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Week 3 of the Summer Term

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Week 3 of the Summer Term Week 3 of the Summer Term Hello everybody! Hope you have had another fantastic week at home and been getting on well with any home learning you have been doing! Did everybody join in with our #SchoolSing4Hope on Wednesday, giving their best rendition of Three Little Birds by Bob Marley? We did in our house and are looking forward to doing it again, this Wednesday at 6:30pm! Get any instruments you have, get your family and get singing and dancing on your doorstop everybody! You will find the lyrics in the extras section of our pack this week! If you visit the website https://schoolsing4hope.org/ you can already see some videos from the public out on their streets last week! As always, I have created lots of activities for all areas of learning this week for you! Do as much as you can, when you can, but please don’t panic if you don’t complete everything! Remember, if anyone has any queries, pictures of their home learning or simply want to say hello, please feel free to email us at: [email protected] Take care everybody, missing you all! Reading Comprehension: Cogheart by Peter Bunzl (Chapter 8) So whose prediction was right last week? And what did everybody think about Professor Silverfish? Do you think he is going to be someone that Lily can trust? I wonder who we will be following in this week’s chapter? Let’s find out! Don’t forget, you can find the audio of myself reading the chapter on this week’s learning page on the website, as well as the copy of the text in the next few pages. If you haven’t read chapter 6 and 7 from the previous weeks yet, you might find it useful to go back and listen to them first. You will find them on our learning page (Week 1 and 2 of the Summer term). Activity 1: Answer the questions above in your workbooks and make your predictions about Professor Silverfish. Once you have done this, have a look at some of the tricky vocabulary you might come across whilst reading or listening to the chapter. Do you know what some of these words mean already? Either before, during or after reading – whenever is best for you – write the definition of each word in your books. Activity 2: Once you have listened or read the story, try and answer as many questions as you can from the VIPERS comprehension on the following page. You could do them all in one go or pick a few each day! Note that the prediction question asks you to read up to the point of the ‘silver skull handle’ and then stop to answer the question. If you can, that will be great, but don’t panic if you have already read further! Activity 3: Can you create an alternative ending of the chapter from the moment that Mr Roach entered the shop? What if he didn’t leave? What if Malkin woke up and heard the man from the back room? What would he do? Run? Stay? You decide and write your own chapter! Activity 2 – VIPERS questions Fancy something Draw a picture extra? Here are a few Read the activity created by the of Mr Roach more ideas and author of Cogheart, Peter Bunzl, about from how he activities for you to technology and robots taking over has been enjoy! You can find humans. What is your opinion? Read described in the resources after the and answer the questions with your the book! Label copy of Chapter 7. views - if you send in your thoughts to your picture our email, I can create an online using quotes debate from your ideas! from the text. Peter Bunzl, the author of Cogheart. Can you find out any interesting facts about him? What other books has he written? Cogheart ‘The Extra Mile’ activity Read the activity created by the author of Cogheart, Peter Bunzl, about technology and robots taking over humans. What is your opinion? Read and answer the questions with your views - if you send in your thoughts to our email, I can create an online debate from your ideas! Cogheart – Chapter 8 Here is the second part of our African story. Once you have Read it, answer the questions in your workbook. Stealing the Sun, part 2 A STORY FROM AFRICA For days, Mokele paddled along the rivers through the forests until, at last, he came to the land of Chief Mokulaka, who had hidden the sun! Mokele asked him, very politely, “Please may I buy the sun from you?” Chief Mokulaka didn’t want to sell the sun, but when he saw a fierce leopard, a huge baboon, and all the other animals that were in the canoe, he knew it would be difficult to keep it. 1) Why do you think Chief “Very well,” he said, “but I’ll have to talk to my son to decide on a fair price. Why not go and rest for Mokulaka agreed to sell a while?” Mokele agreed, and sat down under a the sun if he didn’t really tree. Chief Mokulaka hurried to his daughter. want to? “Molumba,” he whispered, “I want to kill this man. 2) How did Mokele know that Brew up some poison for him.” The Chief didn’t he was going to be killed? notice the wasp that was hovering near them. The 3) Why do you think Mokele wasp flew to Mokele, and warned him what the pretended that he didn’t Chief was planning. know the plan? When the Chief invited Mokele into Molumba’s hut, Mokele pretended he knew nothing of the poison. 4) What do you think might He talked to Molumba, and she so liked this happen in part 3 next handsome young man, she secretly poured the week? poison away. 5) Draw a picture of Chief When they were talking, the tortoise found the Mokulaka talking to sun hidden in a cave. It dragged it out and held it Molumba. Include speech tightly. The kite gripped the tortoise in its claws, and lifted it up. For the first time, the sun rose up bubbles showing what they say. in the sky. Maths: This week I thought we could really get stuck into our African topic by relating some of our maths work around it! There are activities linking to the African flags, currency, climate and rainfall, as well as different time zones around the world (okay, you got me - the last one isn’t just about Africa!) Instead of arithmetic questions this week, I have included some mixed maths questions and times tables for you to have a go at! Enjoy! Resources for Maths Activity 1 – Time Zones: Why do we have different times zones? To understnd why different countries in the world have different time zones, we first need to understand how day and night is formed. We have day and night because the Earth spins on its axis, which is an imaginary line passing through the North and South Poles. The Earth spins slowly all of the time, but we don’t feel any movement because it turns smoothly and at the same speed. To spin round once on its axis it takes 24 hours – one day. At any time that half of the Earth is facing the Sun, it is daytime. On the half that is not facing the Sun, it will be night time. The Sun is a source of light for daytime. You might like to carry out some more research on why the time of sunrise and sunset changes. Below is a map of the world showing the different time zones. You will see how far ahead or behind other countries are by looking at the time difference at the bottom. UTC means Coordintated Universal Time – this is the primary time standard which the world regulates clocks and times. To the East you will add time on from this, to the West you will take it off. On this map, the time zones are colour coded. Notice that not all time zones are in vertical lines. The map below will be easier to use with your questions of the next page, as it shows you where each country is. After finding all the times, you might like to have a go at creating your own problems. For example: If I board a flight in England at 16:05 to travel to Paris, what time would it be in France when I land? Resources for Maths Activity 2 – Climates and Rainfall: Each graph from the different parts of Africa, show you the total rainfall and average temperature for each month of the year. You will see these more clearly on the following pages. The map in the centre shows you where each of these countries are located. For each part of Africa, can you use the information provided to find the answers to the following questions. What is the total amount of rainfall for the whole year? What is the coldest month? What is the hottest month? What is the average temperature for the whole year? (You can work this out by finding the mean – add up all the temperatures from each month, then divide it by how many months are in a year). Some answers may be a decimal therefore you will need to round it to the nearest whole number. What is the range in temperature? (This means the difference between the hottest temperature and the coldest temperature.) What is the range in rainfall? (This means the difference between the greatest amount of rainfall and the least.) From looking at the temperatures, can you find the mode? (This means the temperature which appears the most amount of times).
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