffel-tower 

  On the occasion of the Eiffel Tower’s 130th anniversary, TV5 Monde created a 360° virtual reality tour that reveals every aspect of the Tower in 3 minutes, featuring sunrise from the Champ-de-Mars and a panoramic ascent to the top, both inside and out.  See the Eiffel Tower as if you were there, and much more!  

   

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Art - Create an art story box for a scene from Oliver Twist.  

Which scene will you choose? How about Oliver asking for more? Or the streets where he pick-pockets? Or Fagan’s house?  

 You could use-folded card or an old cardboard box or shoe box for the outside and cut out the characters and other props from paper. You could even use the same characters that you use to make your comic life strip! 

  

   

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Computing - Comic Life app 

 In your week 4 pack we encouraged you to try the Comic Life app. Now that you have had a play, and listened to us all reading you Oliver Twist on Seesaw, see if you can create your own comic version of Oliver Twist’s story. Remember that you can change fonts, panels, balloons, captions, and lettering art to make your own comic. You can also use photos or hand drawn comic characters….. You can download it at: http://plasq.com/apps/comiclife/macwin/  

PE -  

 Work out and ROCK OUT with Squatchy Berger! Go to: https://family.gonoodle.com/activities/squatchy-rock  Or: Take a look at the other videos on Go Noodle  Strengthen your focus - https://family.gonoodle.com/activities/strengthen-your-focus 

Wake up Stretch - https://family.gonoodle.com/activities/wake-up Bring it down - https://family.gonoodle.com/activities/bring-it-down 

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Calculation methods used in Year 4  Addition: We use a numberline for addition in Year 4: 48 + 36 = 84 ‘Put the biggest number first (48), and then partition the smaller number (36 = 30 + 6) and count on: 48 + 30 + 6.’

+10 +10 +10 +1 +1 +1 +1 +1 +1

48 58 68 78 79 80 81 82 83 84 If children are confident, use more efficient jumps…

+ 30 +2 +4

48 78 80 84 We also use the partitioning method to add numbers:

48 + 36 = 84 40 8 30 6

40 + 30 = 70 8 + 6 = 14

70 + 14 = 84

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48 + 36 = 84 Partition the numbers into tens and ones/units. Add the tens together and then add the ones/units Together. Recombine to give the answer’. Subtraction: We use an empty number line to subtract in year 4: 126 – 45 = 81

-5 -10 -10 -10 -10

81 86 96 106 116 126 When confident children can use more efficient jumps:

-5 -40

81 86 126 Extend with larger numbers by counting back… 216 – 27 = 189

-1 -6 -20

189 190 196 216

…and by counting on to find the difference (small difference):

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231 – 198 = 33

+2 +30 +1

198 200 230 231

‘The difference between 198 and 231 is 33.’ Multiplication: In year 4 we partition to multiply and use our times tables facts to support us. So: 13 x 5 = 65 (Partition 13 into 10 + 3) 10 x 5 = 50 3 x 5 = 15 50 + 15 = 65 Children in Year 4 also use an empty number line to show their multiplication 13 x 5 = 65 10 x 5 = 50 3 x 5 =15 0 50 65 Division:

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In year 4 we use our times tables facts to support us with division - showing this on a numberline. So: ‘Eight jumps of three and one left over.’ 25 ÷ 3 = 8 r1 1 3 3 3 3 3 3 3 3

0 1 4 7 10 13 16 19 22 25 Alternatively you could jump forwards in multiples of three from zero to twenty four (‘and one more makes 25’) 25 ÷ 3 = 8 r1 3 3 3 3 3 3 3 3 1 0 3 6 9 12 15 18 21 24 25