Good morning all!

Thank you for taking on board the feedback from yesterday. It was clear how many of you were trying your best to try to understand what you were learning – rather than rushing through. Well done!

Here is a rough timetable of this week again. If you’d rather structure your day a different way, please feel free.

You may notice on that timetable that we have a “live lesson” planned which will be to meet Larry (our temporary axolotl), who was brought to school last Monday ready for this term. The live session will be an informal and optional session where you will get to a chance to see each other together, meet Larry and, if he’s hungry (he almost always is…), get a chance to see him being fed! This will be done on Teams and more information on how to join in will be available later in the week.

EBM

Here are some EBM questions for you to have a go at before maths:

EBM – 13.01

Maths: Simplifying fractions

Please make sure you take the time to watch the video and listen carefully to what is being said. If you need to, you can re-watch it.

We are going to be moving on to simplifying fractions. This is very similar to work we were doing on equivalent fractions yesterday – only that we will always be dividing our numerators and denominators. We also need to use some knowledge on factors and multiples.

Here is the video link: https://vimeo.com/467396285

Here is the worksheet: Simplify Fractions (W2)

If you have any issues with the video, please let me know.

Maths: Extension

Here are some more extension question – if you feel like more of a challenge after finishing your main task. Questions 3 and 4 are particularly difficult!

Maths Extension – 13.01

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

Sentence, Fragment, Run-on 13.01

The first page is just the information / a recap on the difference is between an sentence, a fragment and a run-on again.

English

Here are my explanation of the words and phrases from yesterday. You can compare them with yours.

My explanations of yesterday’s vocabulary

Today we are going to answer some comprehension questions on this song. You should have a pretty good understanding of it now. Here are the lyrics again: Hero to Zero – Original, and here is the video https://www.youtube.com/watch?v=yOL-EJZjmp0 – if you need to familiarise yourself with it. You can use both to help throughout today’s task.

Here are your questions:

Comprehension questions on Zero to Hero

Class Read

Spellings

Here is today’s spelling activity: Spellings – -cious (1)

It is a very similar pattern to the one we were doing last week!

Independent reading

As always, you should be spending some time every day reading; however, as we would usually do in school after Spellings, it would be great if you spend an extra 30 minutes today reading your own book. If anyone is stuck for reading material, please let me know and I can see what I can do.

Science

Today’s science lesson continues from last week’s (on particles in solids, liquids and gases). Today, we’re going to look at what particles will look like in “pure” and “impure” substances. Impure substances is another way of saying “a mixture”.

https://classroom.thenational.academy/lessons/what-do-particles-in-pure-substances-and-mixtures-look-like-6wup6c

As this is the second lesson in this sequence, there is an introductory and end-of-lesson quiz – as well as the main video.

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning all!

IMPORTANT MESSAGE:
It’s really great how much work is being sent in, and I’m really please with how you are all doing. One thing which I think would help some of you even further is a reminder that the purpose of learning is not just completing the activities; learning is about taking the time to really understand what you are learning about. What some of you have been doing (and I know it is very tempting to do!) is rushing through all of your working, trying to complete it all as quick as possible. If you do this, there is a chance that you won’t fully understand what you’re learning to do, so please take your time to try to understand your learning. If you’re not sure on anything, please send me an email to ask for help.

As a rough estimate (based on the Government’s recommendation of 4 hours of work a day for KS2), this is about how long each activity should take (some of you might take a little shorter time to understand it; some might take a little longer to understand):

• Maths (including EBM and extension) = ~1 hour
• English (including S/F/RO) = ~1 hour
• Extras (e.g. class read – will start tomorrow; spellings, WCR) = ~1 hour
• Afternoon lessons = ~ 1 hour

So, just remember, it’s not about completing everything and getting it done quickly – it’s about making sure you understand what it is you are learning about. Some of you may well complete the work the quickly – but if you do, it should be because you have a very good understanding of it.

Don’t feel this is a criticism as you are all doing really well – especially considering we only started remote learning last week, but it was just something I have noticed happening. It’s also been really great how some of you are asking for more work after successfully completing the work set! If you do think you have a good understanding of the work set, and you have completed it quickly, please do ask for more!

Here is a rough timetable of this week again. If you’d rather structure your day a different way, please feel free.

You may notice on that timetable that we have a “live lesson” planned which will be to meet Larry (our temporary axolotl), who was brought to school last Monday ready for this term. The live session will be an informal and optional session where you will get to a chance to see each other together, meet Larry and, if he’s hungry (he almost always is…), get a chance to see him being fed! This will be done on Teams and more information on how to join in will be available later in the week.

EBM

Here are some EBM questions for you to have a go at before maths. All of these questions are all about your understanding of equals sign. Think carefully about what is happening in each question.

EBM – 12.01

Maths: Equivalent Fractions (Part 2)

Please make sure you take the time to watch the video and listen carefully to what is being said.

We are continuing to look at equivalent fractions – as it such an important skill when working with fractions.

Here is the video link: https://vimeo.com/498327611

Here is the worksheet: Equivalent Fractions – 2 (W2)

If you have any issues with the video, please let me know.

Maths: Extension

Here are some more extension question – if you feel like more of a challenge after finishing your main task.

Maths Extension – 12.01

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

Sentence, Fragment, Run-on 12.01

The first page is just the information / a recap on the difference is between an sentence, a fragment and a run-on again.

English

In hindsight, we probably could have done both of today’s and yesterday’s sessions in one. It’s really difficult to gauge how much to set remotely. However, here are my explanation of the words and phrases from yesterday. You can compare them with yours.

Z2H Explanations 1

Here are the second half of the vocabulary words. The second page of this includes some summary questions about the song and video for you to also to have a go at:

Vocabulary words and summary questions – Z2H

Class Read

I will begin putting a recording of a daily chapter of Who Let the God Out on here for you to listen to – starting from tomorrow. Please do listen to this as when we return to school, we will be carrying from wherever we get up to.

Whole-class Reading

Here is today’s WCR text: Vi Spy – Maz Evans – text

Here are the questions: Vi Spy – Maz Evans – questions

This text is another book written by Maz Evans (the author of Who Let the Gods out, our class text for this term).

Geography

In geography, we are going to start looking at geographical fieldwork.

Here is your 1st lesson on this (you’ll have more lessons on this in the coming weeks):

https://classroom.thenational.academy/lessons/why-do-geographers-do-fieldwork-64tkec

This lesson follows the same format as usual: A video (with some activities) and an end-of-lesson quiz. As it’s the first lesson in this sequence, there won’t be an introductory quiz.

P.E.

For today’s P.E. session, we are going to be looking at keeping/matching a pace when running longer distances.

Like last week, you are going to need a safe space to run in (preferably outdoors, but indoors is also okay). What you will need to do is decide on what one lap of your space is. If you are lucky enough to have a garden that you can run in, this could be once around the outside of this. If you have a smaller space, then running between 2 markers could be your lap.

You will then run for 10 minutes (without stopping). Make sure you time this and that you also count how many laps you do.

When you finish, record the number of laps you have done and have a break for around 5 – 10 minutes.

Once you feel like you can go again, start your timer again (but this time so that you can’t see it. You are going to run the same number of laps as that you recorded earlier and once you have finished, you are going to stop the timer and see how close you are to 10 minutes. The closer you are the better!

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning – I hope you all had a good weekend.

Well done for all the work you sent in last week – I was really impressed with what was sent in! A few of you even sent in some work you’d done over the weekend – which is absolutely fine: I will try and feedback to it today.

Same as last week: here’s a rough timetable of what this week would look like if we were in school. Again, the amount of work isn’t going to be as much as if we were in school, but you may find it useful to follow. If you’d rather structure your day a different way, please feel free.

You may notice on that timetable that we have a “live lesson” planned which will be to meet Larry (our temporary axolotl), who was brought to school last Monday ready for this term. The live session will be an informal and optional session where you will get to a chance to see each other together, meet Larry and, if he’s hungry, get a chance to see him being fed! This will be done on Teams and more information on how to join in will be available later in the week.

EBM

Here are some EBM questions for you to have a go at before maths.

EBM – 11.01

Maths: Equivalent Fractions (Part 1)

Like last week, there is a video for today’s maths lessons. It is really important you watch this as it explains your learning.

Last week, you were looking at converting between improper fractions to mixed numbers. Today, you will be looking at equivalent fractions

Here is the video link: https://vimeo.com/498327458

Here is the worksheet: Equivalent Fractions – 1 (W2)

If you have any issues with the video, please let me know.

Maths: Extension

Last week, a few of you were getting through the maths work very quickly and some of you asked for some extra work. Here are some optional questions for you to have a go at today after finishing the main activity if you want something a bit more challenging (Q1 and 2 on these are more of a warm-up!)

Maths Extension – 11.01

Sentence / Fragment / Run-on

As we usually do in school, here is a Sentence / Fragment / Run-on task:

Sentence, Fragment, Run-on – 11.01

The first page is just information / a recap on the difference is between an sentence, a fragment and a run-on.

English

This week, in English, we are going to be continuing with our work on the song we were looking at last week. From last week, you should have noticed that the song had a rhyming pattern (with some forced rhymes – e.g. face and vase [American pronunciation]). You also should have noticed that when you looked at the lyrics themselves, there was a lot that didn’t really make much sense.

Today’s task is to use the video (I’ve put it below) to try and work out what some of the words and phrases actually mean. Don’t worry if you’re not sure with these – just put what you think it means. If you’re really not sure, then take an educated guess! The video may give you a better idea, so watch it lots along side doing this.

Here is a table for you to fill in (the first two have been done as examples). The words/phrases are in order in terms of where they occur in the song).

Vocabulary words – Z2H (1)

Note: This is only half of the song. Tomorrow, you will be going through the rest.

Spellings

For today’s spellings, you need to complete 5 (or more – if you wish!) games on Spelling Shed on the list called “Words ending in -ious”. It has been assigned, so you should be able to scrolled down your assigned lists to find it. These words are the same as we were doing last week.

Independent reading

As always, you should be spending some time every day reading; however, as we would usually do in school after Spellings, it would be great if you spend an extra 30 minutes today reading your own book. If anyone is stuck for reading material, please let me know and I can see what I can do.

History

In history, we are going to continue our work on Ancient Greece. Today, we are going to be looking at how it is we know so much about Ancient Greece

Here is your lesson:

https://classroom.thenational.academy/lessons/why-do-we-know-so-much-about-ancient-greece-75h6ce

This lesson is slightly different to the previous ones you have been doing like this – as it has a recap quiz before the video. These questions are based on last week’s history lesson.

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning all!

Well done for yesterday’s work.

A few things from yesterday which might be useful in further improving what we are doing:

• Lots of have been putting a balance number next to your work, like we do in school – which is a fantastic idea and incredibly useful! Remember, our balance number is a number from 1-9 – and shows how you feel about that particular piece of learning. 1 meaning you really aren’t sure about what you are doing. 9 meaning you feel you are really secure with what you are doing
• If you are sending emails (which is great), please send them to class4@brownclee.shropshire.sch.uk
• A few of you are rushing through your work (which I know is very tempting when it is all available at once), but please try to take your time/care with your work.
• With the maths, don’t worry if you are struggling to answer the later questions – but please still try and give them a go. I’d much prefer you understand the first page and half well than for you to have answered everything but not understood it.

EBM

Here are some EBM questions for you to have a go at before maths.

EBM – 08.01

Maths: Mixed Numbers to Improper Fractions

Like yesterday, there is a video for today’s maths lessons. It is really important you watch this as it explains your learning.

Yesterday, you were looking at converting improper fractions to mixed numbers. Today, you will be looking at the other way around: converting mixed numbers to improper fraction.

Here is the video link: https://vimeo.com/468942374

Here is the worksheet: MN to IF – W1

If you have any issues with the video, please let me know.

Spelling Shed / Times Tables Rockstars

As we usually do on Friday, you are going to spend some time practising your times tables and spellings on TTRS and Spelling Shed. If you could aim for about 30 minutes of each, that would be great – you could spread it out throughout the day if you prefer.

Remember, with Spelling Shed, once you have achieved Soldier or Royal Bee status, you can move on to the next list.

If anyone needs their Username and/or password sending, please let me know.

Spellings

Here is your spelling activity for today – which is continuing with the “ious” pattern. All you have to do is write the correct word into each sentence. You can look up the meaning of any of the words if you need to.

Words end in ious – Lesson 2

Science

In science this term, we are going to look at the properties and changes of materials. To start off, we are going to recap (and build on) some learning you will have done in Class 3 on the states of matter – e.g. solids, liquids and gases.

Here is your lesson:

https://classroom.thenational.academy/lessons/how-do-particles-in-solids-liquids-and-gases-behave-cnj38t

which explains the difference between these states.

As with yesterday’s history lesson, once you click on the link, you just need to follow the instructions. There is a video to watch – which has some questions within it. Once you have watched the video, you can press “next” and there is a quiz at the end.

If you could send me a picture or a screenshot of what you have done for this, that would be perfect!

As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

I look forward to hearing from you.

Good morning!

Before I start with today’s activities, I just wanted to say how impressed I was with all the work that was sent in yesterday! It definitely kept me busy, but it was so good to see so much being done.

A few things which may be useful from yesterday:

• A lot of people said yesterday that Seesaw was a much easier way to submit work, with lots of you completing and sending in your working independently – which is brilliant. It also has the facility where I can actually mark your work and send it back! Don’t worry if you’re struggling to use it, and would still rather email work in, but it’s just something to bear in mind that may make things easier at home.
• I don’t mind how you set your work out: we had loads of different ways yesterday. The key thing is that it’s clear and I can work out what is what.
• Please let me know if there any issues you are finding – whatever they may be – and I will do my best to try and solve them!

Please note: if you are using Seesaw, I have put the relevant sheets as templates (which will hopefully make thing easier for you). This just means when you press “add response”, the relevant sheet will come up automatically.

If you wish to take a picture of your written work instead, you should still be able to just place it over the top of the sheet.

If there are any problems with this, let me know and I can change it!

EBM

Here are some EBM questions for you to have a go at before maths.

EBM – 07.01

Maths: Improper fractions to Mixed numbers

From now on, most of your maths lessons will come with a video. It is really important that you take the time to watch the video, pausing it where you need to. The information in the video will help you with the questions. It does ask you to pause the video and have a go at some of the question on the worksheet a few times.

Here is the video link: https://vimeo.com/467394996

Here is the relevant worksheet: IF to MN – W1

If you have any issues with the video, please let me know.

English

In the next few English sessions, we are going to be looking a piece of music, as a close form to poetry. We are going to look at a particular song – which links to our topic Ancient Greece – and comes from the Disney Film, Hercules.

As bit of background, Heracles was hero from Greek mythology, who was believed to be the son of Zeus (and human mother – called Alcmene). According to the myth, he had incredible strength and courage. During his life, Heracles took part 12 impossible labours (challenges).

YOUR TASKS:

First, you need to read through the lyrics (can be found here: Hero to Zero). Once you have read it through, identify any words or phrases which don’t make sense to you – you could either write them down OR underline them. Don’t worry: there are likely to be loads!! You’ll also need this list for next week – so make sure you can get to it again

Once you have done that, your second task is to identify the sets of rhyming (or near rhyming) words. For example, HERO and ZERO – you do this by writing them down – or you could highlight them on the sheet in different colours.

Finally, you can listen to the song:

We will return to this again next week.

Whole-class reading

This will be exactly the same as we do in class.

Here is the text for the WCR: Varjak Paw

and here are the questions: Varjak Paw – Qs

History

In history, we are going to look at how Ancient Greece was organised. Here is a lesson on it.

https://classroom.thenational.academy/lessons/how-was-ancient-greece-organised-6mv3jr

Once you click on the link, you just need to follow the instructions. There is a video to watch – which has some questions within it. It also has a quiz at the end – you could send in a picture of your result from this quiz.

P.E.

In P.E. this term, we were going to starting looking at athletics.

Athletics can be broken up into running, jumping and throwing.

We are going to first look at running – which can be thought of as long and short distance.

For today’s activity, you will need:
– 2 markers (you can use anything for these – can be 2 jumpers if you want)
– Some way to record the time (could be stopwatch, phone, tablet, laptop, someone counting)

What you are going to do:
– Taking into account space (some of you may have to be creative with this one!), you will need to set up a distance with two markers . Ideally, this distance would be about 10 metres and done outside; however, I’m aware that with space, this may be difficult – so if you have not got the space to do this safely, you can adapt it as you need.
– You are then going to time how long it takes you to run between the two markers 10 times – you are aiming to do this as fast as you can.
– Write you time down and catch your breath.
– Once you are ready to go again, you are going to do so again: this time you going to slightly change your running technique (you can choose how: it could be by moving your arms quicker, leaning forward more, standing more upright whilst you run etc.) and you are going to record the time it takes to run between your markers again.
– Repeat this a few times and keep recording your time. Once, you have about 5-10 different times, you can send them over.

The same as yesterday: please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.

Before I go through all of today’s work, here is the email sent out yesterday regarding Remote Learning (in case you missed it): Remote Learning.

Here is what this week’s lessons would look like as a typical timetable (if we were doing  the work in school). Although the amount of working being set is not as much as it would be if we were school, you may find it useful to follow. It also gives you a bit of a heads-up as to what to expect throughout the week (it may occasionally change though). Please don’t feel you have to follow this format; you can divide your time up however it works best for you.

Email Set Up / Seesaw

A lot of you have already emailed me to let me know that you have accessed new school emails and Seesaw as according to yesterday’s email. If you haven’t had a chance to set things up, you could spend some time today doing so. If you have any questions on this, please let me know (class4@brownclee.shropshire.sch.uk)

Email  / Seesaw Warm-up Tasks

The purpose of these tasks is just to give you a chance to test/try out submitting work from home. If you need to do anything written, you can write it on paper and take a photo (like we usually do in maths) or you could type your answer – with any of the work over the next few weeks, as long as it’s clear and obvious what it is you’re sending in, I don’t mind the format you do it in! I’m aware some people may have different resources available. Some of you may be able to print things off and write on them and send a picture in as your response, others might find it easier to edit picture digitally with text or you may just write your work on a blank piece of paper. As always, if you’re unsure of anything, please email.

The activities themselves are pretty easy and there’s no real wrong answers (apart from question 1…). If there are any issues using emails or submitting work, we can try and sort them now! If emailing in your work, then complete the tasks below and email it in. If using Seesaw, then submit your activities using Seesaw. You don’t need to do both!

Here are your tasks:

1.) Find and take one picture of any kind of plant.
2.) Write a very short story (with a maximum of 30 words!)
3a.) Decide on which of the following ways a dog would wear trousers and explain your answer.

3b.) Decide on which of the following ways a giraffe would wear a tie and explain your answer.

English

Our text for this term is “Who Let the Gods Out” by Maz Evans. Here are the front and back covers:

Your task in English is to predict what this book will be about. You will also need to explain why you think (what’s your evidence). Aim for about 5 – 10 different predictions. A very simple prediction might be “I think the book will be about Gods because the title is ‘Who Let the Gods Out’.”

Maths

Here are are some questions – they should be relatively straightforward as they are recapping some of what we did before Christmas; however, if you are stuck with anything, please let me know.

Fractions bigger than 1 – W1

Spelling

Here is today’s spelling tasks:

Words end in ious – Lesson 1

With the second part of this, remember to have a go at spelling the word each time without looking at it!

Independent reading

As always, you should be spending some time every day reading; however, as we would usually do in school, it would be great if you spend an extra 30 minutes today  reading your book. If anyone is stuck for reading material, please let me know and I can see what I can do.

Geography

We are going to recap the countries of Europe. If you have an iPad/iPhone, you could install the free version of the World Maps (that we used last term) and have a few goes at that first. If not, you could have a go at the game on this website: https://online.seterra.com/en/vgp/3007. Note that the World Maps game does not include all countries of Europe – whereas the website above will.

Once you think you’ve got a good understanding of the countries, you could try and label as many as you possible can on this map: Map of Europe

These are completely unusual and unexpected times, so pleased don’t feel pressured that you need to have got everything right first time. There’s bound to be some problems on the way – particularly to start with.

Please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.