LKS2 Home Learning 8th June 2020

FOOD Maths Reading Spellings / Phonics

This week’s maths theme will be ‘measure’ focusing including mass and capacity. We will set new activities each week on My Maths so remember to log in and complete this work. Also, see the information on the page below. Keep your maths skills fresh by completing at least one of the following each day:

● Some of you may benefit from working on Numbots - how many levels can you complete?

● Everyone should practise their times tables using TT Rockstars .

● Play on Hit the Button - focus on number bonds, halves, doubles and times tables. You could also try some of these other activities:

● Daily arithmetic for different areas of maths. Year 3 should work on level 2 and 3 activities; Year 4 should work on level 3 and 4. You can set the speed to suit your ability.

Try some of these practical activities:

• Baking/cooking using weighing and measuring out volumes of liquid.

• Create your own potions by mixing different liquids – write a recipe first so you know how much to measure for each ingredient.

• Weigh different objects around your house. Estimate the weight of objects first.

Read a variety of books at home. Share a book every day; this can be reading a book aloud every day or sharing a book with an adult.

Read at least one of these books – they start easier and get more difficult down the list.

Food and Drink

Lettuce Introduce You: Poems About Food

The Science Behind FOOD!

● Watch and listen to a story on Oxford

Owl or Audible.

● Create a set of multiple choice questions about what you have read.

● Complete a book review on one of the books you have read - what did you like about it? Would you recommend it to anyone?

● This week is all about FOOD! Why don’t you share some recipes. Look at different recipe books or recipes online. What about some reviews of foods. Watch some TV adverts and discuss the language used to describe their food. How do they

make their food appealing.

● Complete this week’s Reading Comprehension .

• Make a list of more words for the following spelling rule: Words with the short /s/ sound spelt sc e.g. science, scene, scent, crescent, descent, scissors, muscle, ascent, scenery

• Watch this BBC Bitsize video here to learn more about this spelling pattern.

• Choose 5-8 words from the list to learn. Use the

LOOK, SAY, COVER, WRITE, CHECK method to

practise each word. Include 3 common exception

words to learn from the lists below.

• Can you write a sentence including each word?

• Practise reading and spelling the Year 1/2 Common Exception Words and Year 3/4 Common Exception Words They are also on pages 137, 138 and 139 in your Home-School Diary.

Join the Dots

Air Writing

LKS2 Home Learning 8th June 2020

FOOD

The project this week aims to provide opportunities for your child to learn more food. Learning may focus on where different foods originate from, what makes a healthy meal, opportunities to cook etc.

Don’t forget to look at Mrs Dixon’s Activity sheet for some more ideas and a WEEKLY challenge! Big Cook, Little Cook

Make a meal by combining a variety of ingredients using a range of cooking techniques. Measure and weigh ingredients appropriately to prepare and cook a range of savoury dishes. SAFETY FIRST – Ask an adult to help you when using knives or sharp objects, or when cooking with hot surfaces.

Balanced Diet What is a balanced diet? Find out about the 5 food groups. Make slides or posters about what they find out about. Carbohydrates Protein Dairy Fruits and Vegetables Fats. Can you create a meal that uses items from different food groups?

Ensure you choose healthier options. You may choose to create that meal with an adult and take a picture!

Music Following on from our last rhythm task please click on the video link ‘Rhythms with Food’ to practise saying and

clapping the Kodaly rhythms. Now see if you can match the

different rhythms in the Ice Cream Quiz (see additional page) You might like to

make-up your own one too? Could you create your own rhythms based on different food names e.g. ba-na-na ba na na

Lunch Around The World Lunch around the world. Look at lunch around the world and investigate how differently people eat in other parts of the world. Find out what a vegetarian is? Vegan? Kosher food? Halal food? Recreate a dish (in a similar way to the video) for one of these diets. You could make it or you may choose to draw it/create a 3D model out of junk modelling, felt or play dough.

Food Miles Look at the packaging for 10 different items in your fridge and food cupboards. Can you find out where in the world each item comes from? Mark these countries on the world map (provided). E.g. Banana – top producers are India, China and the Philippines. We get our bananas from the Caribbean, 4600 miles away Food miles = one food mile is a mile over which a food item is transported during the journey from producer to consumer.

Use this website to calculate the miles your food has travelled.

Fruit Art Look at the artwork of Giuseppe Arcimboldo (left) Recreate your own fruit portrait – you could

draw fruit inside an outline of a face, or just real fruit to create a

3D portrait!

Design Your Own Super Fruit and Veg Have you ever wondered what you might get if you cross a strawberry with broccoli? Stroccoli. Or a cucumber and a

grape? Cuape! Design your own interesting fruit

and vegetable combinations. Draw a picture of what it looks

like!

Grow Your Own Have a go at planting

your own seeds to grow your own fruit or

vegetables! Research how to care for

them properly. Once they are ready,

send us some photos of them.

Food Diary Keep a diary of what

you have eaten during the week.

Include you eat for breakfast, lunch,

dinner and snacks – and include any

drinks. Could you compare your food diary with another member of

your family?

LKS2 Home Learning 8th June 2020

Changes to English Home Learning (p4-9)

We have changed how we structure the English part of the Home-Learning pack to put more of an emphasis on

grammar skills. We advise completing one task each day, for example:

o Monday – Reading Comprehension

o Tuesday – Grammar Skills 1

o Wednesday - Grammar Skills 2

o Thursday - Grammar Skills 3

o Friday – Written Task (this is an extended piece of writing that encourages you to use the skills learnt

during the week, as well as basic skills such as capital letters, punctuation, sentence structure and

spellings).

The tasks are also more structured so you can complete something each day. This is just our suggested guidance

which then encourages overlearning of these skills, but please do what is best within your household. As before, if

your child needs to revisit basic writing skills, then please look at the LKS2 Basic Skills grid.

For the written task, we would still encourage you to plan, draft, edit and present your final piece, but ultimately,

the focus is to complete and understand the grammar skill for the week. Our hope is that, until the time comes for

you to return to school, by focusing on key grammar skills, this will help to reduce possible gaps in your

knowledge. These skills are essential throughout each year group in Key Stage 2.

Remember to continue to complete the spelling tasks and reading tasks on the first page, which daily reading and

sharing of books.

Finally, please continue to send any work to your teacher at year3@gossopsgreen.org.uk or

year4@gossopsgreen.org.uk

LKS2 Home Learning 8th June 2020

English – Reading Comprehension Supported: Read this with an adult and see how many questions you can answer! Discuss any words you don’t know yet.

Independent: read this on your own and answer the questions using the text to help you. Look up unfamiliar words using the online dictionary.

Healthy Eating

What is meant by these terms function and essential?

Why is a Balanced Diet important? Why is it important to eat

Carbohydrates? Can you name any?

How has the author chosen to organise their information? Can you give some examples?

Can you give examples of foods that we should try and avoid eating excessive amounts of ?

LKS2 Home Learning 8th June 2020

English – Skills 1

Using imperative (bossy) verbs

Visit BBC Bitesize and learn about imperative (bossy) verbs. Click here.

Command sentences are used when you are telling someone to do something. When you are writing a command sentence you need to use an imperative

verb. This is also known as a bossy verb.

For example: Tidy up! or Put the spoon in the bowl.

Identify the imperative verbs in the following sentences – underline them and then list them in the table.

Underline the imperative verb:

1. Put the kettle on.

2. Spread the butter on the bread.

3. Go to the shops.

4. Sprinkle the cheese on top.

5. Stir the mixture.

6. Help with the washing up.

Use the list that you have made and write six of your own sentences using the imperatives from the list. Eg: Put the bread in the toaster.

YOU MUST USE EVERY IMPERATIVE VERB FROM THE LIST.

Think of an imperative verb that you can use to fill in the gaps. When you have done that, copy the sentences ACCURATELY and with CORRECT SPELLINGS AND

PUNCTUATION into your work book.

YOU MUST USE A DIFFERENT IMPERATIVE VERB FOR EACH GAP.

1. ______________ the shopping upstairs.

2. ______________ the pasta into boiling water.

3. ______________ the potatoes.

4. ______________ the spice over the top of the crumble.

Optional extra challenge: make up your own sentences using EVERY conjunction from the first list.

Imperative verb:

LKS2 Home Learning 8th June 2020

English – Skills 2

Using time connectives / conjunctions

You will remember writing instructions in previous years. Can you think of simple instructions for making a sandwich? If you speak your instructions out loud

to someone, you will notice that you use imperative (bossy) verbs to explain what to do. Did you notice that? If you like, you can make a list of the imperative

verbs that you used!

You will notice that you probably used time connectives too! These explain when to do something - or when it happens.

For example:

First, get two slices of bread.

Time connective Imperative verb

Time connectives are also known as time conjunctions. You may notice that the time connective (or time conjunction) is separated from the rest of the

sentence by a comma. Can you think of another name for this use of a time connective?... That’s right! It’s also a FRONTED ADVERBIAL because it describes the

action of the sentence and gives you more information about it.

Choose a time connective (time conjunction) from the list to fill in the gap. Write these into your work book and don’t forget to separate using a comma!

BE CAREFUL – make sure that your sentences are ACCURATE and that they include correct spelling and punctuation.

How to Make a Sandwich

1. __________________ wash your hands.

2. __________________ butter two slices of bread.

3. __________________ put a layer of your favourite spread onto one of the slices.

4. __________________ sandwich the two pieces of bread together with the fillings

in the middle.

5. __________________ enjoy your tasty snack!

Now, keeping it VERY simple, write a set of EASY instructions like the ones above.

You only need five sentences but you must use a time connective at the beginning

of each one.

Try one of these or make up your own: How to Walk a Dog, How to Brush Your Teeth

Optional extra challenge: Try writing a few paragraphs about whatever you like and use every time connective on the list!

LKS2 Home Learning 8th June 2020

English – Skills 3

Using fronted adverbials

In the previous session, we looked at using time connectives/conjunctions at the beginning of sentences. We learnt that these can also be referred to as

fronted adverbials because they go at the start of the sentence and give further information about the action of the sentence. Recently, we reviewed our

understanding of fronted adverbials. Watch these videos if you need help to review what a fronted adverbial is. Anchor Grammar or Oxford Owl

Think of a simple sentence, for example, The cat sat on the mat and then ask a question about the action of the sentence:

WHEN did the cat sit on the mat? WHY did the cat sit on the mat? HOW did the cat sit on the mat? WHERE did the cat sit on the mat?

By asking these questions, you can come up with a fronted adverbial very easily. This adds extra information to your simple sentence. It needs to be

separated using a comma. If I take the first question and answer it, I could say:

As the moon lit up the night sky, the cat sat on the mat.

This fronted adverbial answers the question of WHEN the cat sat on the mat This is the original simple sentence and it hasn’t changed (apart from losing the capital letter!)

For this activity, we would like you to make your fronted adverbial INTERESTING. It needs to be more than one or two words long. Make up your own

fronted adverbials to go at the beginnings of these sentences. Write them into your work book and don’t forget the comma! Try to use time, reason, manner

and place equally. If you want to, you could try to make up different fronted adverbials for the same sentence. Try to be creative. ‘Afterwards, sprinkle some

chilli powder into your sauce.’ is rather boring; however, ‘Because it will add a little zing, sprinkle some chilli powder into your sauce!’ is creative and

interesting.

Or, instead of saying, ‘Next, put the spread on the bread.’, try saying, ‘When you have completed the previous step, put the spread on the bread.’

1. ___________________________________________________________ put the shopping away in the cupboards.

2. ___________________________________________________________ sprinkle sugar on top of the cake mixture.

3. ___________________________________________________________ cut up your vegetables and add the to the mixing bowl.

4. ___________________________________________________________ grill the cheese until it looks brown and bubbly.

5. ___________________________________________________________ make sure that you have enough milk.

6. ___________________________________________________________ stir the mixture to remove all of the lumps.

REMEMBER. Use the TRaMP (Time, Reason, Manner, Place – When, Why, How, Where) questions to help you to think of an appropriate beginning. Take the

sentence and ask a question about it – your answer will be the fronted adverbial.

Optional extra challenge: Go back to the instructions from the previous session and change the sentece opener to make it more interesting.

LKS2 Home Learning 8th June 2020

Writing Task – Food Have a look at the example on the next page BEFORE you begin. This week, your writing is based on food but what you choose to write about is up to you as long as it is a set of instructions that relate to our topic – Food. The idea of the

writing task is to showcase the skill that you have been working towards this week. Therefore, you must USE INTERESTING FRONTED ADVERBIALS in your writing. They must be

at the beginning of every step of your instructions.

Here are some ideas of things that you could write instructions for:

• How to make a sandwich

• How to bake a cake

• How to make an amazing breakfast

• How to make the tastiest treat in the universe

• How to prepare a dinner party

• How to maintain a healthy diet

You may have another brilliant idea and that is fine! You choose.

You must do one of the following:

1. Write a set of instructions using an INTERESTING FRONTED ADVERBIAL as a starter for each step.

2. Write a set of instructions using an INTERESTING FRONTED ADVERBIAL as a starter for each step and make each step longer than one sentence. Include a bullet pointed

list of what you will need.

3. Complete number 2 but also include pictures, captions, labels or anything else that may help your reader.

LKS2 Home Learning 8th June 2020

Maths – Weight and Capacity

Year 3 Children who have an ILP may want to refer to the KS1 maths first. Children who need additional challenge may want to refer to the Year 4 Maths

Remember to access MyMaths regularly to complete specific work that has been set.

Click Here to practise how to read scales. Download and complete these slides.

ml ___ ml

Be a weight hunter! Look around

your house for a variety of

packaging and estimate their

weight. Then order them from

the heaviest to the lightest.

Now check to see how accurate

you were. Repeat for capacity.

Sort these objects into order of

mass from lightest to heaviest

Use <,> or = to compare these

objects.

Ready, Steady, Cook!

Practise reading scales by following a recipe. Weigh and measure out

the ingredients you need.

Practise your addition

skills by finding 2 or

more containers and

adding them together.

E.g. 124ml + 47ml =

171ml

Remember 1000ml =

1 litre.

Extra Challenge –

Convert millilitres into

litres.

LKS2 Home Learning 8th June 2020

In the boxes write the reading for each

arrow.

Maths – Weight and Capacity

Year 4 (And Year 3s who need additional challenge)

Children who have an ILP may want to refer to the KS1 maths first. Children who need additional challenge may want to refer to the Year 5 Maths

Remember to access MyMaths regularly to complete specific work that has been set.

Weight Capacity

Click Here to practise how to read scales. Download and complete these slides.

Remember: 1000ml = 1L and 1000g = 1Kg

0 0

Weighing scales can be read like a clock, the

dial indicator moves as the weight

increases. Each big line is 100g, each small

line is 10g, and the arrow shows 260g.

Draw arrows on the scale to show these

weights:

a) 520g

b) 400g

c) 960g

d) 1000g

e) 180g

0

0

0

0

Ready, Steady, Cook!

Practise reading scales by following

a recipe. Weigh and measure out

the ingredients you need.

LKS2 Home Learning 8th June 2020

Mindfulness and Wellbeing ELSA have put together a pack of activities to support children’s emotional wellbeing. Each activity is hyperlinked to a resource on the ELSA Support website. This means

if you click the BLUE TITLE of each activity it will take you to a page on their website. You can download and print the activity for your children. The activities will help your children’s wellbeing at this difficult time and hopefully help to keep them occupied in a proactive and beneficial way.

5 day Kindness to yourself How can you be kind to

yourself? This is 5 sessions of activities so you can choose to do it all in a day or do it

over a full week. Being kind to yourself will really help

your wellbeing.

Bucket full of happiness What makes you feel happy? Can you fill the bucket right to the top with all the things that make you feel happy?

Rainbow mood tracker Can you track your mood with this mood tracker?

Colour in a bit of the rainbow each day. Wonder what your

finished rainbow will look like?

Relax tips Read through the relax tips and see if you can come up with some things that help

you to relax.

Wellbeing Rainbow Can you do the five things

you need to do each day to help your wellbeing? Take a

look at the wellbeing rainbow and try and include

each thing every day.

Other Useful Websites https://www.annafreud.org/coronavirus-support/support-for-parents-and-carers/

https://www.nspcc.org.uk/keeping-children-safe/childrens-mental-health/depression-anxiety-mental-health/ https://youngminds.org.uk/find-help/for-parents/supporting-your-child-during-the-coronavirus-pandemic/

LKS2 Home Learning 8th June 2020

KS2 PE Learning-Active ‘60’

Summer 2

Here are some ideas to keep you and your family active…

• Complete a daily online workout (Joe Wicks, Cosmic Kids Yoga, PE Hub Parent Portal, parkrun online,

Go Noodle Good Energy at Home, BBC SuperMovers)

• Daily walk or run (observing social distance)

• Create a series of moves to your favourite song

• See school website for weekly PE skills linked to National Curriculum

How active are you and your family? Daily recommendation is 60 minutes

Record how active you and your family are each week. Be creative how you record your results: Ideas - a daily active diary -bar chart -tally chart -pie chart -take photographs -video diary -pictogram -poster -use word of powerpoint

Be part of the Virtual School Games Pupils and grown-ups can participate Gossops Green are currently 7th in Crawley.

Take part in 4 challenges each week and submit your results every Friday by 12pm. Every Monday at 9.30 am challenges are published. Week beginning 1.6.20 is ‘Basketball challenges’. See school website or https://www.activesussex.org/virtual/

Let the school know how you are getting on via your Year Group email.

Be active, have fun and stay safe.

Best wishes Mrs Dixon

LKS2 Home Learning 8th June 2020

LKS2 Home Learning 8th June 2020