Year 4 – Term 5, Week 5 This Is the Last Week of Work for This Term – Term 5 and the Last Week on the Iron Man

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Year 4 – Term 5, Week 5 This is the last week of work for this term – Term 5 and the last week on The Iron Man. Half Term begins on Saturday 23rd May. Please do not worry if you cannot complete all the activities or you can’t spend as long on the activities each day as you would like.

Maths:  Aim to try and do 1 hour in total each day.  Times tables rockstars – 3 times a week.  Daily 10 if they would like to – we use this in class for a bit of fun – it is really good for quick fire, warm up Maths! I would aim to be using Level 3 and up https://www.topmarks.co.uk/maths-games/daily10

Daily Activities:  10-minute arithmetic warm up – Subtracting 9, 19, 29  There is a strategy for this (minus 10,20,30 and add 1)  For example: 22 – 9. 22-10 = 12 +1 =13 or 45 – 19 45-20= 25 + 1 =26  Have a go at these: a. 32 – 9 =

b. 65 – 9 = Challenge: Use digit cards/ or make up five 2 c. 25 – 9 = digit numbers. Then write and complete the

d. 72 – 9 = number sentence for subtracting 19 from

e. 54 – 9 = each number. f. 99 – 9 = g. 91 – 9 = -20 +1 h. 64 – 9 = i. 53 – 9 = Super challenge: Can you make five 3 digit j. 38 – 9 = numbers and subtract 19 from them? Then 29?

We now have access to White Rose Maths again! I know many of you will be really pleased as you preferred it, but for this week, I will put the information for both and you can choose which one you would rather use.

White Rose Maths:

White Rose Videos for Week 5: https://whiterosemaths.com/homelearning/year-4/

Lesson 1: https://resources.whiterosemaths.com/wp-content/uploads/2020/05/Lesson-1-Recognise-tenths- and-hundredths-2019.pdf

Lesson 2: https://resources.whiterosemaths.com/wp-content/uploads/2020/05/Lesson-2-Equivalent- fractions-1-2019.pdf

Year 4 – Term 5, Week 5

Lesson 3: https://resources.whiterosemaths.com/wp-content/uploads/2020/05/Lesson-3-Equivalent- fractions-2-2019.pdf

Lesson 4: https://resources.whiterosemaths.com/wp-content/uploads/2020/05/Lesson-4-Fractions-greater- than-1-2019.pdf

ANSWERS FOR PARENTS:

Lesson 1: https://resources.whiterosemaths.com/wp-content/uploads/2020/05/Lesson-1-Answers- Recognise-tenths-and-hundredths-2019.pdf

Lesson 2: https://resources.whiterosemaths.com/wp-content/uploads/2020/05/Lesson-2-Answers- Equivalent-fractions-1-2019.pdf

Lesson 3: https://resources.whiterosemaths.com/wp-content/uploads/2020/05/Lesson-3-Answers- Equivalent-fractions-2-2019.pdf

Lesson 4: https://resources.whiterosemaths.com/wp-content/uploads/2020/05/Lesson-4-Answers-Fractions- greater-than-1-2019.pdf

Bitesize Maths:

 Each morning, the lesson will be uploaded onto BBC Bitesize ‘Home Learning’. The schedule for the lessons is above.  To access the lessons please use this link: https://www.bbc.co.uk/bitesize/tags/z63tt39/year-4- and-p5-lessons/1  The lessons will contain videos, practise, examples and then work for the children to do.

 EXT 1: “Reach a 100” problem solving: https://nrich.maths.org/1130  EXT 2: “Know your calendar.”: https://nrich.maths.org/10322

Year 4 – Term 5, Week 5 English:

Aim to try and do 1 hour in total each day.

 This week’s learning will all be based on CHAPTER 5 https://www.youtube.com/watch?v=HzGQUs6Vcjc  Please make sure you have listened to Chapter 5 – link above. (YouTube). Listening to Chapter 4 again may also help with this week’s work as will doing this reading task first.

Reading/Listening - Visualisation

 In the Iron Man, in Chapters 4 and 5, there is lots of description of the Space Bat Angel Dragon. For example:

Deep, gloomy red….. Struggling, black speck…… Flying lizard….. Slow, gigantic wing beats…..

 Listen to the chapters again and write down any description you hear of the dragon.

Lesson 1: To read and comment on a poem based on the Space Bat Angel Dragon

 Read this poem written about The Space Bat Angel Dragon

The Space-Bat-Angel-Dragon

Written in the 90's and based on 'The Iron Man' by the late Ted Hughes.

There came a dragon from outer space. It wanted to eat the human race!

"For starters, give me your animals and trees, By tomorrow if you please."

The people of the world said, "No! You are a bad dream, so off you go!"

They became scared and their hearts turned cold.

Year 4 – Term 5, Week 5 When once again they were told…

"Give me your animals and trees without delay. I am hungry so bring them today!"

All the governments of the world were full of despair. They tried to get rid of it by turning to warfare.

Missiles and rockets exploded on its back. The smell was awful. The clouds turned black!

When all the smoke had cleared away, They saw the grinning dragon now determined to stay.

The human race cried, "Who can help us? We have no other plan." Hogarth was listening and said, "I know who can."

To Australia, the Iron Man came. After seeing the dragon, he knew that this was no game.

"I challenge you to a test of strength," he said. The flames from the grid turned the Iron Man red.

"Your turn, dragon! Fly to the sun." The dragon was apprehensive but it had to be done.

The dragon felt terrible and was in pain. Then the two did it all over again.

The Iron Man then shouted, "Round Three!" The dragon was weeping. It did not agree.

The Iron Man shouted, "You are the slave of the earth. Now tell us what you can do. What are you worth?"

The dragon said, "I can make music for you to hear. It might bring peace for the earth to share."

Answer these questions on the poem:

 How is the poem arranged or divided up?  Does the poem rhyme?  Underline all the words that rhyme and explain the pattern?  Who do you think is telling the story that is in this poem?

Year 4 – Term 5, Week 5  Why are there questions in the poem?  How many powerful verbs and adjectives can you see? Underline them.

 Ext: What is your favourite part of the poem and why?

Lesson2/3: Write your own poem based on the Space Bat Angel Dragon that includes similes.

 For parents: A simile describes something by comparing it to something else, using like or as: o The snake moved like a ripple on a pond. o It was as slippery as an eel. o Jess is as graceful as a gazelle.  Use this video clip to help remind you: https://www.bbc.co.uk/bitesize/topics/zfkk7ty/articles/z9tkxfr  First, you need to plan the poem by creating sentences that describe the Space Bat Angel Dragon including similes.  Look again at the description you heard in the reading activity.  Here is a template:

 https://www.twinkl.co.uk/resource/t2-e-633-the-iron-man-space-bat-angel-dragon-character-sketch

 Now you need to put your poem together.

Year 4 – Term 5, Week 5  There are many different ways to write a poem. You can put your descriptive sentences together however you want – this is a free verse poem.  You could write an acrostic poem where the letters spelling dragon are written down the side like this:

D______EXT : Space Bat Angel Dragon down R______the side inside! A______G______O______N______

 Or write a narrative poem – this tells a story. (The poem in lesson 1 is a narrative poem.)  Remember poems do not have to rhyme.  Here are a couple of examples written by children to give you some ideas – you may even spot the similes!

The Space-bat-angel-dragon has bright eyes which are shaded a purple colour. He has enormous spikes that are as wide as a teacher’s desk and as long as half a classroom. His tail is longer than the school playground. He floats like a hot air balloon. He only flies up as high as the clouds as if he stayed up in the air too long and needed a drink it isn’t far for him to travel. His torso is bigger than London.

Space–bat–angel–dragon is a huge, black dragon He has enormous, hairy wings. When his heart beats, it sounds like it is louder than thunder. He sings peaceful songs in space called the music of the spheres. He moves lightly, slowly and powerfully through the beautiful, dark night sky.

Lesson 4: Write a book review

 Now that you have heard the whole book, can you write a review of it, explaining its good and bad points and whether you would recommend it to someone else?  What is a book review? It should contain these features: o The book’s title and author. o A brief summary of the plot that doesn’t give away too much. o Comments on the book’s strengths and weaknesses. o The reviewer’s personal response to the book with specific examples to support praise or criticism.

Year 4 – Term 5, Week 5

 This is a template for writing a book review but feel free to do it your own way.

Lesson 5: Reading Comprehension

 Answer the below questions in full sentences, using evidence from what you have learned in Chapter 5:

1) Explain how they transported the Iron Man to Australia. 2) Name three other things that were brought to Australia. 3) Why did the creature take the Iron Man up on his challenge? 4) What shocked the creature after the engineers had lit the pit? 5) How do you think the creature felt as he watched the Iron Man? 6) Describe how the creature looked when he returned from his first trip to the sun 7) Do you think the creature landing on earth was a positive or negative thing? Explain.

Foundation Subjects/ Further Activities:

 Just try to do as much of this as you can over the course of a week.  Spellings work – aim to do about 10/15 minutes a day.

Year 4 – Term 5, Week 5  Reading – please continue to do 20 minutes of reading a day. There is an online library of books available if you have run out of books at home.  You are able to do your AR quizzes from home now – let me know when you have completed one and I will give you a dojo as I can’t give out stickers at the moment!  We would usually do 15 minutes of spellings at the start of an afternoon, followed by a foundation subject and then we have an end of day story for 20 minutes – this is when I read to the children  Don’t forget, your daily exercise that you are allowed to do is also part of the children’s day as they would normally be active during breaktimes/ daily mile!

Spellings: Words ending in tion

 Please practice these spelling for a few minutes each day  This week your spellings all end in “tion”

information explanation corruption attention rotation

reception donation detention retention action

Lesson 1: Meanings  Use a dictionary to look up the meanings of the words that you are learning.

Lesson 2: Write a sentence with each of the words in  For example: There was lots of information about dinosaurs on the website.

Lesson 3: Complete word search with ‘tion’ and ‘sion’  Word search below.

Lesson 4: Other endings for the same sound!  The other endings are sion and cian and ssion.  For example: television, conclusion, musician, electrician, possession, expression.  How many words can you find with these endings?  Make a list of words ending in sion and cian and ssion.  Write a sentence with each one in.  This video may help! https://www.bbc.co.uk/bitesize/topics/zt62mnb/articles/zyv4qhv

Year 4 – Term 5, Week 5

Year 4 – Term 5, Week 5 Music: ‘Junk Band’ music and rhythms (From Mrs Morton) Next part…

 This is you last session of Junk Music!  Have another listen to Weapons of Sound “Taz” Junk Percussion band if you want to: https://www.youtube.com/watch?v=omr4lCQ1V6k  Also listen to: https://www.youtube.com/watch?v=OvKjLHqUI3Q Junk Man creates music out of Junk.

 If this inspires you, get creating! See if you can make a type of maraca, bells (Junk Man’s favourite is his brass key bells!), drums, claves… have a look around your house and see what you could use to create an interesting sound! (with permission from a grown up!)  Now for your own junk composition!  Last time you selected 4 junk instruments and composed the 2 simple repetitive rhythms which will be the ‘backbone’ of your junk music and will keep the other instruments together in time.  Have another practice of playing these 2 rhythms with a household member.  You then composed a third more complicated rhythm for a third junk instruments.  Have a practice of this rhythm on your own, then see if you can play it along with the other two simple rhythms.  Label the rhythms 1, 2, and 3 (3 being the more complicated rhythm).

 Now compose a 4th 2 bar rhythm for your 4th instrument.  This could be less or more complicated that the 3rd – remember it has to be possible for you to perform together - don’t make it too difficult - but do make it sound interesting.  Remember you can use long notes (minims/semibreves) and short notes (crotchets and quavers) and rests.

Now you should have 4 pieces of paper, labelled 1, 2, 3, 4 with the 4 rhythms written on.

 It may not be possible for you to have 4 band members, but if there are 2 of you can swap between the rhythms.  Perhaps your grown up would like to stay on the same rhythm (rhythm 1) and you can change between rhythm 2, 3 and 4 whenever you feel ready.

 If you want to, you can write down the order which you will play each rhythm.

Mum: 1 all through Me: 2, 3, 4, 2, 3, 4 etc Or Mum: 1 all through Me: 3, 4, 3, 4 etc Sister: 2 all through

Year 4 – Term 5, Week 5

EXT: If you really want to GO FOR IT you can have an IMPROVISING SOLO!! Go crazy and play random rhythms for a few moments, then come back to the fixed rhythms again. Have fun and after you’ve had some practice do video your performance and send to your teacher if you want to!

Science: Constellations  We are going to be learning what constellations are.  The 'Space Bat Alien Dragon' (Monster) mentioned in The Iron Man is described as coming from a star that shines 'in the Constellation of Orion.'  Before you begin this task, take a few moments to brainstorm what you think a constellation might be.  Write down a few notes or a small mind map.  Have a look at this video (Bitesize) https://www.bbc.co.uk/bitesize/clips/zdspyrd  What do you think a constellation is now- is there anything you can add to you notes?  How many Constellations exist, and can you name any of them?  Add these answers to your notes/mind map.

 Here is what the constellation of Orion looks like in the sky.  What do you notice about the shape of Orion?  Do you think the shape of the constellation resembles anything?  The Ancient Greeks thought this constellation resembled a mythological hunter called Orion, and named this constellation after him. Ancient Greeks named the constellations that were visible to them based on what they thought they looked like.  EXT: Why do you think the two constellations next to Orion are called Canis Minor and Canis Major (clue – Canis means 'dog' in Latin.)

Year 4 – Term 5, Week 5

 We will be using this graph to plot some other constellations (Cancer, Lynx, Hydra and Libra.)  Use a different colour pencil (if possible) to plot each one.  Follow the instructions for each constellation – as above (for example the Lynx will begin on the 5 along the bottom axis (x) and 6 along the side axis (y), and the first point for Lynx has been plotted for you in purple as an example.  Label what you have plotted.  Have a look at the constellations you have plotted and write down what you think they resemble.

Year 4 – Term 5, Week 5

Cancer (Crab) Lynx (Cat) Hydra (Sea Serpent)

Libra (Scales)

 Are you surprised by any of these? Or is there anywhere you may have made a mistake with the constellations you have plotted?  Now, on your chart, use each plotted constellation to draw an image of what each constellation is supposed to resemble (e.g you will use the Cancer constellation to draw a crab.)  EXT: Take a look at this website for more information on constellations. Make a few notes on any interesting information we have not covered and complete a small quiz to test how much you can remember. https://www.ducksters.com/science/physics/constellations.php

History: The Discovery of Australia  You are going to be writing two historical recounts about the 'discovery' – one from the perspective of Captain James Cook, and one from the perspective of an Aboriginal person.  Chapter 5 of The Iron Man is set in Australia. Australia was first 'discovered' and 'claimed' by a man named Captain James Cook. When a country is 'discovered' it means it was put on a map and the rest of the world knew it existed.

 Before we start, when do you think Australia was 'discovered?' For parents: It was 1770, and Captain Cook claimed Australia for Britain. He found a group of people already living there, called the Aboriginal people.

Year 4 – Term 5, Week 5  Captain James Cook was a British Explorer, and set off on his first expedition; sailing to observe the planet Venus as it passed between the earth and the sun. His boat was called the HMS Endeavor. This journey took him to Australia, where he and his crew ‘landed' their boats in Botany Bay.

 Here is a British painting of Captain Cook's landing at Botany Bay.  How do you think Captain Cook would have felt when he landed at Botany Bay? Why? Make a few notes on your thoughts.

 Aboriginal people – what do you think the word Aboriginal means? (Clue, look at the spelling: Aboriginal.) For parents: Aboriginal people were the original inhabitants of Australia.

 Aboriginal people were the original population in Australia, and they lived in tribes in the bush or dessert, and used weapons like boomerangs and spears to hunt for food and defend themselves.  This is a painting of the Aboriginal people when Captain Cook landed at Botany Bay. How do you think they felt? Why? Make a few notes on your thoughts.

Year 4 – Term 5, Week 5

 You are going to be writing two historical recounts about when Captain Cook and his men discovered Australia.  One diary recount will be from Captain Cook's perspective, and one will be from the perspective of an Aboriginal person.  Take a look at the examples below for an idea of how you will write this.  While you are reading, think about how both Captain Cook and the Aboriginal (Indigenous) people might be feeling.  Write two headings on your page, one for Captain Cook and one for the Aboriginal People.  As you read, make a few notes under these headings about the events that happen at Botany Bay, and the order in which they happen.  Did Captain Cook or the Aboriginal people experience different things? Why do you think this might be?

Year 4 – Term 5, Week 5

 Now, using the notes you have made throughout this lesson, you are going to write your own historical recounts of Captain Cook's landing at Botany Bay – one from Captain Cook's perspective and one from the perspective of an Aboriginal person.  Before writing, familiarize yourself with these features of a recount.  Once you have written your two recounts you will be marking yourself using this, to check how effective your recount is!

Year 4 – Term 5, Week 5 Geography: Map work (including countries and continents)

 We are going to be plotting the Iron Man's journey from the U.K to Australia.  In Chapter 5 of The Iron Man, the Iron Man is flown (in pieces) from England to Australia.  However, Ted Hughes also mentions that the Iron Man has metal delivered by ship from China, and fuel delivered from Japan, also by ship.  Take a look at this online map of the world. (https://geology.com/world/world- map.shtml)  Find the U.K on this map, and use it to help you find the U.K on the blank map below.  Take a coloured pencil and colour in and label the U.K. This is where the Iron Man begins his journey.

 The Iron Man travels from the U.K to Australia.  Use the online map to find Australia, and then find it on your blank map.

Year 4 – Term 5, Week 5  Using a different colour to what you used before, colour and label Australia on the map.  Draw a line from the U.K to Australia to represent the Iron Man's journey.

 Now, using the online map, do the same for Japan and China.  Locate each country on the virtual map and using a different colour, color-in each country and label it.

 In Chapter 5 of the Iron Man, Ted Hughes tells us that the metal from China and the fuel from Japan travel by BOAT, whereas the Iron Man travels by PLANE.  Do you think the line you draw to represent these journeys will be the same as the line between the U.K and Australia?  Can a journey by boat go across the land, or will you have to draw this line somewhere else?  For parents: the lines will have to be drawn through oceans, because these journeys were taken by boat.

 Draw a line from China to Australia, to represent the journey the metal takes in the story, and do the same from Japan to Australia, to represent the journey the fuel takes.  Take another look at the online map, and compare it with your map.  Which oceans have you cut through to draw the lines between China, Japan and Australia? Label these oceans on your map.