Post on 03-Jul-2020
Eaton Primary School Home Learning Planner
Year Group: 4 Week Beginning: 29.06.20
English Maths Topic
Monday Lesson 1: approx. length 1 hour
Learning objective: To create a setting using
preposition phrases.
Last week, we looked at our Year 4 skills: fronted adverbials and expanded noun phrases. Today, we are going to focus on preposition phrases. What is a preposition phrase? Watch: today’s teacher video on Class Dojo.
Where is your mythical beast going to live?
Task: Choose one of the settings or sketch your own setting for your mythical beast.
Lesson 1: approx. length 1 hour
Learning objective: To identify lines of symmetry in 2D shapes.
5-a-day: Notice the pattern and continue the sequence
1. 50, 60, 70, …
2. 6, 12, 18, …
3. 40, 80, 120, …
4. 38, 43, 48
5. 0.24, 0.34, 0.44
Challenge: create your own sequence for your teacher to
continue and post it on Class Dojo!
WATCH: Today’s video on class dojo.
Fluency:
1) Using cutting and folding, find and draw on the lines of
symmetry in the shape below.
A larger printable version of these shapes is attached at the
bottom of this document (if you don’t have access to a printer,
you can draw them out carefully yourself).
2) Which shapes below show a correct line of symmetry?
Science
Learning Objective: To explain the functions of
teeth in humans.
Observation:
Using a mirror look carefully inside your mouth
or you could look inside someone in your
household’s mouth:
How many teeth can you see?
Do all teeth look the same?
How many different types of teeth can you
see?
https://www.bbc.co.uk/bitesize /topics/z27kng8/articles/zsp76yc Task: Label the teeth on the diagram.
Underneath write a sentence to explain the
functions of the different type of teeth.
(Attached below)
Think of some exciting and descriptive language to describe your setting and write around your picture. Now use prepositions to write your setting description. Prepositions you could use: on, in, beside, behind, between, across, through, next to, below, under
Support: Use the three preposition phrases and finish the sentence describing your setting.
Above him/her, _______________.
In the distance, _______________.
All around him/her, _______________.
Spellings: Choose an activity from: write
words into sentences, find other words with
the same spelling patterns, make a word-
search, create a crossword, spelling games.
Support: Use cutting and folding (A larger, printable version of these shapes is attached at the bottom. If you don’t have access to a printer, you can draw them out carefully yourself).
Reasoning: Here are 3 logos.
Dora says: All of these logos have lines of symmetry because they’re circles. Mo says: I disagree because the design on them isn’t symmetrical. Who do you agree with? Why?
Problem solving: True or false: The number of lines of symmetry a shape has is equal to the number of sides it has. Convince me! Support: Prove your answer by drawing, cutting and folding different shapes of your choice. Challenge: Can you make a conjecture about your findings?
Scientific enquiry (optional):
Use different teeth to chew the different foods
and think which ones are easier with each
tooth and why this may be or think about the
teeth you would use to chew each of these
foods and why:
-baguette/bread
-fruit pastilles/chewy sweet
-apples
-chicken
Tuesday Lesson 2: approx. length 1 hour
Learning objective: To plan my own Greek
myth.
Today, we are going to plan our own Greek
myth based on the Greek myths we have
looked at.
We will use the feature checklist to plan our
own version and features that we are going
to include in our myth.
(Attached below)
Watch: today’s teacher video on Class Dojo. It will show you how to plan and include our Year 4 skills that we have practised last week into our plan.
Task: Plan your own Greek myth using the
feature checklist.
Lesson 2: approx. length 1 hour
Learning objective: To complete symmetric figures.
WATCH: Today’s video on class dojo.
5-a-day: Round to the nearest 10 and 100
1. 81
2. 124
3. 279
4. 825
5. 511 Challenge: 999
Fluency:
1) Colour the squares to make the patterns symmetrical.
(A larger, printable version of these shapes is attached at the
bottom. If you don’t have access to a printer, you can draw
them out carefully yourself).
2) Complete the shapes according to the lines of symmetry.
Music
Learning objective: To compose music for a
purpose.
The Olympics were first started in Olympia,
Greece in 776 BC.
Music is a really vital part of any modern
Olympic games as teams and supporters
perform anthems and songs to cheer on their
country.
Can you think of a time you have heard an
anthem or chant at a sporting event to cheer on
a team or athlete?
Here are some examples of Olympic songs sung
to the same tune as famous songs:
(To the tune of “She’ll be coming round the
mountain)
We are standing at the start line, yes we are, We are standing at the start line, yes we are, The runners are all ready, The starting gun is steady, We are starting at the start line, yes we are.
(To the tune of “Humpty dumpty”)
Athletes standing all ready to race, Nobody hoping to fall on their face, All the events will be put to the test, Everyone racing and trying their best.
(To the tune of “The animals went in 2 by 2)
Reasoning:
How many different symmetrical shapes can you create using the
given sides below?
Problem solving:
How many symmetrical shapes can you make by colouring in a
maximum of 6 squares?
(A larger, printable version
of this grid is attached at the
bottom. If you don’t have
access to a printer, you can
draw them out carefully
yourself).
The athletes went in 2 by 2, Rio! Rio! The athletes went in 2 by 2, Rio! Rio! The athletes went in 2 by 2, 1 sprinter and 1 in a canoe, And they all went into the Games, For they were the best in the world.
Here are some questions to think about:
- What is the purpose of these songs? Is it to make the athletes feel nice and calm before their race? Or to pump them up and excite them instead?
- Think of the tempo (speed) of the underlying beat. Would these songs be sung quickly and loudly? Or slowly and quietly?
- Think of the dynamics of the song. Will it start off quiet and increase in volume to build up atmosphere in the crowd?
- How do these songs make you feel? How do you think they would make the athletes feel?
Task: Write your own Olympic anthem or song
to perform at the opening ceremony.
If you want to challenge yourself, write your
song to the tune of a famous song just like the
examples!
Wednesday Lesson 3: approx. length 1 hour
Learning objective: To write a Greek Myth.
Read the example myth of Perseus and the
Gorgon Medusa to remind you what a good
Greek myth looks like.
Watch: today’s teacher video on Class Dojo.
After watching the video, use your plan to
write your own Greek myth.
Use the writing ladder to help as you write
to check you are also including Year 4 key
skills we would expect to see.
(Attached below)
Task: Write your own Greek myth using your
plan and the writing ladder to include as
many skills and features as possible.
Lesson 3: approx. length 1 hour
Learning objective: To describe positions on a 2D grid.
5-a-day: Describe the value of the number 7 in each number
1. 72
2. 147
3. 7942
4. 12,756
5. 97,502 Challenge: 48.72
WATCH: Today’s video on class dojo.
Fluency: Write the coordinates for the points shown.
Yellow=
Blue=
Red=
Green=
DT
Learning objective: To confidently make
labelled drawings from different views showing
specific features.
The Greeks believed that the gods inhabited temples so they had to be BIG...
Everyday people weren't allowed in: only priests. Even if they had a celebration party for the god, this had to be outside!
Task 1- Research:
Can you find out what these words relating to
Greek temples are/mean?
Columns Doric Ionic Corinthian
Friezes Roof Limestone Marble
Terracotta Pediments
https://www.ducksters.com/history /ancient_greece/architecture.php
Task 2: Design your own Greek temple on the website: http://www.ancientgreece.co.uk/acropolis /challenge/cha_set.html (optional) Draw the temple from front and from the side and label the details and features you have used.
Write out the coordinates that spell your name.
Reasoning:
True or false:
The missing
coordinates
of this square
are (8,7)
Convince me.
If you can’t access the website, you can design
and draw your temple straight onto paper.
What will your temple be made of?
Which God will your temple be made for?
Extension: Using resources around your house
(playdough, card, cardboard), have a go at
creating and constructing the temple you have
designed.
Tommy, Dora and Eva are working out the coordinates of the
pentagon.
Dora: The coordinates
of the pentagon are
(0,8)
Tommy: The
coordinates of the
pentagon are (8,0)
Eva: I think you are
both right!
Who is correct and
why?
Problem solving:
Which clue
matches which
coordinate?
Clue 1: My x
coordinate is half
of my y coordinate.
Clue 2: My y
coordinate is less
than my x
coordinate.
Clue 3: Both my coordinates are the same number.
Thursday Lesson 4: approx. length 1 hour
Learning objective: To edit and improve my
Greek myth.
Now you have written your myth, a really
important skill to have is to be able to edit
and improve your own writing.
Edit one paragraph at a time, check:
1) Have I used capital letters for the start of
a sentence and proper nouns?
2) Have I used the correct punctuation in the
correct place? Full stops, commas, speech
marks etc.
3) Does each sentence make sense? Have I
missed any words?
4) Have I checked my spelling and grammar?
Have I written in the past tense?
5) Can I improve any words to help up level
your vocabulary? E.g. Instead of the word
‘evil’ you may use the word
‘malicious/sinister’.
Watch: today’s teacher video on Class Dojo.
Task: Edit and improve your Greek myth.
Use a different coloured pen or pencil so
that you can see your edits clearly.
Lesson 4: approx. length 1 hour
Learning objective: To plot coordinates on a 2D grid.
5-a-day: Solve using a written method.
1. 132 + 66
2. 578 + 341
3. 295 – 184
4. 658 – 372
5. 42 x 5
WATCH: Today’s video on class dojo.
Fluency:
1) Plot the
following
coordinates:
(7,8)
(4,6)
(9,1)
(10,0)
(Larger, printable versions of the grids needed today are
attached at the bottom. If you don’t have access to a printer,
you can draw these out carefully yourself)
2) Here are the coordinates of three points.
X = (1,3) Y = (2,5) Z = (3,7)
Plot and label the points on a new, blank grid on the next page or
attached at the bottom.
Geography
Learning objective: To use a map to locate
countries and describe their features.
Log in to Digimaps for Schools
https://digimapforschools.edina.ac.uk/login Username: NR46HS Password: rhubes7531
1) Search for Norwich, Norfolk.
Zoom out slowly and explore Norwich’s
location:
In England
In the UK
In Europe
In the rest of the world
2) Search for Athens, Greece.
Zoom out slowly and explore Athens’ location:
In Greece
in Europe
in the rest of the world
in comparison to Norwich
This is called locational geography: Can you
now describe where these two locations are in
the world compared to each other and other
countries?
Once you have
drawn on the 3
coordinates, join
up the points.
What do you
notice?
Write the
coordinates of two
other points that
fit the pattern.
Reasoning:
1) Amir says: When you are plotting a point on a grid it does
not matter whether you go up or along first as long as
you do one number on each axis.
Do you agree with Amir? Convince me.
2) What shapes
could be made
by plotting
three more
points?
What would
the 3 other
coordinates be
to make your
new shape?
Now we want to start thinking about physical
geography of the two places.
Physical geography includes:
1) rivers
2) mountains
3) landforms
4) volcanoes
5) oceans
6) climate
7) forests
Use the following websites to research the
physical geography of Greece today:
- https://www.ducksters.com/geography /country/greece.php
- https://kids.nationalgeographic.com/ explore/countries/greece/
- https://kids.kiddle.co/ Greece#Geography_and_climate
Use the following websites to research the
physical geography of the UK (and Norfolk)
today:
- https://kids.kiddle.co/Geography
_of_England
- https://www.ducksters.com/
geography/country/united_
kingdom.php
- https://www.3dgeography.co.uk/
geography-of-the-uk
Task: Copy and complete the table below to
compare the physical geography of the two
locations.
Problem solving:
Two vertices of a triangle are shown on the grid.
What are the coordinates of the two vertices shown?
Give a possible coordinate for the third vertex, if the triangle is
right angled.
Give a possibly coordinate for the third vertex, if the triangle is
isosceles.
Support: Watch last week’s Class Dojo video on triangles to
remind you of the different types!
The physical features of:
Norwich and the UK Greece
Friday PSHE lesson
Happy Friday!
WATCH: Today’s video on class dojo
In the story Jenny becomes weighed down by
the amount of worries she has.
ACTIVITY 1
You might not have any worries which is great.
If you or someone does have worries what is
the best thing to do?
Make a list of the grown- ups you could go to if
you have a worry.
What happens to worries in the light of day?
The little girl in the book
had worries that looked
like monsters. Draw
picture of your worries (if
you have any) or write words to describe your
worries).
ACTIVITY 2
Talking to a trusted adult can be really helpful if
we are feeling a little anxious are upset. Being
with friends can also be really helpful.
What do you think makes a good friend? Why?
Show me (in as creative way as you want!)
what makes a good friend.
ACTIVITY 3
Think of all the things you enjoy doing and
make a list of them with some pictures.
What is it you enjoy about these activities?
If you’re allowed, choose one of the activities
on your list to do.
I look forward to seeing your ideas!
Mrs Rushworth
Monday’s maths resources:
Monday’s maths resources:
Tuesday’s maths resources:
Tuesday’s maths resources:
Tuesday’s maths resources:
Thursday’s maths resources:
Thursday’s maths resources:
English- Tuesday
English- Wednesday
Science